Factores asociados al bajo rendimiento académico y las conductas disruptivas en estudiantes de educación media superior

Academic failure in upper secondary education is a multifactorial phenomenon shaped by academic, personal, family, and school-related variables. Among these variables, disruptive behaviors represent a major challenge to learning because they interfere with students' attention, participation, and engagement in the educational process. The aim of this study was to analyze contextual, emotional, and social factors associated with low academic achievement and disruptive behaviors among upper secondary education students who took a remedial examination after failing a course. A descriptive, cross-sectional, non-experimental quantitative study was conducted, complemented by a qualitative analysis of open-ended responses. Participants were 50 students from different groups and technical programs enrolled in a public upper secondary school in Mexico. Data were collected through a 30-item structured questionnaire administered via Google Forms, covering academic motivation, classroom behavior, peer influence, family context, perception of teacher authority, emotional state, and normalization of behaviors. The findings espectáculo that most students value completing upper secondary education and acknowledge the importance of learning; however, they also report difficulties related to attention, comprehension, self-regulation, fluctuating motivation, and inconsistent perceptions of disciplinary consequences. Open-ended responses reveal that students demand more dynamic and practical lessons while also recognizing the need for greater personal responsibility and clearer rules. The study concludes that improving academic achievement requires comprehensive interventions integrating appropriate pedagogical strategies, student responsibility, family support, and an institutional framework oriented toward formative discipline.