Factores Psicosociales que Inciden en el Bajo Rendimiento Académico: Un Enfoque desde la Intervención Educativa

This study examines the psychosocial factors that influence the poor academic performance of Unified General Baccalaureate students and analyzes educational intervention strategies that can mitigate their negative effects. A mixed-methods approach was applied, integrating qualitative and quantitative methodologies, with a population of 200 students and 20 teachers. Through a quasi-experimental design, specific educational strategies were implemented in an intervention group, while a control group maintained traditional practices. Semi-structured interviews, surveys, academic achievement tests, and classroom observations were conducted. The results showed that 72% of students with low academic performance face difficulties related to their family environment, emotional stability, and socioeconomic conditions. The educational intervention generated significant improvements in the intervention group, reflected in a 26.5% increase in their grade point average and an improvement in study motivation, from 55% to 85%. Comparison with previous studies supports the importance of emotional and pedagogical support in improving learning, highlighting that factors such as motivation and institutional support are crucial to academic success. The study's findings emphasize the need to integrate psychosocial factors into the design of educational programs, promoting strategies that foster adaptive and inclusive learning. The implementation of methodologies focused on emotional well-being and social interaction strengthens students' academic performance and emotional stability.