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
Aldizkaria:
Escritos de psicología

ISSN: 1138-2635,  1989-3809

Argitalpen urtea: 2023

Alea: 16

Zenbakia: 2

Orrialdeak: 123-131

Mota: Artikulua

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

Beste argitalpen batzuk: Escritos de psicología

Laburpena

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.

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