Abstract

The ability of children to face and overcome adverse social and educational conditions, presenting, in spite of that, good academic performance, is called socio-educational resilience. The objective was to determine protective and risk factors - on a personal and contextual level - regarding educational resilience in mathematics. The sample comprised resilient and non-resilient students, who took the chilean mathematics examen SIMCE between 2011 and 2015 (N≈65000). The analysis of the results was carried out using a multilevel logistic regression model, considering the hierarchical structure of the data. The results highlight self-efficacy in mathematics (1.71≤OR≤8.16) and general self-efficacy (self-confidence) (1.56≤OR≤2.41). as protective factors. Among the risk factors are lack of respect in the school environment and school violence (1.58≤OR≤ 2.66) and low participation in school and cultural activities (1.63≤OR≤3.83).