Análisis cuantitativo de resiliencia y apoyo social en estudiantes universitarios de primero y último curso de Psicología

  1. Castañeda-García, Pedro Javier 1
  2. Alejo-Trujillo, Tamara 2
  3. Cota-Bedoya, María Rosario 2
  4. García-Torres, Marlon Fabián 2
  5. Cruz-Santana, Vanesa 2
  1. 1 Universidad de la Laguna, Tenerife, Islas Canarias.
  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Revista Iberoamericana de Psicología

ISSN: 2027-1786

Any de publicació: 2022

Títol de l'exemplar: Revista Iberoamericana de Psicología

Volum: 15

Número: 1

Pàgines: 79-90

Tipus: Article

DOI: 10.33881/2027-1786.RIP.15108 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Revista Iberoamericana de Psicología

Resum

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

Referències bibliogràfiques

  • Alsubaie, M. M., Stain, H. J., Webster, L. A. D., & Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students, International Journal of Adolescence and Youth, 24(4), 484-496. https://10.1080/02673843.2019.1568887
  • Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders, 173, 90-96. https://doi.org/10.1016/j.jad.2014.10.054
  • Berg, P., & Pietrasz, C. (2017). Turning classroom failure into student success: The value of integrating resiliency building activities in the academic classroom. Management Teaching Review, 2(4), 299-311. https://doi.org/10.1177/2379298117710780
  • Bernal Romero, T., Daza Pinzón, C., & Jaramillo Acosta, P. (2015). Satisfacción con la vida y resiliencia en jóvenes en extraedad escolar. Revista Iberoamericana de Psicología, 8(2), 43-53. https://doi.org/10.33881/2027-1786.rip.8204
  • Bobes, J., Bascaran, M. T., García-Portilla, M. P., Bousoño, M., Sáiz, P. A., y Wallance, D. H. (2001). Banco de instrumentos básicos de psiquiatría clínica. Psiquiatría ED. https://www.academia.edu/20277438/Banco_de_instrumentos_basicos_para_la_practica_de_la_psiquiatria_clinica
  • Brewer, M., van Kessel, G., Sanderson B., & Carter, A. (2021). Enhancing student resilience by targeting staff resilience, attitudes and practices. Higher Education Research & Development, https://doi.org/10.1080/07294360.2021.1877622
  • Cano García, E., y Fernández Ferrer, M. (2015). La visión de los estudiantes de origen extranjero sobre factores y competencias clave para el acceso a la universidad. Pedagogía Social. Revista Interuniversitaria, 26, 263-284. https://doi.org/10.7179/PSRI_2015.26.10
  • Castañeda, P. J., Sánchez, D., Sánchez, A., y Blanc, S. (2004). Cómo perciben los nietos adultos las relaciones con sus abuelos. Anuario de Psicología, 35(1), 107-123. https://revistes.ub.edu/index.php/Anuario-psicologia/article/view/8707/10860
  • Chen, L., Wang, L., Qiu, X. H., Yang, X. X., Qiao, Z. X., Yang, Y. J., & Liang, Y. (2013). Depression among Chinese university students: Prevalence and socio-demographic correlates. PLoS One, 8(3), e58379. https://doi.org/10.1371/journal.pone.0058379
  • Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: the Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82. https://doi.org/10.1002/da.10113
  • Contreras Tinoco, K., & Hernández González, E. (2019). Redes de apoyo familiares y feminización del cuidado de jóvenes estudiantes universitarios. Redes. Revista Hispana Para El AnáLisis De Redes Sociales, 30(1), 54-67. doi: https://doi.org/10.5565/rev/redes.766
  • Cope, C., Michalski, D. S., & Fowler, G. A. (2016). Summary report, APA Graduate Study in Psychology 2017: Student demographics. APA Office of Graduate and Postgraduate Education and Training.
  • https://www.apa.org/education/grad/survey-data/2017-student-demographics.aspx.
  • Coppari, N., Bagnoli, L., Codas, G., López, H., Martínez, U., Martínez, L., & Montanía, M. (2018). Relación entre apoyo social percibido y disposición resiliente en adolescentes paraguayos. Psychologia, 12(2), 13-22. https://doi.org/10.21500/19002386.3415
  • Crede, M., & Niehorster, S. (2012). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24(1), 133-165. https://doi.org/10.1007/s10648-011-9184-5
  • Davarniya, R., Shakarami, M., & Zahrakar, K. (2019). Resilience, coping strategies, and social support: Important predictors of students’ vulnerability to stress. Journal of Research & Health, 9(1), 90-94. http://jrh.gmu.ac.ir/article-1-498-en.html
  • Dawson, M., & Pooley, J. (2013). Resilience: The Role of Optimism, Perceived Parental Autonomy Support and Perceived Social Support in First Year University Students. Journal of Education and Training Studies, 1(2), 38-49. https://doi.org/10.11114/jets.v1i2.137
  • Downing, K. (2012). The impact of moving away from home on undergraduated metacognitive development. En H. Kloos, B. Morris & J. Amaral, (Eds.), Current topics in children´s learning and cognition (pp. 139-150). IntechOpen. http://dx.doi.org/10.5772/47269
  • Dresen, C. K., Wilmes, M. L., Sullivan, K. R., & Waterbury, T. A. (2019). Building Resilience Through Strengths-Based Learning During Graduate Study Abroad: An Exploratory Study. Journal of Experiential Education, 42(3), 297-310.
  • https://doi.org/10.1177/1053825919861414
  • Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26(1), 399-419. https://doi.org/10.1146/annurev.publhealth.26.021304.144357
  • Fowler, G., Cope, C., Michalski, D., Christidis, P., Lin, L., & Conroy, J. (2018) Women outnumber men in psychology graduate programs. Monitor on Psychology, 49(11), 21. https://www.apa.org/monitor/2018/12/datapoint.html
  • García, M. C., y Domínguez, E. (2013). Desarrollo teórico de la Resiliencia y su aplicación en situaciones adversas: Una revisión analítica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11(1), 63-77. https://www.redalyc.org/pdf/773/77325885001.pdf
  • García, M., y Torbay, A. (2012). Universidad y resiliencia. Metamorfosis del potencial humano. En A. Forés, y J. Grané (pp. 117-138). La resiliencia en entornos educativos. Ed. Narcea. https://ilera.com.mx/wp-content/uploads/2019/11/La-resiliencia-en-entornos-socioeducativos-Anna-Fores-Miavalles-Jordi-Grane-Ortega.pdf
  • González, M. T., & Landero, R. (2014). Propiedades Psicométricas de la Escala de Apoyo Social Familiar y de Amigos (AFA-R) en una Muestra de Estudiantes. Acta de Investigación Psicológica, 4(2), 1469-1480. https://doi.org/10.1016/S2007-4719(14)70387-4
  • Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2021). Resilience, Academic Self-Concept, and College Adjustment Among First-Year Students. Journal of College Student Retention: Research, Theory & Practice, 23(1), 161–178. https://doi.org/10.1177/1521025118810666
  • Hamdan-Mansour, A., Azzeghaiby, S., Alzoghaibi, I., Badawi, T., Nassar, O., & Shaheen, A. (2014). Correlates of Resilience among University Students. American Journal of Nursing Research, 2(4), 74-79. https://doi:10.12691/ajnr-2-4-4
  • Ibrahim, A. K., Kelly, S. J., Adams, C. E., & Glazebrook, C. (2013). A systematic review of studies of depression prevalence in university students. Journal of Psychiatric Research, 47(3), 391-400. https://doi.org/10.1016/j.jpsychires.2012.11.015
  • Jeong, J. (2020). The Impacts of Resilience, Social Support on Adjustment to College Life of Freshman and sophomore year in university students. Korea Convergence Society 11(2), 385-394. https://doi.org/10.15207/JKCS.2020.11.2.385
  • Jardim, J., Pereira, A., & Bártolo, A. (2021). Development and Psychometric Properties of a Scale to Measure Resilience among Portuguese University Students: Resilience Scale-10. Education Sciences, 11(2), 61. https://doi.org/10.3390/educsci11020061
  • Larcombe, W., Finch, S., Sore, R., Murray, C. M., Kentish, S., Mulder, R. A., Lee-Stecum, P., Baik, C., Tokatlidis, O., & Williams, D. A. (2016). Prevalence and socio-demographic correlates of psychological distress among students at an Australian university. Studies in Higher Education, 41(6), 1074-1091. https://doi.org/10.1080/03075079.2014.966072
  • Liu, Ch., Zhao, Y., Tian, X., Zou, G., & Li, P. (2015). Negative life events and school adjustment among Chinese nursing students: The mediating role of psychological capital. Nurse Education Today, 35(6), 754-759. https://doi.org/10.1016/j.nedt.2015.02.002
  • López-Cortón Facal, A. (2015). Factores predictores de procesos resilientes en jóvenes universitarios. Tesis doctoral. Universidad A Coruña. https://ruc.udc.es/dspace/bitstream/handle/2183/15355/Lopez-CortonFacal_Ana_TD_2015.pdf?sequence=7&isAllowed=y
  • Lowe, K., & Dotterer, A. M. (2018). Parental Involvement During the College Transition: A Review and Suggestion for its Conceptual Definition. Adolescent Research Review 3(1), 29-42. https://doi.org/10.1007/s40894-017-0058-z
  • Lucas, I. (2012). Resiliencia: valores de vida y vivencias académicas en los estudiantes de enfermería. Tesis doctoral. Universidad de Badajoz. https://core.ac.uk/download/pdf/304880874.pdf
  • Lugo-Márquez, C. I., Guerrero-Mojica, N., Castañeda-Guerrero, M., Gámez-Roque, N. F., Martínez-García, I. y Padilla-Muñoz, J. (2016). Resiliencia y factores de riesgo en estudiantes universitarios al inicio de su formación profesional. Revista de Enfermería del Instituto Mexicano del Seguro Social, 24(3), 171-6. https://www.medigraphic.com/pdfs/enfermeriaimss/eim-2016/eim163d.pdf
  • Maharaja, G. (2018). The impact of study abroad on college students' intercultural competence and personal development. International Research and Review: Journal of Phi Beta Delta Honor Society for International Scholars, 7(2), 18-41. https://files.eric.ed.gov/fulltext/EJ1188735.pdf
  • Martínez-López, Z., Tinajero, C., Rodriguez, M. S., y Paramo, M. F. (2019). Perceived social support and university adjustment among Spanish college students. European Journal of Psychology and Educational Research, 2(1), 21-30. https://doi.org/10.12973/ejper.2.1.21
  • Mattanah, J. F., Lopez, F. G., & Govern, J. M. (2011). The Contributions of Parental Attachment Bonds to College Student Development and Adjustment: A Meta-Analytic Review. Journal of Counseling Psychology, 58(4), 565-96. https://doi:10.1037/a0024635
  • Odic, D., & Wojcik, E. H. (2020). The publication gender gap in psychology. The American psychologist, 75(1), 92-103. https://doi.org/10.1037/amp0000480
  • Ostrove, J. M., & Long, S. M. (2007). Social class and belonging: Implications for college adjustment. The Review of Higher Education, 30(4), 363-389. https://doi.org/10.1353/rhe.2007.0028
  • Othieno, C. J., Okoth, R. O., Peltzer, K., Pengpid, S., & Malla, L. O. (2014). Depression among university students in Kenya: Prevalence and sociodemographic correlates. Journal of Affective Disorders, 165, 120-125. https://doi.org/10.1016/j.jad.2014.04.070
  • Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-generation undergraduate students and the impacts of the first-year of college: Additional evidence. Journal of College Student Development, 53(2), 243-266. https://doi.10.1353/csd.2012.0032
  • Páramo, M. F., Araújo, A. M., Tinajero, C., Almeida, L.S. y Rodríguez, M. S. (2017). Predictors of students’ adjustment during transition to university in Spain. Psicohema, 29(1), 67-72. https://doi:10.7334/psicothema2016.40
  • Pidgeon, A., Rowe, N., Stapleton, P., Magyar, H., Lo, B. (2014). Examining Characteristics of Resilience among University Students: An International Study Open Journal of Social Sciences, 2(11), 14-22. http://www.scirp.org/journal/jss http://dx.doi.org/10.4236/jss.2014.211003
  • Pipitone, J. M. (2018). Place as pedagogy: Toward study abroad for social change. Journal of Experiential Education, 41(1), 54-74. https://doi.org/10.1177/1053825917751509
  • Rahat, E., & Ilhan, T. (2016). Coping styles, social support, relational self- Construal, and resilience in predicting students’ adjustment to university life. Kuram Ve Uygulamada Egitim Bilimleri, 16(1), 187-208. https://doi.org/10.12738/estp.2016.1.0058
  • Reyes Perez, V., Alcazar Olan, J., Resendiz Rodriguez, A., & Flores Morales, R. (2017). Miedo, ansiedad y afrontamiento. Estudiantes universitarios mexicanos. Revista Iberoamericana de Psicología, 10(1), 83-92. https://doi.org/10.33881/2027-1786.rip.10110
  • Robbins, S. B., Lese, K. P., & Herrick, S. M. (1993). Interactions between goal instability and social support on college freshman adjustment. Journal of Counseling and Development, 71(3), 343-348. https://doi.org/10.1002/j.1556-6676.1993.tb02224.x
  • Rodríguez, A., Ramos, E., Ros, I., y Fernández, A. (2015). Relaciones de resiliencia con el autoconcepto y el apoyo social percibido en una muestra de adolescentes. Acción Psicológica, 12(2), 1-14. https://doi.org/10.5944/ap.12.2.14903
  • Rosa-Rodríguez, Y., Cartagena, N. N., Peña, Y. M., Berrios, A. Q., y Osorio, N. T. (2015). Dimensiones de bienestar psicológico y apoyo social percibido con relación al sexo y nivel de estudio en universitarios. Avances en Psicología Latinoamericana, 33(1), 31-43. https://doi.org/10.12804/apl33.01.2015.03
  • Salami, S. O. (2011). Psychological predictors of adjustment among first year college of education students US-China. Education Review, 8(2), 239-248. http://files.eric.ed.gov/fulltext/ED519567.pdf
  • Tipismana, O. (2019). Resilience factors and coping as predictors of academic performance of the students in private universities. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, 17(2), 147-185. https://doi.org/10.15366/reice2019.17.2.008
  • Trujillo García, S. (2011). Resiliencia: ¿Proceso o capacidad? Una lectura crítica del concepto de resiliencia en 14 universidades colombianas. Revista Iberoamericana De Psicología, 4(1), 13-22. https://reviberopsicologia.ibero.edu.co/article/view/rip.4102/174
  • Tusaie, K., & Dyer, J. (2004). Resilience: A historical review of the construct. Holistic Nursing Practice, 18(1), 3-10. https://doi: 10.1097/00004650-200401000-00002
  • Tusaie, K., Puskar, K., & Sereika, S. M. (2007). A predictive and moderating model of psychosocial resilience in adolescents. Journal of Nursing Scholarship, 39(1), 54-60. https://doi.org/10.1111/j.1547-5069.2007.00143.x
  • Vera Gil, S. (2014). Las alumnas universitarias: modelo de resiliencia. International Journal of Developmental and Educational Psychology, 6(1), 143-150. https://www.redalyc.org/articulo.oa?id=3498/349851790016
  • Walsh, F. (2004). Resiliencia familiar. Estrategias para su fortalecimiento. Amorrortu Editores.
  • Wang, M. T., & Degol, J. L. (2017). Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions. Educational Psychology Review, 29(1), 119-140. https://doi.org/10.1007/s10648-015-9355-x
  • Wealthall, S. (2015). Resilience in tertiary students. En Marcus A., Henning, Chsristina U Krägeloh y Glenis Wong-Toi (eds), Student Motivation and Quality of Life in Higher Education (pp. 175-181). Routledge Research in Educational Psychology. https://www.routledge.com/Student-Motivation-and-Quality-of-Life-in-Higher-Education/Henning-Krageloh-Wong-Toi/p/book/9780415787901
  • Wiley, R. E., & Berman, S. L. (2013). Adolescent identity development and distress in a clinical sample. Journal of Clinical Psychology, 69(12), 1299-1304. http://doi.org/10.1002/jclp.22004
  • Wörfel, F., Gusy, B., Lohmann, K., Töpritz, K., & Kleiber, D. (2016). Mental health problems among university students and the impact of structural conditions. Journal of Public Health, 24(2), 125-133. https://doi.org/10.1007/s10389-015-0703-6
Fuente de los datos: Dialnet