¿Qué esperan encontrar los alumnos en los estudios de Psicología? Metas y motivos personales de los estudiantes en su primer año en la universidad

  1. Elena Gámez Armas
  2. Hipólito Marrero Hernández
  3. José M. Díaz
  4. Mabel Urrutia
Anales de psicología

ISSN: 0212-9728 1695-2294

Year of publication: 2015

Volume: 31

Issue: 2

Pages: 589-599

Type: Article


More publications in: Anales de psicología


Cited by

  • Scopus Cited by: 9 (23-11-2023)
  • Dialnet Métricas Cited by: 9 (27-11-2023)
  • Web of Science Cited by: 8 (19-10-2023)
  • Dimensions Cited by: 4 (12-04-2023)

JCR (Journal Impact Factor)

  • Year 2015
  • Journal Impact Factor: 0.574
  • Journal Impact Factor without self cites: 0.494
  • Article influence score: 0.131
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 99/129 (Ranking edition: SSCI)
  • Area: PSYCHOLOGY Quartile: Q4 Rank in area: 68/76 (Ranking edition: SCIE)

SCImago Journal Rank

  • Year 2015
  • SJR Journal Impact: 0.382
  • Best Quartile: Q3
  • Area: Psychology (miscellaneous) Quartile: Q3 Rank in area: 118/254

Índice Dialnet de Revistas

  • Year 2015
  • Journal Impact: 0.880
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 13/115


  • Social Sciences: A

Scopus CiteScore

  • Year 2015
  • CiteScore of the Journal : 1.3
  • Area: Psychology (all) Percentile: 41


(Data updated as of 12-04-2023)
  • Total citations: 4
  • Recent citations: 1
  • Field Citation Ratio (FCR): 0.65


This study investigated Psychology students� interpersonal and social goals during their first year at university. In Study 1 we analyze the reliability and ran a confirmatory factor analysis of a 45-item questionnaire about different kinds of interpersonal motives. The sample was integrated by 610 first year college students from four consecutive courses. In a se-cond study with another 140 students, beside the scale about interpersonal goals they completed a set of scales about their aspirations, psychological basic needs of autonomy, competence and relatedness, subjective wellbeing and perfectionism cognitions. Data from both studies showed that: a) Im-portance is given mainly to achievement, power, affiliation and overcoming personal problems goals; b) The presence of overcoming personal prob-lems goals hindered adjustment, indicated by positive associations with all the perfectionism dimensions, and by negative association with subjective wellbeing and frustration of psychological needs. Our results could provide new insight about the profiles of psychological students and the conse-quences resulting from them for their academic guidance

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