Factores socioemocionales y desempeño académico en Educación Física: atribuciones, autoconcepto, resiliencia y convivencia escolar estudiantil

Introduction: Academic performance in physical education is a complex phenomenon influenced by cognitive and socio-emotional factors such as self-concept, resilience, causal attributions, and school coexistence. It is especially relevant in vulnerable educational contexts where strengthening students’ comprehensive competencies is required. Objective: To analyze the relationship between these variables and their impact on academic performance in physical education, also considering differences by sex and school level among students in the second cycle of primary education. Methodology: A quantitative, cross-sectional, and correlational-comparative approach was used. The sample consisted of 2,765 students from fifth to eighth grade attending vulnerable schools in the Biobío region, Chile. Descriptive, mean difference, correlational, and cluster analyses were conducted, using physical education grades as an indicator of academic performance. Discussions: The results showed moderate levels of resilience and academic self-concept, high internal attribution of success, and a positive perception of school coexistence, all associated with better grades. Differences were also identified by sex and school level, with a decrease in positive indicators in higher grades. Cluster analysis identified five profiles, highlighting that students with higher personal and social adjustment, along with positive internal attributions, achieved better performance. Conclusions: The interaction among socio-emotional variables significantly influences academic performance, suggesting the need for inclusive and contextualized pedagogical interventions that promote students’ holistic development.