IMPACT OF QUALITY OF LIFE ON THE IDENTITY AND ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN SOUTHERN SONORA

Abstract

The quality of life of high school students in Southern Sonora plays a key role in their academic performance and personal development. This stage is marked by physiological, cognitive, emotional, and social changes that influence learning and well-being (Souza & Figueroa, 2023). Quality of life involves biological, social, material, and behavioral factors, including socioeconomic status, academic environment, and family conditions (Rodríguez et al., 2021; Gutiérrez & Quiñones, 2022). Students’ well-being is affected by stress, health, social relationships, and environmental conditions (Torres, 2022). The World Health Organization (2002) defines quality of life as an individual’s perception of their position in life in the context of their culture, goals, and values. It is multidimensional and influenced by physical, psychological, social, economic, and cultural factors. International studies link better quality of life to healthy lifestyles, physical activity, and resilience, while risky behaviors like smoking and drinking reduce well-being (Canto et al., 2021; Quiceno & Vinaccia, 2014). In Mexico, life satisfaction varies by gender, with male students often reporting better physical and emotional health and more autonomy (Belmares et al., 2017). Local studies in Hermosillo show links between students’ quality of life, family income, and psychological resources (Quintana et al., 2013). Low income is associated with less stability and reduced life satisfaction.
Problem Statement
High school students’ quality of life in Southern Sonora is affected by economic, family, health, and cultural factors, influencing both academic performance and identity. Vulnerability, conflicts, and limited resources are key challenges (Moreno, 2022). Physical activity improves health, cognitive skills, and school performance, while its absence is linked to lower life satisfaction, higher anxiety, and depression (Leiva et al., 2017). Students with better economic support tend to achieve higher academic results (Brito & Palacio, 2016).