Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online
Downloads
Abstract
La excepcionalidad derivada de la situación de confinamiento por la pandemia del COVID-19 ha afectado a todos los ámbitos de nuestro funcionamiento como sociedad: el relacional, el sanitario, el económico, etc. y, por supuesto, el educativo. Este estudio se centra en el impacto en dichos ámbitos y el papel jugado por aspectos como la resiliencia, el capital social online y la satisfacción vital. Para ello se llevó a cabo un estudio cuantitativo de carácter exploratorio sobre 343 estudiantes universitarios. La conclusión más destacada es constatar el fuerte impacto que el confinamiento ha tenido sobre la situación vital del estudiantado en el ámbito psicológico y académico, principalmente, y el importante papel de la relación con la satisfacción vital y la resiliencia, fundamentalmente. Se concluye con la necesidad de trabajar la cuestión de la resiliencia desde la universidad y se dan una serie de claves a tal fin.Downloads
References
Abbas, R., & Mesch, G. (2018). Do rich teens get richer? Facebook use and the link between offline and online social capital among Palestinian youth in Israel. Information, Communication & Society, 21(1), 63–79. https://doi.org/10.1080/1369118X.2016.1261168
Google Scholar CrossrefArrossi, S., Ramos, S., Paolino, M., Binder, F., Perelman, L. & Kruptizki, H. (2020). Estudio TIARA. Primer avance de resultados. Centro de Estudios de Estado y Sociedad (CEDES) http://repositorio.cedes.org/handle/123456789/4534
Google Scholar CrossrefBeltman, S., Mansfield, C., Wosnitza, M., Weatherby-Fell, N. & Broadley T. (2018). Using Online Modules to Build Capacity for Teacher Resilience. En Wosnitza, M., Peixoto, F., Beltman, S. & Mansfield, C. F. (Eds.), Resilience in Education. Concepts, Contexts and Connections (pp. 237-254). Springer.
Google Scholar CrossrefBourdieu, P. (1986). Handbook of theory and research for the sociology of education. In J. Richardson (Ed.), Forms of capital, (241-258). Greenwood Press.
Google Scholar CrossrefBrewer, M.; van Kessel, G.; Sanderson, B.; Naumann, F.; Lane, M.; Reubenson, A. & Carter, A. (2019). Resilience in higher education students: a scoping review. Higher Education Research & Development, 38(6), 1105-1120. https://doi.org/10.1080/07294360.2019.1626810
Google Scholar CrossrefBryce, C., Ring, P., Ahsby, S., & Wardman, J. K. (2020). Resilience in the face of uncertainty: early lessons from the COVID-19 pandemic. Journal of Risk Research. https://doi.org/10.1080/13669877.2020.1756379
Google Scholar CrossrefBurt, R. S. (2004). Structural Holes and Good Ideas. American Journal of Sociology, 110(2), 349–399. https://doi.org/10.1086/421787
Google Scholar CrossrefCachón, J., López, I., San Pedro, M. B., Zagalaz, M. L., & González, C. (2020). The Importance of the Phoenix Bird Technique (Resilience) in Teacher Training: CD-RISC Scale Validation. Sustainability, 12(3), 1002. https://doi.org/10.3390/su12031002
Google Scholar CrossrefCampbell-Sills, L., & 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
Google Scholar CrossrefCastro, J., Pipa, J., Renner, C., O`Donnell, M. & Cefai, C. (2018). Enhancing Teacher Resilience Through Face-to-Face Training: Insights from the ENTREE Project. En Wosnitza, M., Peixoto, F., Beltman, S. & Mansfield, C. F. (Eds.), Resilience in Education. Concepts, Contexts and Connections (pp. 255-274). Springer.
Google Scholar CrossrefCazalla-Luna, N., y Molero, D. (2016). Inteligencia emocional percibida, disposición al optimismo-pesimismo, satisfacción vital y personalidad de docentes en su formación inicial. Revista de Investigación Educativa, 34(1), 241–258. https://doi.org/10.6018/rie.34.1.220701
Google Scholar CrossrefCheung, F., & Lucas, R. E. (2014). Assessing the validity of single-item life satisfaction measures: results from three large samples. Quality of Life Research, 23(10), 2809–2818. https://doi.org/10.1007/s11136-014-0726-4
Google Scholar CrossrefChoi, S. (2018). The roles of media capabilities of smartphone-based SNS in developing social capital. Behaviour & Information Technology, 38(6), 609–620. https://doi.org/10.1080/0144929x.2018.1546903
Google Scholar CrossrefCleland, C., McKimm, J., Fuller, R., Taylor, D. & Janczukowicz, J. (2020). Adapting to the impact of COVID-19: Sharing stories, sharing practice. Medical Teacher. https://doi.org/10.1080/0142159X.2020.1757635
Google Scholar CrossrefColeman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
Google Scholar CrossrefConnor, K. M., & Davidson, J. R. T. (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
Google Scholar CrossrefXXX, (2010).
Google Scholar CrossrefDenovan, A., y Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. Journal of Happiness Studies, 18(2), 505–525. https://doi.org/10.1007/s10902-016-9736-y
Google Scholar CrossrefFergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399–419. https://doi.org/10.1146/annurev.publhealth.26.021304.144357
Google Scholar CrossrefFernández-Martínez, E., Andina-Díaz, E., Fernández-Peña, R., García-López, R., Fulgueiras-Carril, I., Liébana-Presa, C. (2017). Social Networks, Engagement and Resilience in University Students. Environmental Research and Public Health, 14. htttps://doi.org/10.3390/ijerph14121488
Google Scholar CrossrefXXX, (2010).
Google Scholar CrossrefFukuyama, F. (1995). Trust: The social virtues and the creation of prosperity. Free Press.
Google Scholar CrossrefGonzález, C. (2013). El rol del capital social en la resiliencia comunitaria posdesastre. Aproximación mediante un estudio de caso después del terremoto del 27/F. Revista Lationamericana de Estudios Urbanos Regionales, 39(117), 25-48. http://dx.doi.org/10.4067/S0250-71612013000200002
Google Scholar CrossrefGrottke, M., Hacker, J. V., & Durst, C. (2018). Which factors determine our online social capital? An analysis based on structural equation modelling. Australasian Journal of Information Systems, 22, 1–36. https://doi.org/10.3127/ajis.v22i0.1656
Google Scholar CrossrefGutiérrez, M. y Romero, I. (2014). Resiliencia, bienestar subjetivo y actitudes de los adolescentes hacia el consumo de drogas en Angola. Anales de Psicología, 30(2), 608 – 619.
Google Scholar CrossrefHazel, G. (2018). Finding a Place for Resilience in Teacher Preparation. En Wosnitza, M., Peixoto, F., Beltman, S. & Mansfield, C. F. (Eds.), Resilience in Education. Concepts, Contexts and Connections (pp. 221-236). Springer.
Google Scholar CrossrefHeidari, E., Salimi, G., & Mehrvarz, M. (2020). The influence of online social networks and online social capital on constructing a new graduate students’ professional identity. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2020.1769682
Google Scholar CrossrefLin, N. (1999). Building a Network Theory of Social Capital. Connections, 22(1), 28–51.
Google Scholar CrossrefLópez, S., Civís, M. & Molina, J.L. (2018). La influencia del capital social en el desarrollo profesional de maestros noveles: Una aproximación con métodos mixtos desde el análisis de redes sociales. Profesorado. Revista de currículum y formación del profesorado, 22(2), 111-132.
Google Scholar CrossrefMartínez-Martí, M.L., y Ruch, W. (2017). Character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. The Journal of Positive Psychology, 12, 110–119. https://doi.org/10.1080/17439760.2016.1163403
Google Scholar CrossrefMcGinnis, D. (2018). Resilience, Life Events, and Well-Being During Midlife: Examining Resilience Subgroups. Journal of Adult Development, 25,198–221. https://doi.org/10.1007/s10804-018-9288-y
Google Scholar CrossrefMembiela, M. (2016). La Teoría del Capital Social. Editorial Camiño do Faro, S. L.
Google Scholar CrossrefMembiela, M., Sánchez, E. & Pena, J.A. (2019). La interrelación entre el “capital humano” y el “capital social”. Una aproximación al caso español. ARoEc. Atlantic Review of Economics, 2, Número Especial EDaSS VII International Conference. ARoEc: http://www.aroec.org/ojs/index.php/ARoEc/article/view/96
Google Scholar CrossrefMoreno, R. & Saiz, C. (2014). Factores resilientes en los futuros maestros. International Journal of Developmental and Educational Psychology, 1(2), 475-488. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.525
Google Scholar CrossrefNahapiet, J., & Ghoshal, S. (1998). Social capital, intellectual capital and the organizational advantage. Academy of Management Review, 23(2), 242-266.
Google Scholar CrossrefNguyen, T., Dao, B., Phung, D. Q., Venkatesh, S., & Berk, M. (2013). Online social capital: Mood, topical and psycholinguistic analysis. Interactional AAAI Conference on Weblogs and Social Media. Massachusetts, USA.
Google Scholar CrossrefNoble, T. & McGrath, H. (2018). Making It Real and Making It Last¡ Sustainability of Teacher Implementations of a Whole-School Resilience Programme. En Wosnitza, M., Peixoto, F., Beltman, S. & Mansfield, C. F. (Eds.), Resilience in Education. Concepts, Contexts and Connections (pp. 289-312). Springer.
Google Scholar CrossrefOnrubia, J. (2016). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. Revista de Educación a Distancia (RED), 50(3). http://dx.doi.org/10.6018/red/50/3
Google Scholar CrossrefPortes, A. (1998). Capital social: sus orígenes y aplicaciones en la sociología moderna. Annual Reviews, 24, 1–24.
Google Scholar CrossrefPutnam, R. D. (1993). The prosperous community: Social capital and public life. American Prospect, 4, 35-42.
Google Scholar CrossrefPutnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6(1), 65-78.
Google Scholar CrossrefRamírez-Fernández, E., Ortega-Martínez, A. R., y Calero-García, M. J. (2018). El optimismo como mediador entre la resiliencia y estados afectivos en adultos mayores. Estudios de Psicología, 39(2), 275–285. https://doi.org/10.1080/02109395.2018.1486360
Google Scholar CrossrefRamón, J.; Llamas, F. & Gutiérrez, M. (2019). Revisión bibliográfica y evolución del término resiliencia. Revista Educativa Hekademos, 26, 40-47.
Google Scholar CrossrefSandín-Esteban, M. P. & Sánchez-Martí, A. (2015). Resiliencia y éxito escolar en jóvenes inmigrantes. Infancia y Aprendizaje: Journal for the Study of Education and Development, 38(1), 175-211. https://doi.org/10.1080/02103702.2015.1009232
Google Scholar CrossrefSandoval-Hernandez, A., & Cortes, D. (2012). Factors and conditions that promote academic resilience: A cross-country perspective. Conferencia presentada en la Conferencia Anual de la Sociedad Internacional de Educación Comparada. Puerto Rico.
Google Scholar CrossrefSecretaría General de Universidades (2019). Datos y Cifras del Sistema Universitario Español. Publicación 2018-2019. Secretaría General Técnica del Ministerio de Ciencia, Innovación y Universidad. http://www.educacionyfp.gob.es/dam/jcr:2af709c9-9532-414e-9bad-c390d32998d4/datos-y-cifras-sue-2018-19.pdf
Google Scholar CrossrefSilió, E. (23 de abril de 2020). Los rectores estiman que 36.000 universitarios tienen trabas técnicas para seguir las clases o examinarse. El País: https://elpais.com/sociedad/2020-04-23/los-rectores-estiman-que-36000-universitarios-tienen-trabas-tecnicas-para-ver-las-clases-o-examinarse.html
Google Scholar CrossrefStokes, J., & Price, B. (2017). Social media, visual culture and contemporary identity. In 11th International Multi-conference on society, cybernetics and informatics. IMSCI. https://www.iiis.org/CDs2017/CD2017Summer/papers/EA876TF.pdf
Google Scholar CrossrefTomás-Miquel, J.V.; Nicolau-Juliá, D. & Expósito-Langa, M. (2016). The social relations of university students: intensity, interaction and association with academic performance. Cultura y Educación, 28(4), 667-701. https://doi.org/10.1080/11356405.2016.1237340
Google Scholar CrossrefTomyn, A., y Weinberg, M. (2018). Resilience and subjective wellbeing: A psychometric evaluation in young Australian adults. Australian Psychologist, 53(1), 68–76. https://doi.org/10.1111/ap.12251
Google Scholar CrossrefVizoso, C. (2019). Resiliencia, optimismo y estrategias de afrontamiento en estudiantes de Ciencias de la Educación. Psychology, Society & Education, 11(3), 367-377. https://doi.org/10.25115/psye.v10i1.2280
Google Scholar CrossrefWood, D. F. (2016). Mens sana in corpore sano: Student well-being and the development of resilience. Medical Education, 50(1), 20–23. https://doi.org/10.1111/medu.12934
Google Scholar CrossrefWosnitza, M., Delzepich, R., Schwarze, J., O`Donnell, M., Faust, V. & Camilleri, V. (2018). Enhancing Teacher Resilience: From Self-Reflection to Professional Development. En Wosnitza, M., Peixoto, F., Beltman, S. & Mansfield, C. F. (Eds.), Resilience in Education. Concepts, Contexts and Connections (pp. 275-288). Springer.
Google Scholar CrossrefDownloads
Published
Metrics
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.