Factors Associated With Developing Academic Resilience in Youth in a Middle-Income Country: Evidence From Colombia Using a Multilevel Logistic Regression Model

Abstract

Despite adverse socioeconomic conditions, some students achieve high educational performance, a phenomenon known as academic resilience. This paper examines factors associated with academic resilience in a middle-income Latin American country. Using Program for International Student Assessment data, a two-step methodological design was carried out. First, resilient students were identified based on their socioeconomic status and academic achievement. Subsequently, multilevel logistic regression models were implemented to capture the individual- and school-level predictors of academic resilience. At the student level, characteristics such as a high academic self-concept and a strong sense of belonging were associated with a higher probability of being resilient. Moreover, the high between-school variance indicates that specific school factors promote vulnerable students’ success, particularly the implementation of quality assurance measures, teaching processes involving constant teacher support, an appropriate school climate, and bullying control. These results confirm the importance of individual attributes and school environments in helping students succeed despite adversity.