Fortalecimiento de la resiliencia académica en estudiantes de la Educación Básica Regular
Strengthening academic resilience in students of Regular Basic EducationContenido principal del artículo
Introducción: La fortaleza psicológica es clave para que los estudiantes superen desafíos, aprendan de los fracasos y desarrollen competencias socioemocionales integrales. Objetivo: Analizar el fortalecimiento de la resiliencia académica en estudiantes de educación secundaria de una institución educativa pública de Lima. Metodología: Se aplicó un enfoque cuantitativo de alcance descriptivo y diseño transversal. La muestra incluyó 107 estudiantes, evaluados mediante un cuestionario tipo Likert con confiabilidad Alfa de Cronbach de α = 0,88. Se analizaron las dimensiones de autoestima, empatía, autonomía, humor y creatividad. Resultados: El 33 % de los estudiantes presentó baja resiliencia académica, siendo la autonomía la dimensión más débil (M = 2,95). Factores como apoyo familiar, orientación docente y clima escolar funcionaron como protectores. Las correlaciones entre las dimensiones analizadas fueron positivas y significativas (p < 0,01), evidenciando interrelaciones entre competencias socioemocionales. Conclusiones: Es necesario fortalecer habilidades socioemocionales, especialmente la autonomía, y promover entornos escolares que favorezcan la adaptación positiva frente a los retos académicos. La intervención en estas áreas contribuirá al desarrollo integral y al bienestar de los estudiantes de secundaria.
Introduction: Psychological strength is fundamental for students to overcome challenges, learn from failure, and develop comprehensive socio-emotional competencies. Objective: To analyze the strengthening of academic resilience among secondary education students in a public educational institution in Lima. Methodology: A quantitative approach with a descriptive scope and cross-sectional design was applied. The sample consisted of 107 students, evaluated using a Likert-type questionnaire with a Cronbach’s Alpha reliability of α = 0.88. The dimensions analyzed included self-esteem, empathy, autonomy, humor, and creativity. Results: Findings showed that 33% of the students exhibited low academic resilience, with autonomy being the weakest dimension (M = 2.95). Factors such as family support, teacher guidance, and school climate functioned as protective factors. Correlations between the analyzed dimensions were positive and significant (p < 0.01), evidencing clear interrelationships among socio-emotional competencies. Conclusions: It is necessary to strengthen socio-emotional skills, particularly autonomy, and to promote school environments that foster positive adaptation to academic challenges. Targeted interventions in these areas will contribute to the holistic development and well-being of high school students.
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