ArticleJournal of Intelligence2025
Academic Performance and Resilience in Secondary Education Students.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age.European journal of investigation in health, psychology and education · 2026Article
- Classroom Social Climate and Resilience in Secondary Education Students.European journal of investigation in health, psychology and education · 2026Article
- Parenting behaviors and school burnout among Chinese primary school students: mediation model of ego-resilience.Frontiers in psychology · 2026Article
- Factors affecting the academic performance of dental students in Riyadh, Saudi Arabia: a cross-sectional study.Frontiers in dental medicine · 2026Article
- Education in Haor areas of Bangladesh: A mixed-methods study on academic performance, school attendance, and school intervention.PloS one · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Academic performance is a factor of concern and interest in the educational context for the improvement of the educational and economic system of any country. Determining the factors influencing it has been the subject of multiple investigations. This study focused on analysing which dimensions of school resilience could act as determinants of academic performance in a sample of 609 Spanish secondary education students, aged between 11 and 17 years. The School Resilience Scale (SRS) was used as a data collection instrument. The data were analysed using analysis of variance and discriminant analysis based on a canonical function model, which suggested the existence of a direct and significant relationship between academic performance and all dimensions of resilience, with somewhat larger effect sizes for the Internal Resources and Identity-Self-Esteem dimensions, which allowed us to classify students with particularly high levels of performance. The results also show that the school year was significantly associated with academic performance, with the highest percentages of students at the highest level observed in the 2nd and 3rd years.
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Registered trials
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