<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662025000401165</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores psicoemocionales, escolares y familiares en la resiliencia académica de adolescentes vulnerables. Un estudio explicativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Psycho-emotional, School, and Family Factors in the Academic Resilience of Vulnerable Teenagers: An Explanatory Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Cervantes]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera Noriega]]></surname>
<given-names><![CDATA[José Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Soares]]></surname>
<given-names><![CDATA[Ana Karla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigación en Alimentación y Desarrollo, A. C. Departamento de Desarrollo Regional ]]></institution>
<addr-line><![CDATA[Hermosillo Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora Departamento de Psicología y Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[Hermosillo Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul Centro de Ciências Humanas e Sociais ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>107</numero>
<fpage>1165</fpage>
<lpage>1188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662025000401165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662025000401165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662025000401165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del estudio que se presenta en este artículo fue analizar el nivel explicativo de las competencias emocionales (autoconocimiento, autorregulación, autonomía emocional), las practicas parentales de apoyo emocional y comunicación, la satisfacción con la vida y el clima escolar en la resiliencia académica de adolescentes mexicanas(os). El enfoque fue cuantitativo, no experimental, transversal con alcance explicativo. Participaron 1,917 estudiantes de preparatorias vulnerables del estado de Sonora, México. La evaluación se realizó mediante las escalas de resiliencia académica positiva (RAP) y negativa (RAN). El modelo de RAP arrojo un r2 de .21 y el de RAN un r2 de .12. Las variables que más explicaron la resilencia fueron: autoconcepto, disciplina escolar, autoestima y desregulación emocional. El artículo discute las implicaciones para la educación de las y los adolescentes mexicanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to analyze the explanatory level of emotional competences (self-knowledge, self-regulation, emotional autonomy), parental practices of emotional support and communication, life satisfaction, and school environment in the academic resilience of Mexican adolescents. The approach was quantitative, non-experimental, cross-sectional, and based on an explanatory approach. A sample of 1,917 vulnerable students from high schools in the state of Sonora, Mexico, took part in this research. The evaluation was carried out by using the Positive Academic Resilience (PAR) and Negative Academic Resilience (NAR) scales. The PAR model yielded an r2 of .21, and the NAR model yielded an r2 of .12. The main variables explaining resilience were self-concept, school discipline, self-esteem, and emotional dysregulation. The article addresses the implications for the education of Mexican teenagers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[factores psicosociales]]></kwd>
<kwd lng="es"><![CDATA[factores familiares]]></kwd>
<kwd lng="es"><![CDATA[educación media superior]]></kwd>
<kwd lng="en"><![CDATA[resilience]]></kwd>
<kwd lng="en"><![CDATA[teenagers]]></kwd>
<kwd lng="en"><![CDATA[psychosocial factors]]></kwd>
<kwd lng="en"><![CDATA[family factors]]></kwd>
<kwd lng="en"><![CDATA[upper secondary education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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