Alumno Obligado: En Busca de los Factores que Afectan el Deseo por Estudiar

The purpose of this study was to analyze the factors influencing the lack of motivation and school participation among students attending the afternoon shift of a secondary school located in the city of La Paz, Baja California Sur. The research was conducted in a context characterized, among other factors, by academic lag, absenteeism, low parental supervision, and a diminished interest in learning—phenomena that intensified in the post-pandemic educational scenario. The study was based on a mixed-methods methodological approach, with a predominance of qualitative analysis, under the interpretive paradigm. An ethnographic method was employed to understand students’ experiences and perceptions of their school life. Data were collected through semi-structured interviews, focus groups, and surveys administered to a sample of 36 students from the three grade levels of the afternoon shift. Data analysis made it possible to identify personal, family, school, pedagogical, and socio-emotional factors influencing demotivation, highlighting the impact of school climate, the afternoon schedule, teacher–student relationships, accumulated physical and mental fatigue, low academic self-esteem, and limited family support. The conclusions showed that student motivation and participation resulted from the interaction of multiple contextual and emotional factors. Likewise, the need was identified to strengthen empathetic teaching practices, create more meaningful learning environments, and comprehensively address students’ socio-emotional well-being, in order to promote a better school experience and reduce educational lag in the afternoon shift