1,721,017 research outputs found
Character strengths as predictors of general and academic self-efficacy in university students
Full text linkPositive psychology has introduced the concept of character strengths, which are positive traits fundamental to well-being and mental health. Research on university students has shown that these strengths impact psychoeducational variables and personal functioning, acting as a protective factor in the general and student populations. This study aims to analyze the predictive relationships between character strengths and general self-efficacy and determine their joint contribution in predicting academic self-efficacy. The study was quantitative, correlational-causal, and cross-sectional, using a non-probabilistic sample of 668 Venezuelan university students (68.86% women, average age of 20.52 years).
The scales used are Growing Strong to measure character strengths, the General Self-Efficacy Scale, and the Self-Efficacy Scale in Specific Academic Situations. All scales showed adequate psychometric properties. The mediation analysis revealed that leadership, hope, and persistence positively influence general and academic self-efficacy. Furthermore, general self-efficacy strongly impacts academic selfefficacy. In conclusion, character strengths are significant predictors of self-efficacy in university students. Promoting these strengths may be crucial to improving general and academic self-efficacy, suggesting the need to implement specific initiatives in higher education
Aplicación de un programa para la mejora de la mentalidad de crecimiento, bienestar eudaimónico y bienestar multidimensional en el marco del desarrollo profesional docente
Full text linkThere is a burgeoning interest in enhancing teachers' professional development, as well as their wellbeing and personal resources. This study aimed to assess the effectiveness of a multicomponent intervention grounded in positive psychology to boost growthmindset, eudaimonic wellbeing, and multidimensional wellbeing and reinforce competencies associated with professional teacher training. The study enrolled 92 participants, separated into an experimental group receiving "FODI" intervention and a control group (62% experimental & 38% control), with a mean age of 44.7 (SD=8.6) comprising 75 women and 17 men. The data was collected using a multiple-choice questionnaire assessing the study variables. The analysis of covariance indicates that the intervention significantly enhanced the scores of general and self-growth mindset, eudaimonic wellbeing, PERMA (including self-perceived health), and teacher training in participants compared to the control group. These improvements were statistically significant at p< .05. Interventions based on positive psychology may serve as practical tools for enhancing educational quality through teacher training, personal growth, and professional development.Versión publicad
Prevención del burnout docente a través del fortalecimiento del bienestar y habilidades socioemocionales en una institución educativa de la comuna de Molina
Full text linkTrabajo final presentado a la Facultad de Psicología de la Universidad del Desarrollo para optar al grado académico de Magíster en Psicología EducacionalEl presente informe da cuenta de un proceso de intervención psicoeducativa orientado al abordaje del síndrome de burnout en profesionales de la educación, fenómeno que afecta de forma significativa el bienestar laboral y la calidad del quehacer educativo. La experiencia se desarrolló en una institución educativa de la comuna de Molina, Región del Maule, con el
objetivo diagnóstico de determinar el nivel de burnout en los profesionales del establecimiento seleccionado.
El proceso diagnóstico se realizó mediante técnicas cuantitativas, aplicando tres instrumentos: el Maslach Burnout Inventory - Educators Survey (MBI-ES), el Cuestionario de Calidad de Vida Profesional (CVP-35), una encuesta sociodemográfica y otra encuesta sobre factores que pudieran facilitar el estrés en contextos educativos. Evidenciando en los resultados niveles de agotamiento emocional, así como la presencia de factores estructurales
y contextuales que favorecen la aparición del burnout, tales como la alta carga laboral, la falta de espacios de contención emocional y los desafíos del trabajo con estudiantes con necesidades educativas especiales.
A partir de estos hallazgos, la intervención consistió en un proceso de asesoramiento para el diseño de un ecosistema de bienestar, compuesto por tres estrategias: (1) un ciclo de talleres psicoeducativos enfocados en el autocuidado, la psicoeducación sobre el burnout y estrategias de regulación emocional, (2) elaboración y socialización de un plan de acciones de reconocimiento a la labor del profesional de la educación y (3) el fortalecimiento del comité paritario en temáticas de bienestar. Las actividades se ajustaron al perfil de los participantes y fueron implementadas con un enfoque participativo, ético y confidencial.
Con respecto a los ciclos de talleres, se evidenció una alta adherencia y participación, así como retroalimentaciones positivas respecto al impacto subjetivo de las sesiones. A su vez, el plan de reconocimiento laboral fue bien recibido tanto por el comité paritario como por los demás profesionales, quienes reconocieron el potencial del manual para mejorar la percepción de valoración laboral y aumentar la participación en iniciativas relacionadas.
Gracias a estas instancias, se fortaleció el rol del comité paritario en la promoción del bienestar de todos los profesionales del establecimiento.
En conclusión, la experiencia permitió visibilizar necesidades relevantes en torno al bienestar del cuerpo profesional, demostrando la pertinencia de desarrollar asesorías e intervenciones contextualizadas, sostenibles y focalizadas, que promuevan espacios de contención emocional y fomenten una cultura institucional de cuidado
Positive Psychology Applied to Education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
Full text linkTeaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving psychological well-being, optimism, self-efficacy, and self-esteem as well as at reducing psychological distress in teachers. The study was quasi-experimental and comprised 24 teachers from technical, secondary, and elementary schools in Uruguay. The constructs were measured before and after the program, which was conducted during the COVID-19 pandemic and comprised 12 modules in a multicomponent intervention format. The results indicate a significantly low magnitude increase in well-being (F = 5.36, p = 0.033, Cohen’s d = 0.47) and a moderate increase in self-efficacy (F = 9.14, p = 0.008, Cohen’s d = 0.62). Similarly, a significant decrease was observed in psychological distress of mild effect (F = 5.80, p = 0.028, Cohen’s d = 0.49). To conclude, interventions based on positive psychology improve teachers’ well-being, enhance other psychological resources, and reduce psychosocial risks such as discomfort. Thus, these interventions can be devices for career development and teacher updating
Academic emotions, college adjustment, and dropout intention in university students
Full text linkIntroductionIn recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out.MethodsThe study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable.ResultsDifferences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations.DiscussionGenerally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study
Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university
Full text linkAutonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, F(1, 286) = 4.67, p = 0.032, η2 = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, F(1, 286) = 11.23, p < 0.001, η2 = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender
Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology
Full text linkThe COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development
Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
Full text linkThe COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies
Aportes de la Psicología Positiva a la salud mental frente a la pandemia por COVID-19
No full textDuring the worldwide health emergency situation caused by the rapid expansion of COVID-19, some strategies have been implemented seeking to reduce the spread of the virus to more lethal levels, including quarantine, isolation, distancing. social and confinement; Different strategies that have as a meeting point the restriction of human movements. So, we have that human behavior is an important variable to understand this phenomenon comprehensively. The main objective is to reflect on the contributions of positive psychology to mental health in the face of the COVID-19 pandemic in the framework of health promotion and prevention of symptoms of discomfort, behavior and psychosocial risk factors. For this, a conceptual description of positive psychology is made, it is related how the general population is living this process from the scientific evidence. By way of closing, general contributions for mental health guidance are generated with these lines described, it should be considered as brushstrokes to action in promotion, prevention, counseling and therapy but not as a drawer intervention manual.INTRODUCCIÓN. En medio de la situación de emergencia sanitaria que se está viviendo a nivel mundial provocada por la rápida expansión de la COVID-19, los representantes de gobiernos han implementado algunas estrategias buscando disminuir la propagación del virus a niveles más letales, entre ellas se tienen: cuarentena, aislamiento, distanciamiento social y confinamiento; estrategias distintas que tienen como punto de encuentro la restricción de los desplazamientos humanos. De modo que, se tiene que el comportamiento humano es una variable importante para comprender este fenómeno de manera integral. OBJETIVO. El objetivo central de este trabajo es reflexionar sobre los aportes de la Psicología Positiva a la salud mental frente a la pandemia por COVID-19 en el marco de la promoción de la salud y prevención de síntomas de malestar, conductas y factores de riesgo psicosocial. METODO. Para esto se hace una descripción conceptual de la psicología positiva, se relata cómo la población en general está viviendo este proceso desde la evidencia científica. CONCLUSIONES. A manera de cierre, se genera aportes básicos para la orientación en salud mental con estas líneas descritas, debe considerarse como pinceladas a la acción en promoción, prevención, counseling y terapéutica pero no como un manual de intervención
Universidades Emocionalmente Inteligentes: Modelos e intervenciones para desarrollar habilidades socioemocionales en educación superior
No full textLa educación emocional no es opcional: Las habilidades socioemocionales son fun damentales para el bienestar, el aprendizaje y la empleabilidad en educación superio
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