Academic Performance and Resilience in Secondary Education Students
Ana María Carroza-Pacheco1, Benito León-Del-Barco2, Carolina Bringas Molleda2
1Centro Asociado UNED Mérida, National University of Distance Education, 06800 Mérida, Spain.
Journal of Intelligence
|May 27, 2025
Summary
School resilience significantly impacts academic performance in Spanish secondary students. Internal Resources and Identity-Self-Esteem dimensions showed the strongest links, with higher performance also noted in 2nd and 3rd school years.
Area of Science:
- Educational Psychology
- Adolescent Development
Background:
- Academic performance is crucial for national educational and economic progress.
- Identifying factors influencing academic success is a key research area.
Purpose of the Study:
- To analyze how school resilience dimensions determine academic performance.
- To investigate the relationship in Spanish secondary students.
Main Methods:
- Utilized the School Resilience Scale (SRS) with 609 students (ages 11-17).
- Employed analysis of variance and discriminant analysis with a canonical function model.
Main Results:
- A direct, significant relationship was found between all resilience dimensions and academic performance.
- Internal Resources and Identity-Self-Esteem dimensions exhibited larger effect sizes.
- Students in their 2nd and 3rd school years showed the highest academic performance levels.
Conclusions:
- School resilience is a significant determinant of academic performance.
- Specific resilience dimensions, like Internal Resources and Identity-Self-Esteem, are particularly influential.
- School year progression is associated with improved academic outcomes.
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