Bibliographic citations
Chura, G., (2024). Resiliencia y rendimiento académico en estudiantes de secundaria de una institución educativa privada, Juliaca 2022 [Universidad Privada Norbert Wiener]. https://hdl.handle.net/20.500.13053/12547
Chura, G., Resiliencia y rendimiento académico en estudiantes de secundaria de una institución educativa privada, Juliaca 2022 []. PE: Universidad Privada Norbert Wiener; 2024. https://hdl.handle.net/20.500.13053/12547
@misc{renati/1668388,
title = "Resiliencia y rendimiento académico en estudiantes de secundaria de una institución educativa privada, Juliaca 2022",
author = "Chura Coila, Ghema Isabel Astrid",
publisher = "Universidad Privada Norbert Wiener",
year = "2024"
}
The objective of the research was to determine the relationship that exists between resilience and academic performance in high school students of a private educational institution, Juliaca 2022. This study had a quantitative approach, basic type, correlational level of non experimental and cross-sectional design, having a sample of 132 students from the third, fourth and fifth grade of secondary school to whom the Wagnild and Young (1993) resilience questionnaire was applied, also requiring the evaluation minutes of the Ministry of Education (MINEDU 2016), of the areas corresponding to: Communication, mathematics and science and technology, using Spearman's rho coefficient to test the hypotheses. The results showed that resilience has a correlation (p=0.021<0.05) with academic performance, with a weak, significant and positive relationship (rho=0.200). Self-confidence has no relationship with performance (p=0.057>0.05), in addition, it has a low and positive correlation (rho=0.166); As for equanimity, it has no relationship with academic performance (p=0.0679>0.05) with a very weak and positive correlation (rho=0.036). A relationship was found between perseverance (p=0.048<0.05) and academic performance, with a very weak and positive relationship (rho=0.173), furthermore personal satisfaction has no relationship with academic performance (p=0.122>0.05), and is positive (rho =0.135). Finally, a relationship was found (p=0.016<0.05) between feeling good alone and academic performance, presenting a very weak and positive correlation (rho=0.210). This means that self confidence, equanimity, perseverance, personal satisfaction and feeling good alone, although individually they are not decisive for academic performance, may contribute together to academic performance.
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