Abstract:
The study "Religiosity in School Performance in Pre-Adolescence" explores the impact of religiosity on the academic development of young people between the ages of 10 and 14, a phase marked by significant personal and social transformations. The objective of this research is to analyze the influence of religiosity on the academic performance of pre-adolescents, considering factors that may mediate this relationship and the possible positive or negative impacts in the educational context. The choice of this topic is justified by the importance of understanding how religious experience can act as a protective factor, fostering positive behaviors, such as school commitment, or as a risk factor, if it promotes conflict between religious values and school demands. The problem investigated involves the question: "How does religiosity influence the academic performance of pre-adolescents?" It seeks to reveal how different forms of religiosity are experienced and how they impact students. The dissertation's methodology is qualitative, supported by a literature review on religious development, social and academic influences, and the interactions between religiosity and academic performance. Contextual variables such as the family environment and the school context are addressed. The results indicate that religiosity can, in some cases, encourage discipline and responsibility, promoting better academic results, while in others, it can generate tension and lack of concentration, especially if rigid values conflict with the academic curriculum. The conclusion is that the relationship between religiosity and academic performance is complex and mediated by individual and contextual factors. As a final product, the study proposes a Booklet of Proposals for Psychoeducational Support for students, teachers, and parents, with guidelines for integrating religious experience in a balanced manner into the academic career.
