Academic Resilience: Understanding Family Relationships That Promote it

Keywords: Academic achievement, family structure, positive development, resilience

Abstract

The study of academic resilience is relevant to the educational environment because of its positive role in the educational and socio-emotional development of children and adolescents. The objective of the article was to understand the family relationships that favor academic resilience in elementary school students, first to fourth year, from vulnerable contexts. The methodology used to respond to the objectives considered a grounded theory design, since it sought to describe and understand the meanings constructed intersubjectively by the participants. The participants were selected through a guided theoretical sampling, in which data collection and analysis were carried out in parallel, with the main theoretical guide being the emerging theoretical model. The data collection strategy considered the application of 27 semi-structured interviews to vulnerable families, for which a thematic guide was prepared containing the main topics to be addressed with the participants, and without a standard scheme of response categories. Data analysis protocols and procedures were based on coding paradigm and included open, axial and selective coding levels. The results suggest that family relationships based on communication, trust, and strict academic standards combined with parental emotional support, favor academic resilience. Likewise, high academic expectations and school commitment, characterized by a component of parents affection towards school, contribute to promoting academic resilience. Finally, results are discussed from national and international theoretical evidence available, highlighting those healthy family relationships that promote academic resilience.

Author Biographies

Sonia Ilse Salvo-Garrido, Universidad de La Frontera

Dra. en Estadística Multivariante por la Universidad de Salamanca, España, 2002. Es profesora Asociada del Departamento de Matemática y Estadística de la Universidad de La Frontera (Chile), desde 1989 a la fecha. Investigadora de Proyectos FONDECYT, Innova-CORFO, FONDEF y FONIDE. Sus principales líneas de investigación son  resiliencia académica, psicometría y data mining.

José Luis Gálvez-Nieto, Universidad de La Frontera

Es trabajador Social y Doctor en Ciencias de la Educación. Es Profesor Asistente tiempo completo del Departamento de Trabajo Social de la Universidad de La Frontera, Chile. Su actividad docente se desarrolla en el ámbito de la metodología de investigación social y sus líneas de investigación son el clima escolar, violencia escolar, resiliencia académica y adaptación y validación de instrumentos de medición para ciencias sociales.

Susana San Martín-Praihuén, Universidad de La Frontera

Socióloga y Magíster en Gerencia Social. Se desempeña como profesional en el Laboratorio de Investigación en Ciencias Sociales Aplicadas (LICSA) de la Universidad de La Frontera, Chile. Sus líneas de investigación son las siguientes; resiliencia académica, procesos socioafectivos, acción colectiva-tecnología de información y comunicación.

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Published
2021-04-25
How to Cite
Salvo-Garrido, S., Gálvez-Nieto, J., & San Martín-Praihuén, S. (2021). Academic Resilience: Understanding Family Relationships That Promote it. Revista Electrónica Educare, 25(2), 1-18. https://doi.org/10.15359/ree.25-2.20
Section
Articles (Peer Reviewed Section)

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