<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-4381</journal-id>
<journal-title><![CDATA[Suma Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Suma Psicol.]]></abbrev-journal-title>
<issn>0121-4381</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-43812021000200104</article-id>
<article-id pub-id-type="doi">10.14349/sumapsi.2021.v28.n2.5</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic performance of secondary education students in socio-familial risk contexts]]></article-title>
<article-title xml:lang="es"><![CDATA[Rendimiento académico de estudiantes de educación secundaria en contextos sociofamiliares de riesgo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Rodríguez]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán]]></surname>
<given-names><![CDATA[Remedios]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Internacional de La Rioja  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>104</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-43812021000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-43812021000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-43812021000200104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed.  Method:  Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores.  Results:  The receiver operating characteristic curve showed a decrease in students&#8217; academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents&#8217; expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater.  Conclusions:  The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción: La relación que las variables sociofamiliares y no cognitivas de los estudiantes tienen con el rendimiento académico es un elemento muy importante para el éxito escolar en la educación secundaria. En este estudio se analizó la influencia de variables no cognitivas (autoconcepto académico, autoeficacia y apoyo afectivo familiar percibido) y variables sociofamiliares (nivel educativo y expectativas de cada progenitor) en el rendimiento académico de los estudiantes de secundaria.  Método:  El alumnado fue agrupado de acuerdo con su índice de riesgo sociofamiliar acumulado (estudiantes en riesgo, n = 305; estudiantes sin riesgo, n = 991). Para medir las variables se utilizaron las escalas Qué opinas de ti mismo, Autoeficacia general y Apoyo familiar percibido. Las variables sociofamiliares se midieron con un cuestionario ad hoc, y el rendimiento académico con las calificaciones de la evaluación de final de curso.  Resultados:  La curva ROC mostró una disminución en el rendimiento académico de los estudiantes de tres o más riesgos acumulados. Se realizó un modelo de ecuación estructural (SEM) para cada grupo. Los resultados mostraron que en los estudiantes en riesgo el rendimiento académico estuvo determinado principalmente por dos variables: el autoconcepto académico y el autoconcepto; a diferencia de los estudiantes sin riesgo en los que la autoeficacia fue la que tuvo un mayor efecto en el rendimiento. En ambos grupos, las expectativas de los progenitores fueron las variables familiares con mayor incidencia en el rendimiento, aunque en el grupo de riesgo el efecto fue mayor.  Conclusiones:  Se discute la relevancia de la identificación de variables no cognitivas y sociofamiliares para el desempeño académico de estudiantes de educación secundaria en riesgo por factores sociofamiliares.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[family]]></kwd>
<kwd lng="en"><![CDATA[non-cognitive variables]]></kwd>
<kwd lng="en"><![CDATA[risk]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[familia]]></kwd>
<kwd lng="es"><![CDATA[variables no cognitivas]]></kwd>
<kwd lng="es"><![CDATA[riesgo]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
</kwd-group>
</article-meta>
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