Asertividad como factor protector en estudiantes de educación secundaria: una revisión sistemática

Assertiveness as a protective factor in secondary school students: a systematic review

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Introducción: La asertividad constituye una competencia socioemocional relevante durante la adolescencia, al favorecer la expresión adecuada de opiniones, necesidades y límites, así como la toma de decisiones autónomas y las relaciones interpersonales saludables. Objetivo: Analizar la evidencia científica disponible sobre la asertividad como factor protector en estudiantes de educación secundaria. Metodología: Se realizó una revisión sistemática siguiendo los principios de PRISMA 2020. La búsqueda se efectuó en Scopus, Web of Science, PubMed y SciELO. De 245 registros identificados inicialmente, tras los procesos de depuración, cribado y evaluación de elegibilidad, se incluyeron 28 estudios empíricos publicados entre 2015 y 2026. Se aplicaron técnicas de análisis de contenido y síntesis narrativa. Resultados: Los estudios revisados evidenciaron que la asertividad se relaciona principalmente con las habilidades sociales (32,1 %), la prevención del bullying (25,0 %), la salud mental (17,9 %) y el rendimiento académico (10,7 %). Los hallazgos muestran que esta competencia favorece interacciones sociales adecuadas, afrontamiento de situaciones adversas y toma de decisiones autónomas, configurándose como un recurso asociado al bienestar integral durante la adolescencia. Conclusiones: La asertividad constituye un factor protector vinculado con las competencias socioemocionales de los estudiantes de educación secundaria. Su incorporación en programas de tutoría, convivencia escolar y promoción del bienestar puede contribuir al fortalecimiento de habilidades sociales y recursos personales para afrontar situaciones de riesgo durante la adolescencia.
Introduction: Assertiveness is a relevant socio-emotional competency during adolescence, as it promotes the appropriate expression of opinions, needs, and personal boundaries, as well as autonomous decision-making and healthy interpersonal relationships. Objective: To analyze the available scientific evidence on assertiveness as a protective factor among secondary education students. Methodology: A systematic literature review was conducted following the PRISMA 2020 principles. Searches were performed in Scopus, Web of Science, PubMed, and SciELO. Of the 245 records initially identified, 28 empirical studies published between 2015 and 2026 were included after the processes of deduplication, screening, and eligibility assessment. Content analysis and narrative synthesis techniques were applied. Results: The studies reviewed showed that assertiveness was primarily associated with social skills (32.1%), bullying prevention (25.0%), mental health (17.9%), and academic performance (10.7%). The findings indicate that this competency promotes appropriate social interactions, facilitates coping with adverse situations, and supports autonomous decision-making, thereby constituting a resource associated with overall well-being during adolescence. Conclusions: Assertiveness constitutes a protective factor associated with the socio-emotional competencies of secondary education students. Its incorporation into tutoring, school coexistence, and well-being promotion programs may contribute to strengthening social skills and personal resources for coping with risk situations during adolescence.

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Moreno Ynfante, C. L. (2026). Asertividad como factor protector en estudiantes de educación secundaria: una revisión sistemática. Revista Tribunal, 6(17), 1-17. https://doi.org/10.59659/revistatribunal.v6i17.547
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Moreno Ynfante, C. L. (2026). Asertividad como factor protector en estudiantes de educación secundaria: una revisión sistemática. Revista Tribunal, 6(17), 1-17. https://doi.org/10.59659/revistatribunal.v6i17.547

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