Factores de Riesgo Psicosocial Relacionados con la Deserción Escolar en los Alumnos de los Grados Octavo y Noveno de una Institución Educativa Pública en Buenaventura

This study aims to analyze the psychosocial risk factors influencing school dropout among eighth and ninth-grade students in a public educational institution in Buenaventura. The theoretical framework is based on the principles of Sánchez Mendoza and Álvarez Aguilera (2013), who conceptualize psycho...

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Bibliographic Details
Main Author:	Cuero Ortiz,Lina Franchesca
Other Authors:	SeguraCabezas, Federi Wiston
Format:	Tesis/Trabajo de grado - Monografía - Pregrado
Language:	Español
Published:	Universidad Antonio Nariño 2025
Subjects:	deserción escolar, factores psicosociales, riesgo, educación, Buenaventura, violencia familiar, metodología cualitativa. school dropout, psychosocial factors, risk, education, Buenaventura, family violence, qualitative methodology.
Online Access:	https://repositorio.uan.edu.co/handle/123456789/12465
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Summary:	This study aims to analyze the psychosocial risk factors influencing school dropout among eighth and ninth-grade students in a public educational institution in Buenaventura. The theoretical framework is based on the principles of Sánchez Mendoza and Álvarez Aguilera (2013), who conceptualize psychosocial factors as the interaction between individual psychological processes and the social context, including family, social, educational, and psychological dimensions. A qualitative, descriptive approach was adopted, and a semistructured interview guide, designed according to these theoretical premises, served as the primary data collection tool. The findings emphasize the significance of psychological factors such as intrinsic motivation for learning, although emotional challenges linked to family pressure and lack of resources were noted. Social factors, including economic difficulties and community insecurity, emerged as barriers to school continuity. Educationally, dynamic and accessible teaching methods were identified as crucial, while family factors revealed the impact of insufficient academic support and indirect family violence on students' emotional well-being. These multidimensional dynamics highlight the complexity of the phenomenon and the necessity for comprehensive strategies to reduce school dropout rates in vulnerable contexts.