Persistencia flexible y rígidarelación con pasión, vitalidad e intención de permanecer del profesorado universitario

  1. Zuleica Ruiz-Alfonso 1
  2. Rocío Pérez-Solís 2
  3. Celia Fernández-Sarmiento 2
  4. Robert J. Vallerand 3
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España


  2. 2 Universidad de Las Palmas de Gran Canaria

    Universidad de Las Palmas de Gran Canaria

    Las Palmas de Gran Canaria, España


  3. 3 University of Quebec at Montreal

    University of Quebec at Montreal

    Montreal, Canadá


Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X 2174-5374

Año de publicación: 2023

Volumen: 26

Número: 2

Páginas: 117-140

Tipo: Artículo

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación


La pasión y la persistencia son constructos relacionados que se consideran relevantes para la consecución de objetivos. Aunque la pasión ha sido ampliamente analizada desde una perspectiva dualista, pocos estudios sobre persistencia han analizado este constructo atendiendo a su calidad. Este estudio tuvo dos objetivos. El primer objetivo fue analizar la relación entre la persistencia flexible y rígida, la pasión armoniosa y obsesiva, la vitalidad subjetiva y la intención de seguir enseñando en 201 docentes universitarios. El segundo objetivo fue evaluar las propiedades psicométricas de la versión española de la escala de Persistencia Flexible y Rígida. Con relación al primer objetivo, se evaluó un modelo de ecuaciones estructurales en el que se hipotetizó que la pasión armoniosa predecía la persistencia flexible y, en menor medida, la persistencia rígida, así como la pasión obsesiva predecía la persistencia rígida y negativamente la persistencia flexible. A su vez, ambos tipos de pasión podrían conducir a la intención de permanecer, pero únicamente la persistencia flexible estaría relacionada con vitalidad subjetiva. Como era de esperar, el modelo de ecuaciones estructurales mostró que la pasión armoniosa hacia la enseñanza predice la persistencia flexible, mientras la pasión obsesiva predice la persistencia rígida y está negativamente relacionada con la persistencia flexible. A su vez, únicamente la persistencia flexible predice la vitalidad subjetiva y la intención de continuar con la docencia. En cuanto al segundo objetivo, los resultados del modelo exploratorio de ecuaciones estructurales, análisis de fiabilidad y el modelo exploratorio multigrupo de ecuaciones estructurales permiten confirmar las propiedades psicométricas de la versión española de la escala en el contexto educativo. Estos resultados fueron parcialmente consistentes con los obtenidos en la versión original y abren una nueva línea de investigación sobre el papel de la pasión y la persistencia en el contexto educativo

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