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| dc.creator | Castañeda-García, Pedro Javier | |
| dc.creator | Alejo-Trujillo, Tamara | |
| dc.creator | Cota-Bedoya, María Rosario | |
| dc.creator | García-Torres, Marlon Fabián | |
| dc.creator | Cruz-Santana, Vanesa | |
| dc.date | 2022-03-21 | |
| dc.date.accessioned | 2023-03-20T15:55:14Z | |
| dc.date.available | 2023-03-20T15:55:14Z | |
| dc.identifier | https://reviberopsicologia.ibero.edu.co/article/view/rip-15108 | |
| dc.identifier | 10.33881/2027-1786.rip.15108 | |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/215590 | |
| dc.description | In this work we have studied the perception of resilience and social support that a group of university students have in their first and last year of studies. For this, 100 young volunteers of both sexes were interviewed who answered three tests, a sociodemographic questionnaire, where they were also asked about their attribution of resilience from the closest socio-family environment, the Resilience Scale (Connor-Davidson, 2003), and the Family and Friends Social Support Scale (González & Landero, 2014). The three parts of the interview were administered electronically. The data obtained were processed by descriptive analysis, parametric (Pearson correlation) and non-parametric tests (Mann Whitney U, Kruskal-Wallis and Chi square). The results showed that resilience and social support are positively related to each other, both at the beginning of their first academic year and in the last. When the students' relationships are positive with friends, they score more in resilience and social support, both in the first year and in the fourth year; and when they are positive with relatives, they score more in social support, only in first-year students. The variable place of origin of the students has revealed an outstanding relationship with the rest of the variables analyzed. It is concluded that resilience and social support are two important variables related to the performance of the new role of university students, within the complexity that this vital transition entails. More research is needed on this process to detect aspects for improvement and propose pedagogical interventions that optimize resilient socio-educational environments | en-US |
| dc.description | En este trabajo hemos estudiado la percepción de resiliencia y apoyo social que tiene un grupo de alumnado universitario en su primer y último curso de estudios. Para ello se entrevistó a 100 jóvenes voluntarios de ambos sexos que contestaron a tres pruebas, un cuestionario sociodemográfico donde también se preguntaba por su atribución de resiliencia del entorno socio-familiar más cercano, la Escala de Resiliencia (Connor-Davidson, 2003) y la Escala de Apoyo Social Familiar y de Amigos (González & Landero, 2014). Se administró las tres partes de la entrevista de manera telemática. Los datos obtenidos se trataron mediante análisis descriptivos, pruebas paramétricas (correlación Pearson) como no-paramétricas (U de Mann Whitney, Kruskal-Wallis y Chi cuadrado). Los resultaron mostraron que la resiliencia y el apoyo social están relacionados positivamente entre sí, tanto al comienzo de su primer año académico como del último. Cuando las relaciones del alumnado son positivas con amistades puntúan más en resiliencia y apoyo social, tanto en primer curso como en cuarto; y cuando son positivas con familiares puntúan más en apoyo social, solo en alumnado de primer curso. La variable lugar de procedencia del alumnado ha revelado una relación destacada con el resto de variables analizadas. Se concluye que la resiliencia y el apoyo social son dos variables importantes relacionadas con el desempeño del nuevo rol del alumnado universitario, dentro de la complejidad que conlleva esta transición vital. Se necesita más investigación de este proceso para detectar aspectos mejorables y proponer intervenciones pedagógicas que optimicen entornos socioeducativos resilientes. | es-ES |
| dc.description | Neste trabalho estudamos a percepção de resiliência e apoio social que um grupo de estudantes universitários tem em seu primeiro e último ano de estudos. Para isso, foram entrevistados 100 jovens voluntários de ambos os sexos que responderam a três testes, um questionário sociodemográfico que também perguntou sobre a sua atribuição de resiliência ao ambiente sociofamiliar mais próximo, a Escala de Resiliência (Connor & Davidson, 2003) e a Escala de Família e Escala de Apoio Social de Amigos (González & Landero, 2014). As três partes da entrevista foram administradas eletronicamente. Os dados obtidos foram tratados por análise descritiva, com testes paramétricos (correlação de Pearson) e não paramétricos (Mann Whitney U, Kruskal-Wallis e Qui quadrado). Os resultados mostraram que a resiliência e o apoio social estão positivamente relacionados entre si, tanto no início do primeiro ano letivo como no último. Quando o relacionamento dos alunos com os amigos é positivo, eles pontuam mais em resiliência e apoio social, tanto na primeira quanto na quarta série; e quando são positivos com os familiares, pontuam mais no apoio social, apenas nos alunos do primeiro ano. A variável local de origem dos alunos revelou uma relação marcante com o restante das variáveis analisadas. Conclui-se que a resiliência e o suporte social são duas importantes variáveis relacionadas ao desempenho do novo papel dos estudantes universitários, dentro da complexidade que essa transição vital acarreta. São necessárias mais pesquisas sobre esse processo para detectar aspectos que podem ser melhorados e propor intervenções pedagógicas que otimizem ambientes socioeducativos resilientes | pt-BR |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | ĬbērAM | es-ES |
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| dc.rights | Derechos de autor 2021 Revista Iberoamericana de Psicología | es-ES |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0 | es-ES |
| dc.source | Revista Iberoamericana de Psicología; Vol. 15 Núm. 1 (2022): Revista Iberoamericana de Psicología; 79-90 | es-ES |
| dc.source | 2500-6517 | |
| dc.source | 2027-1786 | |
| dc.subject | academic itinerary; university role; resilience; social support; life transition; adaptation | en-US |
| dc.subject | Itinerario Académico | es-ES |
| dc.subject | Rol Unviersitario | es-ES |
| dc.subject | Resiliencia | es-ES |
| dc.subject | Transición Vital | es-ES |
| dc.subject | Adaptación | es-ES |
| dc.subject | Apoyo Social | es-ES |
| dc.subject | itinerário acadêmico; papel universitário; resiliência; suporte social; transição de vida; adaptação | pt-BR |
| dc.title | The new university role in relation to resilience and social support. A study with first and last year students | en-US |
| dc.title | Análisis cuantitativo de resiliencia y apoyo social en estudiantes universitarios de primero y último curso de Psicología | es-ES |
| dc.title | Análise quantitativa da resiliência e apoio social em estudantes universitários de primeiro e último ano de Psicologia | pt-BR |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
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