Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Daniel Rodríguez-Rodríguez and Remedios Guzmán
Universidad de La Laguna
Background: Socio-familial risk factors negatively affect the academic performance of students. The objective of this study consisted in analyzing which personal variables can reduce the negative relationship between socio-familial risk factors and academic performance. Method: A sample of 1268 Secondary students was selected, of which 443 had two or more risk factors. The examined variables were the following: Socio-familial, academic goals, causal attributions, academic self-concept, self-efficacy and academic performance. Results: The incidence of accumulation of risk factors in the performance was confirmed. We distinguished at-risk students with good and poor performance from the personal variables analyzed, and showed the protective effect of these variables on performance against risk accumulation. Conclusions: Based on the identification of risk factors that may hinder performance, the findings offer information to develop both educational intervention strategies that improve performance and personal variables that mediate positively in school outcomes.
Factores de riesgo socio-familiares y variables personales protectoras del rendimiento académico de estudiantes de Educación Secundaria. Antecedentes: los factores sociofamiliares de riesgo afectan negativamente al rendimiento académico de los estudiantes. Este estudio analizó qué variables personales pueden reducir la relación negativa entre factores sociofamiliares de riesgo y rendimiento académico. Método: se seleccionó una muestra de 1.268 estudiantes de Secundaria, de los cuales 443 tenían dos o más factores de riesgo. Se examinaron variables sociofamiliares, metas académicas, atribuciones casuales, autoconcepto académico, autoeficacia y rendimiento académico. Resultados: se confirmó la incidencia de la acumulación de factores de riesgo en el rendimiento. Se diferenció a los estudiantes en riesgo con buen y bajo rendimiento a partir de las variables personales analizadas, y se mostró el efecto protector de las mismas en el rendimiento frente a la acumulación de riesgos. Conclusiones: los hallazgos ofrecen información para desarrollar estrategias de intervención educativa que mejoren el rendimiento, a partir de la identificación de factores de riesgos que puedan obstaculizarlo, y el desarrollo de variables personales que medien positivamente en los resultados escolares.
SPANISH
ENGLISH
https://doi.org/10.7334/psicothema2018.213