<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000200365</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-2.20</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resiliencia académica: Comprendiendo las relaciones familiares que la promueven]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Resilience: Understanding Family Relationships That Promote it]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resiliência acadêmica: Compreender as relações familiares que a promovem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salvo-Garrido]]></surname>
<given-names><![CDATA[Sonia Ilse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gálvez-Nieto]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín-Parihuén]]></surname>
<given-names><![CDATA[Susana San]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Frontera Departamento de Matemática y Estadística ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Frontera Departamento de Trabajo Social ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Frontera  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>365</fpage>
<lpage>382</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000200365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000200365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000200365&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio de la resiliencia académica resulta relevante, por el rol positivo que ejerce sobre el desarrollo educativo y socioemocional de niños, niñas y adolescentes. El objetivo del artículo fue comprender las relaciones familiares que favorecen la resiliencia académica en estudiantes de enseñanza básica, primero a cuarto año, provenientes de contextos vulnerables. La metodología utilizada para dar respuesta a los objetivos, consideró un diseño de teoría fundamentada, ya que se buscó describir y comprender los significados construidos intersubjetivamente por las personas participantes. La selección de quienes participaron se realizó mediante un muestreo teoréticamente guiado, en donde recolección y análisis de datos se realizaron de manera paralela, y la guía principal fue el modelo teórico emergente. La estrategia de recogida de datos consideró la aplicación de 27 entrevistas semiestructuradas a familias vulnerables; para ello se elaboró una guía temática, que contenía los principales tópicos a abordar con las personas participantes, sin un esquema estándar de categorías de respuesta. Los protocolos y procedimientos de análisis de datos se basaron en el paradigma de codificación e incluyó los niveles de codificación abierta, axial y selectiva. Los resultados sugieren que las relaciones familiares basadas en la comunicación, confianza, normas académicas estrictas combinadas con apoyo emocional parental favorecen la resiliencia académica. De la misma forma, altas expectativas académicas y compromiso escolar, caracterizado por un componente de afectividad de los padres y madres hacia el colegio, contribuyen a promover la resiliencia académica. Finalmente, se discuten los resultados a partir de la evidencia teórica nacional e internacional disponible, destacando aquellas relaciones familiares saludables que estimulan la resiliencia académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study of academic resilience is relevant to the educational environment because of its positive role in children and adolescents&#8217; educational and socioemotional development. This article aimed to understand the family relationships that favor academic resilience in elementary school students, from first to fourth grade, from vulnerable contexts. The methodology used to respond to the objectives considered a grounded theory design since it sought to describe and understand the meanings constructed intersubjectively by the participants. The participants were selected through a guided theoretical sampling, in which data collection and analysis were carried out in parallel, with the main theoretical guide being the emerging theoretical model. The data collection strategy considered the application of 27 semi-structured interviews to vulnerable families, for whom a thematic guide was prepared containing the main topics to be addressed with the participants and without a standard scheme of response categories. Data analysis protocols and procedures were based on coding paradigms and included open, axial, and selective coding levels. The results suggest that family relationships based on communication, trust, and strict academic standards, combined with parental emotional support, favor academic resilience. Likewise, high academic expectations and school commitment, characterized by a component of parents&#8217; affection towards school, contribute to promoting academic resilience. Finally, results are discussed from national and international theoretical evidence available, highlighting those healthy family relationships that promote academic resilience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo da resiliência acadêmica é relevante pelo papel positivo que desempenha no desenvolvimento educacional e socioemocional nas crianças e nos adolescentes. O objetivo do artigo foi compreender as relações familiares que favorecem a resiliência acadêmica em estudantes do ensino fundamental, do primeiro ao quarto ano, de contextos vulneráveis. A metodologia utilizada para responder aos objetivos foi baseada em um desenho teórico, uma vez que buscou descrever e compreender os significados construídos intersubjetivamente pelas pessoas participantes. A seleção dessas pessoas foi realizada através de uma amostra guiada teoricamente, onde a coleta e análise dos dados foram realizadas em paralelo, sendo principal guia o modelo teórico emergente. A estratégia de coleta de dados considerou a aplicação de 27 entrevistas semiestruturadas às famílias vulneráveis, para as quais foi elaborado um guia temático, que continha os principais temas a serem discutidos com as pessoas participantes, sem um esquema padrão de categorias de resposta. Os protocolos e procedimentos de análise de dados foram baseados no paradigma de codificação e incluíram níveis de codificação abertos, axiais e seletivos. Os resultados sugerem que as relações familiares baseadas na comunicação, confiança, padrões académicos rigorosos combinados com o apoio emocional dos pais fomentam a resiliência acadêmica. Da mesma forma, as elevadas expectativas acadêmicas e o compromisso da escola, caracterizado pelo componente de afetividade das famílias pela escola, contribuem para promover a resiliência académica. Finalmente, os resultados são discutidos com base nas evidências teóricas nacional e internacional disponíveis, destacando-se as relações familiares saudáveis que estimulam a resiliência académica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desarrollo positivo]]></kwd>
<kwd lng="es"><![CDATA[relaciones familiares]]></kwd>
<kwd lng="es"><![CDATA[logro académico]]></kwd>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="en"><![CDATA[family structure]]></kwd>
<kwd lng="en"><![CDATA[positive development]]></kwd>
<kwd lng="en"><![CDATA[resilience]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento positivo]]></kwd>
<kwd lng="pt"><![CDATA[relações familiares]]></kwd>
<kwd lng="pt"><![CDATA[desempenho académico]]></kwd>
<kwd lng="pt"><![CDATA[resiliência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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