Resiliencia del alumnado de formación profesionalrelación con el apoyo del profesorado, el apoyo social percibido y el autoconcepto

  1. Marian Soroa 1
  2. Alaitz Aizpurua 1
  3. Joanes Lameirinhas 1
  1. 1 Universidad del País Vasco, España
Zeitschrift:
Escritos de psicología

ISSN: 1138-2635,  1989-3809

Datum der Publikation: 2023

Ausgabe: 16

Nummer: 2

Seiten: 123-131

Art: Artikel

DOI: 10.24310/ESCPSI.16.2.2023.16322 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Escritos de psicología

Zusammenfassung

The labor market increasingly demands transversal skills, which is why they generate great interest in the field of Voca-tional Training (VT). In this research, a preliminary study was carried out on resilience and its relationship with other psychosocial (teacher support, perceived social support and self-concept), academic (academic performance) and socio-demographic (gender) variables. The sample was made up of 82 students (61 young men and 21 young women) of inter-mediate VT, aged between 16 and 23 years (M = 18.06; SD= 1.57). The results showed positive relationships between resilience and the rest of the variables, except academic performance and gender. Teacher support correlated positi-vely with academic self-concept and academic performance. In addition, all the psychosocial variables analyzed turned out to be predictors of resilience, jointly explaining 68.8% of the total variance. Teacher support, specifically, explained 16.4% of the variance. The impact that VT teachers have on students’ resilience and academic results should be con-sidered, offering them resources to promote the students’ transversal and academic skills.

Bibliographische Referenzen

  • Boldrini, E., Sappa, V., y Aprea, C. (2019). Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland. Teachers and Teaching, 25(1), 125–141. https://doi.org/10.1080/13540602.2018.1520086
  • Caton, M. T. (2021). The impact of spirituality, social support, and self-esteem on the resilience of Haitian nurses: Implications for nursing education. Archives of Psychiatric Nursing, 35(2), 206–212. https://doi.org/10.1016/j.apnu.2020.08.006
  • Cid-Sillero, S., Pascual-Sagastizabal, E., y Martinez-de-Morentin, J. I. (2019). Influence of self-esteem and attention on the academic performance of ESO and FPB students. Revista de Psicodidáctica, 25(1), 59–67. https://doi.org/10.1016/j.psicod.2019.06.001
  • Comisión Europea (2016). Una nueva agenda de capacidades para Europa. https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:52016DC0381
  • Comisión Europea (2020). Agenda de Capacidades Europea para la competitividad sostenible, la equidad social y la resiliencia. https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:52020DC0274&from=EN
  • Fallon, I. P., Tanner, M. K., Greenwood, B. N., y Baratta, M. V. (2020). Sex differences in resilience: Experiential factors and their mechanisms. European Journal of Neuroscience, 52(1), 2530–2547. https://doi.org/10.1111/ejn.14639
  • Fernández-Lasarte, O., Ramos-Díaz, E., y Axpe, I. (2019). Rendimiento académico, apoyo social percibido e inteligencia emocional en la universidad. European Journal of Investigation in Health Psychology and Education, 9(1), 39–49. https://doi.org/10.30552/ejihpe.v9i1.315
  • Fischer, A.S., Ellwood-Lowe, M.E., Colich, N.L., Cichocki, A., Ho, T.C., y Gotlib, I.H. (2019). Reward-circuit biomarkers of risk and resilience in adolescent depression. Journal of Affective Disorders, 246, 902–909. https://doi.org/10.1016/j.jad.2018.12.104
  • Flórez, L., López, J., y Vílchez, R. A. (2020). Niveles de resiliencia y estrategias de afrontamiento: Reto de las instituciones de educación superior. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(3), 35–47. https://doi.org/10.6018/reifop.438531
  • García, F., y Musitu, G. (2014). AF-5: Autoconcepto Forma 5 (4ª ed.). TEA Ediciones.
  • García-Crespo, F. J., Fernández-Alonso, R., y Muñiz, J. (2021). Academic resilience in European countries: The role of teachers, families, and student profiles. PLOS ONE, 16(7), Artículo e0253409. https://doi.org/10.1371/journal.pone.0253409
  • Gök, A., y Yilmaz, E. (2019). A Meta-Analysis Study on Gender Differences in Psychological Resilience Levels. Cyprus Turkish Journal of Psychiatry & Psychology, 3(2), 132–143. https://doi.org/10.35365/ctjpp.21.2.15
  • Goksel-Oflas, S., y Yuksel-Sahin, F. (2019). Predicting the psychological resilience levels of university students according to some variables. Pegem Journal of Education and Instruction, 9(3), 819–848. https://doi.org/10.14527/pegegog.2019.026
  • Gurr, D. (2014). Successful school leadership across contexts and cultures. Leading and Managing, 20(2), 75–88.
  • Jefferies, P., McGarrigle, L., y Ungar, M. (2019). The CYRM-R: A Rasch-validated revision of the Child and Youth Resilience Measure. Journal of Evidence-Informed Social Work, 16, 70–92. https://doi.org/10.1080/23761407.2018.1548403
  • Jensen, M. T., Solheim, O. J., y Idsoe, E. M. C. (2019). Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement. Social Psychology of Education, 22(2), 247–266. https://doi.org/10.1007/s11218-018-9475-5
  • Johnson, B. (2008). Teacher–student relationships which promote resilience at school: A micro-level analysis of students’ views. British Journal of Guidance & Counselling, 36(4), 385–398. https://doi.org/10.1080/03069880802364528
  • Lavy, S., y Ayuob, W. (2019). Teachers’ sense of meaning associations with teacher performance and graduates’ resilience: A study of schools serving students of low socio-economic status. Frontiers in Psychology, 10(823), 1–10. https://doi.org/10.3389/fpsyg.2019.00823
  • Lavy, S., y Naama-Ghanayim, E. (2020). Why care about caring? Linking teachers’ caring and
  • sense of meaning at work with students’ self-esteem, well-being, and school engagement. Teaching and Teacher Education, 91(5). https://doi.org/10.1016/j.tate.2020.103046
  • Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, (106), 17158–17207. https://www.boe.es/eli/es/lo/2006/05/03/2/con
  • Ley Orgánica 3/2022, de 31 de marzo, de ordenación e integración de la Formación Profesional. Boletín Oficial del Estado, (78), 1–75. https://www.boe.es/eli/es/lo/2022/03/31/3/con
  • Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20. http://dx.doi.org/10.1111/cdev.12205
  • Oktay, A., Dogan, H., Özcan, Z. Ç., Dönmez, Ö., y Özdemir, H. (2021). Investigation of academic achievement, self-efficacy and psychological resilience of sixth grade students starting Primary School at different ages. Journal of Education and Instruction, 11(1), 187–216. https://doi.org/10.14527/pegegog.2021.006
  • Okuyama, J., Funakoshi, S., Tomita, H., Yamaguchi, T., y Matsuoka, H. (2018). Longitudinal characteristics of resilience among adolescents: A high school student cohort study to assess the psychological impact of the Great East Japan earthquake. Psychiatry Clinical Neurosciences, 72(11), 821–835. https://doi.org/10.1111/pcn.12772
  • Olmo-Extremera, M., y Domingo-Segovia, J. (2018). La resiliencia a partir de las relaciones profesionales en centros educativos desafiantes. Educação & Formação, 3(9), 3–19. https://doi.org/10.25053/redufor.v3i9.864
  • Oyarzun, D., y Iriarte, I. (2020). Escala Multidimensional de Apoyo Social Percibido en adolescentes chilenos. Liminales, 9(2), 39–58. https://doi.org/10.54255/lim.vol9.num17.422
  • Özdaş, F. (2022). Teachers’ immediacy behaviors and academic achievement: A relational analysis. SAGE Open, 12(2), 1–13. https://doi.org/10.1177/21582440221091722
  • Pazzaglia, F., Moè, A., Cipolletta, S., y Chia, M. (2020). Multiple dimensions of self-esteem and their relationship with health in adolescence. International Journal of Environmental Research and Public Health, 17(8), 1–12. https://doi.org/10.3390/ijerph17082616
  • Pérez, N., y Filella, G. (2019). Educación emocional para el desarrollo de competencias emocionales en niños y adolescentes. Praxis & Saber, 10(24), 23–44. https://doi.org/10.19053/22160159.v10.n25.2019.8941
  • Resilience Research Centre. (2019). CYRM and ARM user manual. Resilience Research Centre, Dalhousie University. http://www.resilienceresearch.org/
  • Rodríguez-Fernández, A., Ramos-Díaz, E., y Fernández-Zabala, A. (2015). Relaciones de la resiliencia con el autoconcepto y el apoyo social percibido en una muestra de adolescentes. Acción Psicológica, 12(2), 1–14. https://dx.doi.org/10.5944/ap.12.2.14903
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Ros, I., y Zuazagoitia, A. (2018). Implicación escolar de estudiantes de secundaria: La influencia de la resiliencia, el autoconcepto y el apoyo social percibido. Educación XX1, 21(1), 87–108. https://dx.doi.org/10.5944/educXX1.16026
  • Rutter, M. (2013). Annual research review: Resilience–clinical implications. Journal of Child Psychology and Psychiatry, 54(4), 474–487. https://doi.org/10.1111/j.1469-7610.2012.02615.x
  • Sakız, H., y Aftab, R. (2019). Academic achievement and its relationships with psychological resilience and socio-demographic characteristics. International Journal of School & Educational Psychology, 7(4), 263–273. https://doi.org/10.1080/21683603.2018.1446372
  • Sakiz, H., Özdaş, F., Göksu, I., y Ekinci, A. (2021). A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education. SAGE Open, 11(1), 1–13. https://doi.org/10.1177/21582440211003085
  • Sandín-Esteban, M. P. y Sánchez-Martí, A. (2015). Resiliencia y éxito escolar en jóvenes inmigrantes. Infancia y Aprendizaje, 38(1), 175–211. https://doi.org/10.1080/02103702.2015.1009232
  • Shavelson, R., Hubner, J., y Stanton, J. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407–441. http://dx.doi.org/10.3102/00346543046003407
  • Torsheim, T., Wold, B., y Samdal, O. (2000). The Teacher and Classmate Support Scale: Factor structure, test-retest reliability and validity in samples of 13- and 15-year-old adolescents. School Psychology International, 21(2), 195–212. https://doi.org/10.1177/0143034300212006
  • Ungar, M. (2008). Resilience across cultures. British Journal of Social Work, 38(2), 218–235. https://doi.org/10.1093/bjsw/bcl343
  • Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journal of Orthopsychiatry, 81(1), 1–17. https://doi.org/10.1111/j.1939-0025.2010.01067.x
  • Wright, M., Masten, A. S., y Narayan, A. J. (2013). Resilience processes in development: Four waves of research on positive adaptation in the context of adversity. En S. Goldstein y R. B. Brooks (Eds.), Handbook of resilience in children (pp. 15–37). Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-3661-4
  • Xu, Q. Y., Li, S. F., y Yang, L. (2019). Perceived social support and mental health for college students in mainland China: The mediating effects of self-concept. Psychology Health & Medicine, 24(5), 595–604. https://doi.org/10.1080/13548506.2018.1549744
  • Young, C., Roberts, R. y Ward, L. (2019). Application of resilience theories in the transition to parenthood: A scoping review. Journal of Reproductive and Infant Psychology, 37(2), 139–160. https://doi.org/10.1080/02646838.2018.1540860
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., y Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1080/00223891.1990.9674095
Fuente de los datos: Dialnet