School violence and academic and psychosomatic performance in secondary school student athletes
Keywords:
School Violence, Academic Performance, Psychosomatic Performance, Secondary Education Students, Student-AthletesAbstract
Student-athletes face a dual demand: academic and physical. Exposure to school violence can affect performance in both domains, generating additional stress, emotional fatigue, and reduced academic and athletic achievement. Hence, it is essential to examine the relationship between the independent and dependent variables. This study aimed to determine the influence of school violence on academic performance in student-athletes from the seventh cycle of secondary education in an educational institution. It employed a descriptive–explanatory correlational design with a sufficient sample (n = 60) of student-athletes, analyzing the interrelation of key variables measured using a Likert-scale instrument. Ordinal regression analysis showed that school violence had a significant impact on academic performance (p = 0.019) and academic self-efficacy (p = 0.009), confirming two of the four hypotheses. The general hypothesis was also validated (p = 0.029), although no significant relationships were found with study habits or academic motivation (p > 0.05). Nagelkerke R² values (13.4%–17.5%) indicate a moderate predictive contribution. Medium and low levels of school violence were the most frequently reported. The predictive model showed a good overall fit, confirming a higher probability of poor academic performance among students more exposed to violence. School violence adversely affects students’ academic performance and self-efficacy in secondary education. The findings confirm that those most exposed to violent circumstances experience greater academic difficulties and less confidence in their abilities.
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