Adaptación y análisis de la estructura interna de la Escala de Sentido de Pertenencia Universitaria (ESPU) en estudiantes peruanos

El sentido de pertenencia hace referencia a la experiencia de participación en un sistema o entorno de tal manera que cada miembro se sienta parte de ese sistema. Este atributo es de interés en el ámbito educativo de distintos niveles, sin embargo, no se cuenta con un instrumento que permita su medición en el medio. El propósito del estudio fue adaptar y analizar la estructura interna de la Escala de Sentido de Pertenencia en universitarios peruanos (ESPU). Se trabajó con una muestra por conveniencia compuesta por 827 universitarios, dividida en dos grupos uno de 220 estudiantes (68.6 % mujeres) con una edad promedio de 21.68 años (DE = 4.87), con la cual se realizó el análisis factorial exploratorio. El segundo grupo estuvo conformado por un total de 607 participantes (69.7 % mujeres) con una edad promedio de 21.28 (DE = 4.21) años, con el cual se realizaron los análisis factoriales confirmatorios. Los resultados dan cuenta de la adaptación lingüística, apreciándose un acuerdo inter-observadores adecuado (RVC > .70). El análisis factorial exploratorio sugiere una estructura de dos factores (χ2 = 646.750; gl = 36.00; p < .001) que explica el 41.2 % de la varianza; esta estructura fue corroborada mediante un análisis factorial confirmatorio que alcanzó índices de ajuste adecuados (CFI = .998; TLI = .996; RMSEA = .048). La fiabilidad de la escala se determinó por consistencia interna encontrándose coeficientes omegas que van entre .665 y .929. En suma, la ESPU es un instrumento con adecuadas evidencias de validez y fiabilidad para medir el sentido de pertenencia.

O sentimento de pertencimento refere-se à experiência de participação em um sistema ou ambiente de forma que cada membro se sinta parte integrante desse sistema. Este atributo é de interesse no âmbito educativo em distintos níveis, entretanto, não existem instrumentos que permitam sua mensuração nesse meio. O objetivo do estudo foi adaptar e analisar a estrutura interna da Escala de Sentido de Pertencimento em estudantes universitários peruanos (ESPU). Trabalhou-se com uma amostra de conveniência composta por 827 universitários, divididos em dois grupos, um de 220 estudantes (68,6 % mulheres) com média de idade de 21,68 anos (DP = 4,87), com o qual foi realizado uma análise fatorial exploratória. O segundo grupo foi composto por um total de 607 participantes (69,7 % mulheres), com média de idade de 21,28 anos (DP = 4,21), com o qual foram realizadas análises fatoriais confirmatórias. Os resultados mostram a adaptação linguística, apreciando-se uma adequada concordância interobservadores (RVC > 0,70). A análise fatorial exploratória sugere uma estrutura de dois fatores (χ2 = 646,750; gl = 36,00; p < 0,001) que explica 41,2 % da variância; esta estrutura foi corroborada pela análise fatorial confirmatória, que alcançou índices de ajuste adequados (CFI = 0,998; TLI = 0,996; RMSEA = 0,048). A confiabilidade da escala foi determinada pela consistência interna, sendo encontrados coeficientes ômega entre 0,665 e 0,929. Em suma, a ESPU é um instrumento com evidências adequadas de validade e confiabilidade para medir o sentimento de pertencimento.

The sense of belonging refers to the experience of participation in a system or environment in such a way that each member feels an integral part of that system. This attribute is of interest in different educational environments of different levels, however, there are no measures that allow its correct measurement. The purpose of the study was to adapt and analyze the internal structure of the Sense of Belonging Scale in Peruvian university students (SBUS). For this, we worked with a convenience sample made up of 827 university students, divided into two groups, one of 220 students (68.6 % women) with an average age equal to 21.68 years (SD = 4.87), with which the exploratory factorial analysis was carried out. The second group consisted of a total of 607 participants (69.7 % women) with an average age of 21.28 (SD = 4.21) years, with which confirmatory factor analyzes were performed. The results show the linguistic adaptation, appreciating an adequate inter-observer agreement (RVC > .70). The exploratory factor analysis suggests a two-factor structure (χ2 = 646.750; df = 36.00; p < .001) that explains 41.2 % of the variance; this structure was corroborated by a confirmatory factor analysis, which reached adequate fit indices (CFI = .998; TLI = .996; RMSEA = .048). The reliability of the scale was determined by internal consistency, finding omega coefficients ranging between .665 and .929. In summary, the SBUS is an instrument with adequate evidence of validity and reliability to measure the sense of belonging.

Abandono universitario: predictores y mediadores en estudiantes universitarios chilenos de primer año / University Dropout: Predictors and Mediators in First-Year Chilean University Students

Resumen La integración social en los primeros años de universidad ha mostrado ser muy relevante para propiciar que los estudiantes participen de forma comprometida, obtengan buenos resultados académicos y permanezcan en sus estudios. La pandemia por COVID-19 ha impuesto barreras a la integración social de los estudiantes, cambiando las formas de la relación interpersonal. El objetivo de la presente investigación fue evaluar un modelo en que el aislamiento y el apoyo social percibidos (variables de integración social) son predictores de la intención de abandono y se encuentran mediados por el sentido de pertenencia. Se realizó un estudio con diseño transversal asociativo-predictivo, mediante la prueba de modelos de mediación, con 700 participantes de primer año de una universidad chilena. Los resultados mostraron un efecto indirecto estadísticamente significativo de las variables de integración social sobre la intención de abandono. A su vez, no se observaron efectos directos de dichas variables sobre la intención de abandono. Estos resultados permiten, primero, indicar que, durante la educación virtual de emergencia, con sus barreras para la interacción social y académica, las variables de integración logran predecir la intención de abandonar los estudios mediante su efecto sobre el sentido de pertenencia; además, orientan las preocupaciones de las instituciones de educación superior para poner atención sobre las condiciones en las que la integración social ocurre en los medios virtuales y con las restricciones de la interacción que le son propias.

Abstract Social integration in university freshmen has proven to be very relevant to encourage students to participate in an engaged way, obtain good academic results and continue with their university studies. The Covid-19 Pandemic imposed barriers to the social integration of students, changing the forms of interpersonal relationships. The objective of this research was to evaluate a predictive model in which perceived isolation and social support (social integration variables) are predictors of the intention to dropout mediated by the sense of belonging. A study with an associative-predictive cross-sectional design was carried out by testing mediation models with 700 first-year participants from a Chilean university. The results showed a statistically significant indirect effect of the social integration variables on dropout intention. In turn, no direct effects of these variables on the intention to quit were observed. These results indicate that, during emergency virtual education with its barriers to social and academic interaction, the integration variables can predict the intention to drop out of school through their effect on the sense of belonging. These results encourage higher education institutions to pay attention to the conditions in which social integration occurs in virtual media and with the interaction restrictions that are inherent to it.

Sentimento de Pertencimento e Desenvolvimento da Moralidade na Escola / The Sense of Belonging and the Development of Morality in Schools

Resumo O presente artigo discute a importância de a escola oferecer um "espaço para o brincar" para crianças que enfrentam conflitos morais sérios. Mediante a apresentação de vinhetas, analisa alguns diálogos travados durante o brincar em uma sala de aula, entre uma criança e uma bolsista participante do Programa Institucional de Bolsas de Iniciação à Docência - PIBID/Capes. À luz de conceitos da psicanálise, o estudo demonstra como o brincar promove um ambiente suficientemente bom que, com a ajuda de um adulto significativo, é vital para que aspectos morais sejam abordados sem moralismos ou racionalizações e para que o sentimento de pertencimento permita à criança usufruir mais profundamente do ambiente escolar.

Abstract This article discusses the importance of school offering a "space to play" for children who face serious moral conflicts. Through the presentation of vignettes, it analyzes some dialogues exchanges, during classroom playtime, between a child and a grant-holder participating in the PIBID/Capes Institutional Teacher Training Grant Program. In the light of psychoanalytical concepts, the study demonstrates how play promotes a good-enough environment that, with the help of a significant adult, is vital for moral aspects to be dealt without moralism or rationalizations, and for the feeling of belonging to allow a child to have a deeper enjoyment of the school environment.

Sense of belonging and social identity on the settlement intentions of rural-urban migrants: evidence from China / O efeito do senso e identidade social nas intenções de assentamento de migrantes rurais-urbanos: evidências da China

ABSTRACT: Drawing upon data from the China Labor-force Dynamics Survey (CLDS) of 2012 and 2014, this paper uses the panel binary choice model to examine the determinants of the settlement intentions of rural-urban migrants. Results showed that both a sense of belonging and social identity play important roles in determining rural-urban migrants' settlement decisions. Besides these, wage, education, and health also affect the willingness of migrant workers to settle in a given area. Therefore, to promote urbanization, policy-makers should pay attention to the subjective demands of rural-urban migrants. We suggested that decision- and policy-makers help such migrants improve their social networks and eliminate identity discrimination, so as to encourage their willingness to settle in cities.

RESUMO: Com base nos dados do Laboratório de Dinâmica da Força de Trabalho da China (CLDS) de 2012 e 2014, este artigo usa o modelo de escolha binária do painel para examinar os determinantes das intenções de assentamento de migrantes rurais-urbanos. Os resultados mostram que tanto o senso de pertencimento, quanto a identidade social, desempenham papéis importantes na determinação das decisões de assentamentos de migrantes rurais-urbanos. Além destes, salário, educação e saúde também afetam a disposição dos trabalhadores migrantes de se estabelecerem em uma determinada área. Portanto, a fim de promover a urbanização, os formuladores de políticas devem prestar atenção às demandas subjetivas dos migrantes rurais-urbanos. Sugerimos que autoridades e formuladores de políticas públicas ajudem esses migrantes a melhorar sua rede social e a eliminar a discriminação de identidade, de modo a incentivar sua disposição de se estabelecer nas cidades.

Formación de la identidad sociocultural en los estudiantes de la Universidad de Ciencias Médicas / Formation of sociocultural identity in students of the University of Medical Sciences

Las universidades cubanas de ciencias médicas se caracterizan por una proyección educativa humanista, donde la formación de la identidad sociocultural posibilita fortalecer el sentido de pertenencia. No obstante, constituye punto de partida de la presente investigación las insuficiencias teóricas existentes en el proceso formativo universitario en relación con la contextualización, las cuales limitan la pertinencia del desempeño de los estudiantes. El objetivo de la actual investigación radica en la elaboración de un modelo teórico para el logro de la formación de la identidad sociocultural en los estudiantes universitarios de ciencias médicas, que sea expresión de la relación entre la identificación del estudiante con el contexto histórico sociocultural y sus deberes sociales. Se utilizaron métodos teóricos como: inducción-deducción, análisis-síntesis y hermenéutico-dialéctico en la proyección teórica de la gestión universitaria. La investigación posee teóricamente la definición de procesos dialécticos en el logro de la formación identitaria de los estudiantes universitarios; siendo esto el resultado más importante. Lo cual fue valorado en talleres de socialización en los que existieron criterios positivos sobre su factibilidad y pertinencia. La preparación teórico-práctica de los futuros profesionales de la salud requiere de una visión sociocultural, donde el compromiso y la implicación social sustenten el desempeño con una dimensión cultural dirigida a fortalecer los valores identitarios que estimulen las acciones proactivas en el proceso de enseñanza-aprendizaje de las ciencias médicas(AU)

The Cuban universities of the Medical Sciences are characterized by a humanist educational projection; where the formation of the sociocultural identity facilitates to strengthen the sense of ownership. Nevertheless it constitutes starting point of the present investigation the existent theoretical inadequacies in the process formative university student in connection with the work in the context that limit the relevancy of the acting of the students. The objective of the current inquiry resides in the elaboration of a theoretical model for the achievement of the formation of the sociocultural identity in the university students of the Medical Sciences that it is expression of the relationship among the student's identification with the sociocultural historical context and its social duties. Such theoretical methods were used as: induction-deduction, analysis-synthesis and hermeneutic-dialectical; in the study of the career of stomatology and the theoretical projection of the university administration. The investigation possesses the definition of dialectical processes theoretically in the achievement of the formation identitaria of the university students; being this the most important result. That which was valued in socialization shops, where positive approaches existed on their feasibility and relevancy. The theoretical-practical preparation of the professional futures of the health requires of a sociocultural vision, where the commitment and the social implication sustain the acting. Having a cultural dimension directed to strengthen the values identitarios that stimulate the actions pro-active in the process of teaching-learning of the Medical Sciences(AU)

Estrategia para el reconocimiento de la identidad cultural y el sentido de pertenencia de inmigrantes latinoamericanos / A Strategy for the recognition of the cultural identity and the sense of belonging of Latin American immigrants

Se hace necesario formar directivos escolares y docentes voluntarios que implementen estrategias pedagógicas que mejoren el proceso de enseñanza-aprendizaje, en el cual, su principal factor sea el rescate de la identidad cultural y el sentido de pertenencia Latinoamericano. Se presenta así, un estudio que genera insumos para la formación de docentes en habilidades cognitivas y pedagógicas para la enseñanza cultural, asesoría enel diseño de actividades didácticas para el desarrollo de dicha enseñanza, para la población inmigrante del Estado de Massachusetts- Estados Unidos.

It is necessary to train school managers and teachers volunteers, who can implement pedagogical strategies, which improve the teaching-learning process, in which its main factor is the rescue of the cultural identity and the sense of belonging in Latin America.Thus, a study, which generates inputs for teacher training in cognitive and pedagogical skills for the cultural education, the consultancy on the design of teaching activities for the development of such a teaching, for the immigrant population of the State of Massachusetts - United States, is introduced.

La contribución de la ocupación en la construcción de la cultura en la feria libre de la comuna de Valdivia / Contribution of occupation in the construction of cultures in the street markets of Valdivia city

Estudio cualitativo de diseño narrativo. Las técnicas utilizadas fueron, la entrevista en profundidad semi estructurada y observación participante pasiva. Para ello se realizaron cuatro visitas de campo a la Feria libre Valdivia; se eligieron a cinco actores claves y a su vez, se aplicó una pauta de observación de forma y función del contexto, elaborada por las investigadoras. Los resultados fueron analizados y contrastados con elementos teóricos relacionados. El objeto de esta investigación guarda relación con la necesidad de abordar la complejidad contextual de esta comunidad bajo la intervención con relevancia cultural desde Terapia Ocupacional, y a su vez responder a la interrogante: ¿Contribuye la ocupación (productiva) a la conformación de cultura en la feria libre Valdivia? ¿Cómo? Los resultados dan cuenta de la relación de su ocupación productiva, tanto en forma, función y signifcado, con las características que lo constituyen como tal, y dan forma a la cultura feriante.

Qualitative study with narrative design. Theused techniques were a deep semi – structured interview and passive participant observation. For this, four feld visits were performed in Valdivia’s Fair, fve key players were selected and a context’s function and shape observation guideline made by the investigators was applied. The results was analyzed and compared with related theoretical elements. The purpose of this research is related with the need to approach to the contextual complexity of this community under the culturally relevant intervention from Occupational Therapy and in turn answer to the question: Does the occupation (productive occupation) contributes in culture’s conformation in the Valdivia’s fair? how?. The results show the relationship of their productive occupations, in form, function and meaning, with features that constitutes it as such and shape the culture in Valdivia’s fair.

Childhood Domestic Violence, Alcoholic Parents, and Adult Psychological Features / 정신간호학회지

PURPOSE: In this study relationships of different types of domestic violence experiences and parental alcoholism in childhood with adult mental and family health were explored. Adult mental health outcomes included resilience, sense of belonging, life satisfaction, and depression. METHODS: Data for this secondary analysis were from a cross-sectional study employing a web-based survey of 206 Koreans, including 30 adult children of alcoholics (ACOAs). A two-step cluster analysis was performed with seven domestic violence experience items as determinants of cluster membership. RESULTS: In the ACOA cohort, four clusters were identified by childhood domestic violence experience-Low Violence, Witness, Emotional Violence, and Multiple Violence. Only two clusters were found among non-ACOAs-None versus Multiple Violence. All adult mental health and family health characteristics were significantly different between these six empirically-derived clusters. The ACOAs in the Emotional Violence group showed the lowest resilience and sense of belonging, and highest depression scores, which were significantly different from each corresponding score of the ACOAs in the Witness group. ACOAs who experienced multiple violence showed lowest level of family health among the six clusters. CONCLUSION: The findings indicate that ACOAs and non-ACOAs may have very different patterns of childhood domestic violence, which are associated with distinct psychological entities in adulthood.