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Resumen El objetivo de este estudio fue observar los estilos de resiliencia entre estudiantes de pregrado y explorar la forma en la que cada uno de ellos se encontraba asociado al engagement académico y a las redes de apoyo social al inicio de los estudios universitarios. La muestra correspondió a 371 estudiantes de pregrado del Caribe Colombiano evaluados a partir de un análisis estadístico de clústeres, por el método jerárquico aglomerativo. Posteriormente se clasificaron en grupos de acuerdo con sus similitudes en las 12 dimensiones de resiliencia y finalmente se compararon en términos de engagement y redes personales. Los resultados señalaron cuatro perfiles de estudiantes: (1) sujetos con baja-resiliencia, alto engagement y fuertes vínculos relacionales; (2) resilientes-en-proceso, con niveles intermedios de resiliencia, bajo engagement y redes sociales con poca cercanía; (3) resilientes-autónomos con altos puntajes de resiliencia, niveles intermedios de engagementy redes sociales débiles; y (4) resilientes-con-redes, exhibieron altos niveles de resiliencia, con alto engagement y amplias redes de apoyo. Se concluye que la mayor porción de jóvenes que comienzan la universidad muestra perfiles de baja resiliencia; sin embargo, los altos niveles de motivación por los estudios y los recursos sociales como las redes de apoyo de los compañeros son las condiciones que más permiten afrontar los obstáculos de la vida universitaria. Es importante notar que solamente el último perfil integró los elementos de alta resiliencia, alto engagement y fuertes redes de apoyo que permiten confirmar la íntima asociación entre estos constructos. Los otros perfiles representan casos en los cuales los rasgos de resiliencia son independientes de los niveles de engagement y de la composición de las redes de apoyo personal.
Abstract Adjustment of first-year students to university environments, as well as their academic success, is not exclusively related to their academic aptitude; instead, this adjustment is associated with psychological characteristics, personal and even social resources that help students cope with stressors and new circumstances. A comprehensive assessment of the students' adjustment to university environment must transcend preoccupation on academic performance, and instead explore associations among psychological, academic, and social elements that promote adaptation during the initial years of higher education (Marenco-Escuderos et al., 2021). In this line of research, the objective of this work was to inquire how internal characteristics of students (psychological and academic) interplay with external elements in their support systems to promote adaptation in a higher education environment. Associations were explored among resilience, academic engagement, and social support as determining elements in the adjustment to the demands of the university context. The sample consisted of 371 undergraduate students (60 % female), of low socioeconomic status, enrolled in public universities in the Caribbean region of Colombia. Firstly, the resilience of university students was explored, as the ability to respond to obstacles with a positive view of the world, of others, and of one's own abilities to cope with stressors (Saavedra-Guajardo et al., 2019). Second, the level of engagement that drives young students to concentrate their energies on academic activities was reviewed; and third, the role of peers, and friends as the close-support system that facilitates the overcoming of personal and academic difficulties was investigated (Fernández-Martínez et al., 2017). Based on a statistical cluster analysis, by the agglomerative hierarchical method, individuals were classified according to their similarities in the expression of 12 dimensions of resilience (SV-RES scale), and subsequently compared in terms of engagement (UWES-S scale), and personal support networks (UNICET software). The results showed four student profiles: (1) the largest group consisting of students with low-resilience, high engagement and strong support networks; (2) a resilient group with low levels of engagement and support networks with little intimacy; (3) a resilient group with high characteristics of autonomy, intermediate levels of engagement, and support networks with weak structure; and (4) a very resilient group, high engagement, and wide and strong social support networks. The results point out the fact that the greatest proportion of students who start college show profiles of low resilience, however, high levels of motivation for studies and social resources such as peer support networks are the conditions that mostly allow for coping with adversity in the first years of college. These results could point to cultural aspects specific to the Caribbean region, where social networks are of great importance for daily functioning (Marenco-Escuderos et al., 2021). Regarding the association among the studied variables, it is important to note that only the last profile gathered all elements of high resilience, high engagement, and strong support networks that allow for confirming the association among these constructs. The other three profiles represent cases in which the resilience traits are independent of the students' levels of engagement and the composition of their personal support networks. This study is valuable as it provides a differentiating picture of the relationship of resilience with other psychological and social constructs, and in that it allows to better understand resilience in association with other elements that mediate its interpretation. Important gender differences among the profiles are additionally discussed.
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Objetivo. Determinar la asociación entre las dimensiones de apoyo social con las manifestaciones del síndrome de burnout, en docentes de media académica del Caribe colombiano. Método. En esta investigación de diseño ex post facto participaron 235 docentes de varias instituciones educativas, quienes fueron evaluados mediante el Maslach Burnout Inventory-Educator Survery y el cuestionario MOS de apoyo social. Resultados. Se encontró que el 23% de los docentes aquejó agotamiento emocional y el 22.5% despersonalización. Los niveles de apoyo social se mostraron con intensidad alta o media. Además, se observaron asociaciones significativas entre las dimensiones de apoyo y la despersonalización, mientras que la realización personal se asoció con formas emocionales, sociales e instrumentales de soporte. Conclusión. Se discute la implicación del apoyo social como un elemento relevante a considerar en la intervención preventiva del burnout en el profesorado.
Objective. To determine the relationship between social support dimensions and burnout syndrome cases in high school teachers of the Colombian Caribbean. Method. 235 teachers of different schools participated in this ex post facto research design and they were evaluated through the Maslach Burnout Inventory-Educator Survey and MOS questionnaire. Results. It was found that 23% of the teachers were affected by emotional exhaustion and 2 5.5% by depersonalization. Social support levels showed medium and high intensity. Furthermore, meaningful associations were observed between the different dimensions of support and depersonalization, while the personal fulfillment was associated with emotional, social and instrumental forms of support. Conclusion. The implication of social support as a relevant fact to be considered in preventive intervention of burnout in teachers is discussed.
Escopo. Determinar a associação entre as dimensões de apoio social com as manifestações do síndrome de burnout em professores de media académica do Caribe colombiano. Metodologia. Nesta pesquisa de desenho ex post facto participaram 235 professores de diferentes instituições educativas, os quais foram avaliados mediante o Maslach Burnout Inventory-Educator Survey e o Questionário MOS de apoio social. Resultados. Foi encontrado que o 23% dos professores apresentou esgotamento emocional e 22.5% despersonalização. Os níveis de apoio social foram mostrados com intensidade alta ou média. Além, foram observadas associações significativas entre as diferentes dimensões de apoio e a despersonalização, enquanto que a realização pessoal foi associada com formas emocionais, sociais e instrumentais de suporte. Conclusão. Foi discutida a implicação de apoio social como um elemento relevante a considerar na intervenção preventiva do burnout no professorado.
Assuntos
Esgotamento Profissional , Apoio Social , DocentesRESUMO
En este artículo se presentan resultados de un estudio cuyo objetivo se centró en el análisis de los indicadores bibliométricos y las redes de colaboración en la revista de psicología más representativa del Caribe colombiano (Psicología desde el Caribe) durante el período 20092013. Tras el análisis de 12 números, los resultados demuestran la importancia otorgada al trabajo colaborativo, que se evidencia en un elevado porcentaje de textos escritos por varios autores (83.2 %), que particularmente proceden de instituciones colombianas, que prefieren el trabajo conjunto con los de España, México y Estados Unidos. La revista también sobresale como un órgano de la preferencia para una red importante de autores de Brasil. En los artículos publicados destacan las investigaciones de tipo aplicado y de temáticas clínicas y sociales, como las de mayor preferencia por parte de los articulistas. Psicología desde el Caribe se perfila como un órgano de difusión esencialmente en español, que parece gozar del crédito y la confianza de autores de todo el continente Americano y España.
The aim of this paper is to analyze the bibliometric indicators and collaborative networks found in one of the most representative psychology journals of the Colombian Caribbean region (Psicología desde el Caribe), in issues published between the years 2009 and 2013. An analysis of 12 issues evince the importance given to collaborative work, a significant number of texts have been written by several authors (83.2%), namely Colombian nationals, who have chosen to work with authors hailing from Spain, Mexico, and the United States. Also, there is a marked preference for a network of Brazilian authors. Applied research in the clinical social area is the most preferred by authors who publish in this journal. The journal Psicología desde el Caribe is recognized as a publication which includes articles principally in Spanish, and which seems to merit confidence and trust of authors from all American nations and Spain.
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Resumen El objetivo de este estudio consistió en identificar las características de las redes sociales de 320 estudiantes de secundaria implicados en conductas de acoso, con el fin de observar posibles diferencias en la estructura de sus relaciones de acuerdo a los roles asumidos (observador, agresor, víctima, agresor-víctima). Mediante un diseño ex post facto se analizaron las propiedades de las redes de acuerdo a los indicadores de centralidad de grado, cercanía e intermediación; la comparación de estas propiedades se cumplió mediante pruebas no paramétricas de diferencias entre grupos. Los resultados indican rendimientos similares de las características de las redes indistintamente del rol asumido; se observó un número amplio de agresores-víctimas como actores centrales en las redes al igual que víctimas con posiciones sociales importantes.
Abstract The aim of this study was to identify the characteristics of social networks of 320 high school students involved in bullying behaviors, in order to observe possible differences in the structure of their relationships according to the roles assumed (observer, aggressor, victim, aggressorvictim). Using an ex post facto design analyzed the properties of the networks according to indicators of degree, closeness and betweenness, the comparison of these properties are fulfilled with nonparametric tests of differences between groups. The results indicate similar performance of the network characteristics regardless of the role assumed, there was a large number of aggressor-victim as central actors in networks like victims with important social positions.