Academic engagement in university students. The mediator role of Psychological Capital as personal resource

Ari Gómez Borges; Jonathan Peñalver; Isabel María Martínez; Marisa Salanova

doi:10.5944/educxx1.35847

Autores/as

Ari Gómez Borges Universitat Jaume I https://orcid.org/0000-0002-0135-5693
Jonathan Peñalver Universitat Jaume I, Spain https://orcid.org/0000-0003-1339-7484
Isabel María Martínez Universitat Jaume I, Spain https://orcid.org/0000-0003-3583-8498
Marisa Salanova Universitat Jaume I, Spain https://orcid.org/0000-0001-7873-7078

DOI:

https://doi.org/10.5944/educxx1.35847

Palabras clave:

estudiantes universitarios, autocuidado, capital psicológico, engagement académico

Agencias Financiadoras:

Proyecto PROMETEO - Generalitat Valenciana

Resumen

La pandemia de COVID-19 ha provocado un deterioro de la calidad de vida y, en particular, de la salud mental de los estudiantes universitarios. Esto destaca la necesidad de ofrecer programas de afrontamiento y medidas preventivas de salud mental. La efectividad de los programas basados en el autocuidado para aumentar el bienestar en los estudiantes apenas ha sido estudiada, aunque se han encontrado efectos prometedores en algunos estudios en el contexto laboral (Gomez-Borges et al., 2022). En línea con la teoría JD-R conceptualizamos y examinamos empíricamente dos recursos, las actividades de autocuidado y el Capital Psicológico (PsyCap), como antecedentes del engagement académico como estado positivo de bienestar o realización. Estos recursos personales, el autocuidado y el PsyCap, pueden desempeñar un papel importante para afrontar situaciones exigentes como las que enfrentan los estudiantes universitarios en sus estudios, lo que puede contribuir a su bienestar. En base a ello, el propósito de este estudio ha sido analizar el papel mediador del PsyCap en la relación entre el autocuidado y el engagement académico. Los participantes fueron 397 estudiantes universitarios de dos universidades españolas (77,8% mujeres; edad media 26,08 años). Los datos se recogieron durante la pandemia de COVID-19. Utilizando modelos de ecuaciones estructurales (SEM), los resultados muestran relaciones positivas entre el autocuidado y el engagement académico, por un lado y entre PsyCap y engagement académico por otro. El modelo de mediación total ha obtenido mejor ajuste y resultados, destacando el papel mediador de PsyCap. En base a los resultados, se discute sobre la importancia de las actividades de autocuidado en los estudiantes universitarios y, sobre todo, implementar programas para desarrollar recursos personales como el PsyCap que potencian su efecto sobre el engagement académico.

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