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

Revue:
Revista Iberoamericana de Psicología

ISSN: 2027-1786

Année de publication: 2022

Titre de la publication: Revista Iberoamericana de Psicología

Volumen: 15

Número: 1

Pages: 79-90

Type: Article

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

D'autres publications dans: Revista Iberoamericana de Psicología

Objectifs de Développement Durable

Résumé

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

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