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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Detalles Bibliográficos
Autor principal:	Cuero Ortiz,Lina Franchesca
Otros Autores:	SeguraCabezas, Federi Wiston
Formato:	Tesis/Trabajo de grado - Monografía - Pregrado
Lenguaje:	Español
Publicado:	Universidad Antonio Nariño 2025
Materias:	deserción escolar, factores psicosociales, riesgo, educación, Buenaventura, violencia familiar, metodología cualitativa. school dropout, psychosocial factors, risk, education, Buenaventura, family violence, qualitative methodology.
Acceso en línea:	https://repositorio.uan.edu.co/handle/123456789/12465
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Sumario:	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.