Se parte de reconocer la necesidad de investigar acerca de los factores psicosociales que afectan al rendimiento académico de adolescentes de habla hispana, como causantes del éxito o fracaso escolar de este grupo etáreo. Este estudio busca analizar los factores psicosociales que presentan los adolescentes hispanohablantes mediante una revisión sistemática. El estudio ha sido estructurado bajo un enfoque predominantemente cualitativo y siguiendo el diseño de revisión sistemática. Gracias a la revisión bibliográfica, se concluye que existen tres factores psicosociales que están presentes en el rendimiento académico: factores escolares (la pedagogía de los docentes, la logística y estructura del centro educativo y el clima escolar), factores familiares (el clima familiar, valores y antivalores familiares, establecimiento de normas en casa, los estilos de crianza parental, apoyo parental y el nivel educativo de los padres) y factores psicológicos (autoestima, resiliencia y compromiso).The starting point is to recognize the need to investigate the psychosocial factors that affect the academic performance of Spanish-speaking adolescents, as causes of the academic success or failure of this age group. This study seeks to analyze the psychosocial factors presented by Spanish-speaking adolescents through a systematic review. The study has been structured under a predominantly qualitative approach and following the systematic review design. Thanks to the bibliographic review, it is concluded that there are three psychosocial factors that are present in academic performance: school factors (the teachers' pedagogy, the logistics and structure of the educational center and the school climate), family factors (the family climate, family values and anti-values, establishment of norms at home, parenting styles, parental support and the educational level of the parents) and psychological factors (self-esteem, resilience and commitment).