Modelo de ecuaciones estructurales de autoestima y resiliencia en estudiantes universitarios
Structural equation model of self-esteem and resilience in university studentsContenido principal del artículo
El desarrollo emocional y social es crucial, especialmente en contextos educativos y de formación personal. El objetivo de esta investigación fue determinar la relación estructural entre la autoestima y la resiliencia en los estudiantes de la Universidad Nacional Santiago Antúnez de Mayolo, Perú, mediante la aplicación del modelo de ecuaciones estructurales, a través de un enfoque cuantitativo, con un diseño no experimental de tipo correlacional y transversal. Se contó con una muestra de 363 participantes que completaron cuestionarios para medir ambas variables. Los resultados del análisis factorial confirmatorio mostraron un ajuste razonable en ambos modelos. Se concluye que un aumento en la autoestima se asocia con un incremento en la resiliencia, debido a que la relación estructural entre ambas fue significativa y positiva (β = 0.767, p < 0.001). Se recomiendan programas que fomenten y fortalezcan la autoestima para mejorar la resiliencia, así como el bienestar psicológico y académico.
Emotional and social development is crucial, especially in educational and personal development contexts. The objective of this research was to determine the structural relationship between self-esteem and resilience in students at the Universidad Nacional Santiago Antúnez de Mayolo, Peru, by applying the structural equation model, through a quantitative approach, with a non-experimental correlational and cross-sectional design. A sample of 363 participants completed questionnaires to measure both variables. The results of the confirmatory factor analysis showed a reasonable fit in both models. It is concluded that an increase in self-esteem is associated with an increase in resilience, because the structural relationship between both was significant and positive (β = 0.767, p < 0.001). Programs that promote and strengthen self-esteem are recommended to improve resilience, as well as psychological and academic well-being
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Abrego, L., Rodríguez, M. y Rodríguez, A. (2016). The relationship between self-esteem and resilience in university students. Journal of Educational Psychology, 28(2), 123-135. https://doi.org/10.15304/9788419679543
Álvarez, R. (2017). Self-esteem and resilience among university students in Mexico. Acta universitaria, 27(1), 88-94. https://doi.org/10.15174/au.2017.1140
Aucapiña, E. y Campodónico, N. M. (2024). Revisión sistemática sobre la influencia de las redes sociales en la autoestima de los adolescentes. Revista de Psicología UNEMI, 73-87. https://doi.org/10.29076/issn.2602-8379vol8iss15.2024pp73-87p
Balgiu, B. A. (2017). Self-esteem, personality and resilience. Study of a students emerging adults group. Journal of Educational Sciences Psychology, 7(1). https://www.academia.edu/download/54221050/JESPart.download.pdf
Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research (2nd ed.). The Guilford Press.
Byrne, B. M. (2016). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming (3rd ed.). Routledge.
Campbell-Sills, L. y Stein, M. B. (2007). Psychometric analysis and refinement of the Connor-Davidson Resilience Scale (CD-RISC): Validation of a 10-item measure of resilience. Journal of Traumatic Stress, 20(6), 1019-1028. https://doi.org/10.1002/jts.20271
Connor, K. M. y Davidson, J. R. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82. https://doi.org/10.1002/da.10113
García, I., Gavín, Ó., Molero, D. y León, S. P. (2023). Analysing university students’ life satisfaction through their socioemotional factors. Revista de Investigación Educativa, 41(1), 107-124. https://doi.org/10.6018/rie.496341
Gómez, R. y Lozano, M. (2022). Evaluación de la relación entre la autoestima y la resiliencia en estudiantes universitarios. Revista de Psicología Universitaria, 18(2), 89-102. https://doi.org/10.1002/da.10113
Hu, L. T. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Kline, R. B. (2023). Principles and practice of structural equation modeling (5th ed.). The Guilford Press.
Luthar, S. S., Cicchetti, D. y Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child development, 71(3), 543-562. https://doi.org/10.1111/1467-8624.00164
Marsh, H. W., Hau, K. T. y Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320-341. https://doi.org/10.1207/s15328007sem1103_2
Ojeleye, C. I., Adegbile, O. N. y Apanpa, T. (2023). Academic resilience and self-esteem as determinant of students’academic performance in Zamfara State. Milestone: Journal of Strategic Management, 3(2), 68-78. https://dx.doi.org/10.19166/ms.v3i2.7206
Orth, U., Erol, R. y Luciano, E. C. (2018). Development of self-esteem from age 4 to 94 years: A meta-analysis of longitudinal studies. Psychological Bulletin, 144(10), 1045-1080. https://doi.org/10.1037/bul0000161
Robins, R. W., Hendin, H. M. y Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27(2), 151-161. https://doi.org/10.1177/0146167201272002
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
Silva, M. F., López, J. J. y Meza, M. E. C. (2020). Estrés académico en estudiantes universitarios. Investigación y ciencia, 28(79), 75-83. https://www.redalyc.org/articulo.oa?id=67462875008
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P. y Bernard, J. (2008). The Brief Resilience Scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194-200. https://doi.org/10.1080/10705500802222972
Vidal, O. R. y García, R. (2024). La Salud Mental en Universitarios como Aspecto Determinante en el Logro de Objetivos Académicos. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 6227-6240. https://doi.org/10.37811/cl_rcm.v8i2.11044
Vilca, V., Luque, A., Delgado, R. y Medina, L. (2022). Emotional intelligence, resilience, and self-esteem as predictors of satisfaction with life in university students. International journal of environmental research public health, 19(24), 16548. https://doi.org/10.3390/ijerph192416548
Wagnild, G. M. y Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1(2), 165-178. https://pubmed.ncbi.nlm.nih.gov/7850498/
Windle, G., Bennett, K. M. y Noyes, J. (2011). A methodological review of resilience measurement scales. Health and Quality of Life Outcomes, 9(8). https://doi.org/10.1186/1477-7525-9-8