Variables psicosociales y rendimiento académico asociados al optimismo en estudiantes universitarios españoles de nuevo ingreso

  1. Manuel de Besa Gutiérrez
  2. Javier Gil Flores
  3. Alfonso Javier García González
Revista:
Acta Colombiana de Psicología

ISSN: 1909-9711,  0123-9155

Any de publicació: 2019

Volum: 22

Número: 1

Pàgines: 152-163

Tipus: Article

DOI: 10.14718/ACP.2019.22.1.8 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Acta Colombiana de Psicología

Resum

Abstract First-year students find difficulties at the beginning of their university studies, facing situations that generate a high level of stress, new academic and social challenges, or unfulfilled expectations. Among the psychosocial variables that intervene in the adaptation and contribute to overcoming the situation is dispositional optimism. The aim of this study was to analyze which variables contribute to explaining the optimism with which first-year university students start their studies. Through survey procedures data were collected on academic and psychosocial variables for a sample of 750 students of different degrees from the University of Seville at the time they started the first course in their respective degrees. The calculation of basic descriptive statistics was used, along with techniques such as factor analysis, to explore the dimensionality of the optimism construct, and binary logistic regression to identify relevant variables in the differentiation between optimistic and pessimistic students. The results show how previous academic performance, perceived social support, self-esteem and perceived self-efficacy are associated with the students’ optimism. Based on these results, recommendations are derived for the orientation intervention concerning first-year university students to favor their adaptation to the university context.

Referències bibliogràfiques

  • Alfonso, S.,Deaño, M.,Conde, A.,Costa, A. R.,Araújo, A. M.,Almeida, L. . (2013). Perfiles de expectativas académicas en alumnos españoles y portugueses de enseñanza superior. Revista Galego-portuguesa de Psicoloxía e Educación. 21. 125
  • Baessler, J.,Schwarcer, . (1996). Evaluación de la autoeficacia: Adaptación española de la escala de Autoeficacia General.. Ansiedad y Estrés. 1-8
  • Bailey, T. H.,Phillips, L. . (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher Education Research & Development. 35. 201
  • Bandura, . (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs.
  • Brissette, I.,Scheier, M. F.,Carver, C. . (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychology. 82. 102
  • Buote, V. M.,Pancer, S. M.,Pratt, M. W.,Adams, G.,BirnieLefcovitch, S.,Polivy, J.,Maxine, G. . (2007). The importance of friends. Journal of Adolescent Research. 22. 665
  • Byrne, B. . (2001). Structural equation modelling with AMOS: Basic concepts, applications, and programming. LEA. New York.
  • Carver, C. S.,Scheier, M. . (2014). Dispositional optimism. Trends in Cognitive Sciences. 18. 293
  • Chapman, T.,Chi, T. . (2017). Perceived social support mediates the link between optimism and active coping. Journal of Behavioral and Social Sciences. 57-65
  • Chemers, M. M.,Hu, L. T.,Garcia, B. . (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology. 93. 5564
  • (2015). El Espacio Europeo de Educación Superior en 2015: Informe sobre la implantación del Proceso de Bolonia. Oficina de Publicaciones de la Unión Europea. Luxemburgo.
  • Credé, M.,Niehorster, . (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. 133
  • Fernández-González, L.,González-Hernández, A.,TrianesTorres, M. . (2015). Relaciones entre estrés académico, apoyo social, optimismo-pesimismo y autoestima en estudiantes universitarios.. Electronic Journal of Research in Educational Psychology. 13. 111
  • Ferrando, P. J.,Chico, E.,Tous, J.. (2002). Propiedades psicométricas del test de optimismo Life Orientation Test (LOT). Psicothema. 14. 673
  • Friedlander, L. J.,Reid, G. J.,Shupak, N.,Cribbie, . (2007). Social support, self-esteem, and stress as predictors of adjustment to university among first-year undergraduates. Journal of College Student Development. 48. 259
  • Gairín, J.,Muñoz, J. L.,Feixas, M.,Guillamón, . (2009). La transición secundariauniversidad y la incorporación a la universidad. La acogida de los estudiantes del primer año. Revista Española de Pedagogía. 27-44
  • García-Ros, R.,Pérez-González, J.,Pérez-Blasco, F.,Natividad, L. . (2012). Evaluación del estrés académico en estudiantes de nueva incorporación a la universidad. Revista Latinoamericana de Psicología. 44. 143
  • González-Ramírez, M. T.,Landero-Hernández, . (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. 1469
  • Guillén, F.,Pérez-Luzardo, J.,Arnaiz, . (2013). Relación entre motivación y optimismo disposicional en aprendices de inglés como lengua extranjera en un contexto universitario. Revista de Educación, Número extraordinario. 104
  • Gustems-Carnicer, J.,Calderón, C.,Forn, . (2017). Psychometric properties of the Life Orientation Test (LOT-R) and its relationship with psychological well-being and academic progress in college students. Revista Latinoamericana de Psicología. 49. 19-27
  • Hernández, R.,Fernández, C.,Baptista, . (2003). Metodología de la investigación. Mc Graw Hill. México.
  • Hickman, G. P.,Bartholomae, S.,McKenry, P. . (2000). Influence of parenting style on the adjustment and academic achievement of traditional college freshmen. Journal of College Student Development. 41. 41-54
  • Huan, V. S.,Yeo, L. S.,Ang, R. P.,Chong, W. . (2006). The influence of dispositional optimism and gender on adolescents ‘perception of academic stress. Adolescence. 41. 533
  • Johnston, . (2013). El primer año de universidad. Una experiencia positiva de transición.
  • Jovanović, V.,Gavrilov-Jerković, . (2013). Dimensionality and validity of the serbian version of the Life Orientation Test-Revised in a sample of youths. Journal of Happiness Studies. 14. 771
  • Kapikiran, S.,Acun-Kapikiran, . (2016). Optimism and psychological resilience in relation to depressive symptoms in university students: examining the mediating role of selfesteem. Educational Sciences: Theory and Practice. 16. 2087
  • Laranjeira, C. . (2008). Tradução e validação portuguesa do revised Life Orientation Test (LOT-R). Universitas Psychologica. 7. 469
  • Liu, Q. Q.,Zhou, Z. K.,Yang, X. J.,Niu, G. F.,Tian, Y.,Fan, C. . (2017). Upward social comparison on social network sites and depressive symptoms: A moderated mediation model of self-esteem and optimism. Personality and Individual Differences. 223
  • Londoño, . (2009). Optimismo y salud positiva como predictores de la adaptación a la vida universitaria. Acta Colombiana de Psicología. 12. 95-107
  • Lloret-Segura, S.,Ferreres-Traver, A.,Hernández-Baeza, A.,Tomás-Marco, . (2014). El Análisis Factorial Exploratorio de los Ítems: una guía práctica, revisada y actualizada. Anales de Psicología. 30. 1151
  • Marrero, R. J.,Carballeira, . (2010). El papel del optimismo y del apoyo social en el bienestar subjetivo. Salud mental. 33. 39-46
  • Martin, . (2002). Feeling optimistic?. Psychologist. 15. 309
  • Martín-Albo, J.,Núñez, J.,Navarro, J.,Grijalvo, . (2007). The Rosenberg Self-Esteem Scale: Translation and validation in university students. The Spanish Journal of Psychology. 10. 458
  • Monteiro, S.,Tavares, J.,Pereira, . (2008). Optimismo disposicional, sintomatologia psicopatológica, bem-estar e rendimento académico em estudantes do primeiro ano do ensino superior.. Estudos de Psicologia. 13. 23
  • Montgomery, R. L.,Haemmerlie, F. M.,Ray, D. . (2003). Psychological correlates of optimism in college students. Psychological reports. 92. 545
  • Montgomery, S.,Gregg, D. H.,Somers, C. L.,Pernice-Duca, F.,Hoffman, A.,Beeghly, . (2017). Intrapersonal Variables Associated with Academic Adjustment in United States College Students. Current Psychology. 1-10
  • Monzani, D.,Steca, P.,Greco, . (2014). Brief report: assessing dispositional optimism in adolescence - Factor structure and concurrent validity of the Life Orientation Test -. Journal of Adolescence. 97-101
  • Moreno, Y.,Marrero, R. . (2015). Optimismo y autoestima como predictores de bienestar personal: diferencias de género. Revista Mexicana de Psicología. 32. 27-36
  • Morton, S.,Mergler, A.,Boman, . (2014). Managing the transition: The role of optimism and self-efficacy for firstyear Australian university students. Australian Journal of Guidance and Counselling. 24. 90-108
  • Mustaca, A. E.,Kamenetzky, G.,Vera-Villarroel, . (2010). Relaciones entre variables positivas y negativas en una muestra de estudiantes argentinos. Revista Argentina de Clínica Psicológica. 19. 227
  • Patton, W.,Bartrum, D. A.,Creed, P. . (2004). Gender differences for optimism, self-esteem, expectations and goals in predicting career planning and exploration in adolescents.. International Journal for Educational and Vocational Guidance. 4. 193-209
  • Perera, H. N.,DiGiacomo, . (2015). The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment. Personality and Individual Differences. 83. 208
  • Perera, H. N.,McIlveen, . (2014). The role of optimism and engagement coping in college adaptation: A career construction model. Journal of Vocational Behavior. 84. 395-404
  • Pu, J.,Hou, H.,Ma, . (2017). Direct and Indirect Effects of Self-efficacy on Depression: The Mediating Role of Dispositional Optimism. Current Psychology. 36. 410
  • Puskar, K. R.,Marie Bernardo, L.,Ren, D.,Haley, T. M.,Hetager Tark, K.,Switala, J.,Siemon, . (2010). Self-esteem and optimism in rural youth: Gender differences. Contemporary Nurse. 34. 190
  • Ramler, T. R.,Tennison, L. R.,Lynch, J.,Murphy, . (2016). Mindfulness and the college transition: the efficacy of an adapted mindfulness-based stress reduction intervention in fostering adjustment among first-year students. Mindfulness. 7. 179
  • Ramos-Sánchez, L.,Nichols, . (2007). Self-efficacy of firstgeneration and non-first-generation college students: The relationship with academic performance and college adjustment. Journal of College Counseling. 10. 6-18
  • Remor, E.,Amorós-Gómez, . (2012). Efecto de un programa de intervención para la potenciación de las fortalezas y los recursos psicológicos sobre el estado de ánimo, optimismo, quejas de salud subjetivas y la satisfacción con la vida en estudiantes universitarios. Acta Colombiana de Psicología. 15. 75-86
  • Remor, E.,Amorós-Gómez, M.,Carrobles, J.. (2010). Eficacia de un programa manualizado de intervención en grupo para la potenciación de las fortalezas y recursos psicológicos. Anales de Psicología. 26. 49-57
  • Rosenberg, . (1965). Society and the adolescent self-image. Princeton University Press. Princeton, NJ.
  • Roso-Bas, F.,Jiménez, A. P.,García-Buades, . (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse Education Today. 37. 5358
  • Salami, S. . (2011). Psychosocial Predictors of Adjustment among First Year College of Education Students. US-China Education Review. 8. 239
  • Sanjuán, P.,Pérez, A. M.,Bermúdez, . (2000). Escala de autoeficacia general: datos psicométricos de la adaptación para población española. Psicothema. 12. 509
  • Scheier, M. F.,Carver, C. S.,Bridges, M. . (1994). Distinguishing optimism from neuroticism (and trait anxiety, selfmastery, and self-esteem: a reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology. 67. 1063
  • Seligman, M.. (2003). La auténtica felicidad. Vergara Editor. Barcelona. España.
  • Solberg, L.,Evans, D. R.,Segerstrom, S. C. (2009). Optimism and college retention: Mediation by motivation, performance, and adjustment. Journal of Applied Social Psychology. 39. 1887
  • (2017). Código de buenas prácticas en investigación. Vicerrectorado de Investigación, Universidad de Sevilla. España.
  • Valverde, A.,Ruíz, C.,García, E.,Romero, . (2004). Innovación en la orientación universitaria: La mentoría como respuesta. Contextos educativos. 6. 87-112
  • Zou, R.,Zhang, D. J.,Niu, G. F.,Xie, X. C.,Fan, C. Y.,Tian, Y.,Zhou, Z. . (2016). Cross-sectional age differences in dispositional optimism in Chinese children and adolescents. Personality and Individual Differences. 102.
Fuente de los datos: Dialnet