Percepción de un futuro significativo y autoconcepto en jóvenes estudiantes universitarios
DOI:
https://doi.org/10.30545/scientiamericana.2022.jul-dic.2Palabras clave:
Identidad, Joven, estudiante universitarioResumen
La forma en que los jóvenes se proyectan en el futuro es crucial para un desarrollo positivo y la continuidad de sus estudios universitarios. Este trabajo se propone analizar la relación entre el autoconcepto actual y la percepción de un futuro significativo, expresada en su percepción de sí mismos en el futuro y el sentido de propósito vital (PV), en jóvenes que inician sus estudios universitarios. Participaron estudiantes (n = 173), de ambos sexos, que asisten a una universidad privada de la Ciudad Autónoma de Buenos Aires. Los estudiantes respondieron un Cuestionario sociodemográfico, el Perfil de Autopercepción para Estudiantes Universitarios, la Escala de claridad en el autoconcepto, el Cuestionario de los posibles sí mismos (PSs), y la Escala de propósito vital para jóvenes. Se encontró que las autopercepciones de dominio específico y la claridad en el autoconcepto son predictores de la probabilidad de alcanzar sus PSs deseados, y la búsqueda e identificación de PV. La autoestima global media estas relaciones. Este conocimiento permite pensar intervenciones destinadas a trabajar en el PV y los PSs de los estudiantes para aumentar su motivación y compromiso.
Descargas
Citas
Arnett, J. J. (2015). Emerging adulthood. The winding road from the late teens through the twenties (2da ed). Oxford University Press.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Bennett, D., Roberts, L., & Creagh, C. (2016). Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance. Phiysical Review Physics Education Research, 12(1), 1–11. https://doi.org/10.1103/PhysRevPhysEducRes.12.010120
Bewick, V., Cheek, L., & Ball, J. (2005). Statistics review 14: Logistic regression. Critical Care, 9(1), 112–118. https://doi.org/10.1186/cc3045
Błażek, M., & Besta, T. (2012). Self-concept clarity and religious orientations: Prediction of purpose in life and self-esteem. Journal of Religion and Health, 51(3), 947–960. https://doi.org/10.1007/s10943-010-9407-y
Bronk, K. C. (2011). The role of purpose in life in healthy identity formation: A grounded model. New Directions for Youth Development, 2011(132), 31–44. https://doi.org/10.1002/yd.426
Bundick, M., Andrews, M., Jones, A., Mariano, J. M., Bronk, K. C., & Damon, W. (2006). Revised youth purpose survey. Unpublished instrument, Stanford Center on Adolescence.
Campbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavallee, L. F., & Lehman, D. R. (1996). Self-concept clarity: Measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70(1), 141–156. https://doi.org/10.1037/0022-3514.70.1.141
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7(3), 119–128. http://www.tandfonline.com/doi/abs/10.1207/S1532480XADS0703_2
DeWitz, S. J., Woolsey, M. L., & Walsh, W. B. (2009). College student retention: An exploration of the relationship between self-efficacy beliefs and purpose in life among college student. Journal of College Student Development, 50(1), 19–34. https://doi.org/10.1353/csd.0.0049
Dik, B. J., Duffy, R. D., Blake, A. A., O’Donnell, M. B., Shim, Y., & Steger, M. (2014). Purpose and meaning in career development applications. The Counseling Psychologist. Artículo Publicado Primero Online., August 2015, 1–25. https://doi.org/10.1177/0011000014546872
Erikson, M. G. (2007). The meaning of the future: Toward a more specific definition of possible selves. Review of General Psychology, 11(4), 348–358. https://doi.org/10.1037/1089-2680.11.4.348
Erikson, M. G. (2019). Potentials and challenges when using possible selves in studies of higher education. In H. Henderson, J. Stevenson, & A.-M. Bathmaker (Eds.), Possible selves and higher education: New interdisciplinary insights (pp. 13–26). Routledge. https://doi.org/https://doi.org/10.4324/9781315104591
Facio, A., Resett, S., Mistrorigo, C., Micocci, F., & Yoris, A. (2007). Aspectos negativos del autoconcepto en adolescentes y mujeres jóvenes argentinas. XIV Jornadas de Investigación y Tercer Encuentro de Investigadores En Psicología Del Mercosur.
Harter, S. (1999). The Construction of the Self: A Developmental Perspective (1st ed.). The Guilford Press.
Harter, S. (2008). The Developing Self. In W. Damon & R. M. Lerner (Eds.), Child and adolescent development. An advanced course (pp. 216–260). John Wiley & Sons.
Hill, N. E., Liang, B., Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018). Envisioning a meaningful future and academic engagement: The role of parenting practices and school-based relationships. Psychology in the Schools, 55(6), 595–608. https://doi.org/10.1002/pits.22146
Hill, P. L., Burrow, A. L., & Sumner, R. (2013). Addressing important questions in the field of adolescent purpose. Child Development Perspectives, 7(4), 232–236. https://doi.org/10.1111/cdep.12048
Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2006). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible Selves: Theory, research and applications (pp. 205–221). Nova.
Hodges, S., Denig, S., & Crowe, A. (2014). Attitudes of college students towards purpose in life and self-esteem. International Journal of Existencial, 5(1), 124–131.
Keyes, C. L. M. (2011). Authentic purpose: The spiritual infrastructure of life. Journal of Management, Spirituality & Religion, 8(4), 281–297. https://doi.org/10.1080/14766086.2011.630133
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151–1169. https://doi.org/10.6018/analesps.30.3.199361
Malin, H., Reilly, T. S., Quinn, B., & Moran, S. (2014). Adolescent purpose development: Exploring empathy, discovering roles, shifting priorities, and creating pathways. Journal of Research on Adolescence, 24(1), 186–199. https://doi.org/10.1111/jora.12051
Mariano, J. M. (2014). Introduction to special section: Understanding paths to youth purpose—Why content and contexts matter. Applied Developmental Science, 18(3), 139–147. https://doi.org/10.1080/10888691.2014.924356
Markus, H., & Nurius, P. (1986). Possible Selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
McClelland, C. (2011). An examination of the present and future selves of adolescents: Investigating possible selves and self-esteem in relation to gender and attachment. The Plymouth Student Scientist, 4(2), 104–130. http://studentjournals.plymouth.ac.uk/index.php/pss/article/viewArticle/179
Molina, M. F. (2018). Cuestionario de los posibles sí mismos. Manuscrito Inédito.
Molina, M. F. (2019). Escala revisada de propósito para estudiantes universitarisos. Material Inédito.
Molina, M. F., Iribarne, K., Roisen, E., Álvarez Ituraín, A., Capiet, M., & Benzi, M. (2019). Percepción de un futuro significativo y su relación con el autoconcepto en jóvenes que inician sus estudios universitarios. Material Inédito.
Molina, M. F., & Raimundi, M. J. (2011). Predictores de la autoestima global en niños de escuela primaria de la Ciudad de Buenos Aires. Diferencias en función del sexo y la edad. Revista Argentina de Ciencias Del Comportamiento, 3(3), 1–7. http://www.revistas.unc.edu.ar/index.php/racc/article/view/5201
Moran, S., Bundick, M. J., Malin, H., & Reilly, T. S. (2012). How supportive of their specific purposes do youth believe their family and friends are? Journal of Adolescent Research, 28(3), 348–377. https://doi.org/10.1177/0743558412457816
Morawiak, A., Mroziński, B., Gutral, J., Cypryańska, M., & Nezlek, J. B. (2018). Self-esteem mediates relationships between self-concept clarity and perceptions of the future. Journal of Education Culture and Society, 9(1), 99–108. https://doi.org/10.15503/jecs20181.99.108
Neemann, J., & Harter, S. (1987). Manual for the Self-Perception Profile for College Students. University of Denver.
Oyserman, D. (2004). Possible selves citations, measure, and coding instructions. http://www.sitemaker.umich.edu/ culture.self/files/possible_selves_measure.doc
Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible selves, and parent school involvement. Family Relations, 56(5), 479–489. http://onlinelibrary.wiley.com/doi/10.1111/j.1741-3729.2007.00475.x/full
Oyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research, and applications (pp. 1–23). Nova Science Publishers.
Oyserman, D., & James, L. (2009). Possible selves: From content to process. In K. D. Markman, W. M. Klein, & J. A. Suhr (Eds.), Handbook of imagination and mental simulation (pp. 373–394). Taylor & Francis.
Penland, E. A., Masten, W. G., Zelhart, P., Fournet, G. P., & Callahan, T. A. (2000). Possible selves, depression and coping skills in university students. Personality and Individual Differences, 29(5), 963–969. https://doi.org/10.1016/S0191-8869(99)00247-0
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731. https://doi.org/10.3758/BF03206553
Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93–115. https://doi.org/10.1037/a0022658
Shin, J. Y., Steger, M. F., & Henry, K. L. (2016). Self-concept clarity’s role in meaning in life among American college students: A latent growth approach. Self and Identity. Artículo Publicado Primero Online., January. https://doi.org/10.1080/15298868.2015.1111844
Sica, L. S. (2009). Adolescents in different contexts: The exploration of identity through possible selves. Cognition, Brain, Behavior. An Interdisciplinary Journal, XIII(3), 221–252. psycnet.apa.org/psycinfo/2009-21493-001
Stevenson, J., & Clegg, S. (2011). Possible selves: Students orientating themselves towards the future through extracurricular activity. British Educational Reseach Journal, 37(2), 231–246. https://doi.org/10.1080/01411920903540672
Swann, W. B., & Bosson, J. K. (2010). Self and identity. In G. L. Susan T. Fiske, Daniel T. Gilbert (Ed.), Handbook of social psychology (5th ed., pp. 589–628). John Wiley & Sons.
VanDellen, M. R., & Hoyle, R. H. (2008). Possible selves as behavioral standards in self-regulation. Self and Identity, 7(3), 295–304. https://doi.org/10.1080/15298860701641108
Wong, A. E., Vallacher, R. R., & Nowak, A. (2016). Intrinsic dynamics of state self-esteem: The role of self-concept clarity. Personality and Individual Differences, 100, 167–172. https://doi.org/10.1016/j.paid.2016.05.024
Zhizhong, W., & Koenig, H. (2016). Religion, purpose in life , social support , and psychological distress in Chinese university students. Journal of Religion and Health. Artículo Publicado Primero Online. https://doi.org/10.1007/s10943-016-0184-0
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 María Fernanda Molina, Karina Iribarne, Analía Alvarez Iturain
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Todo el contenido de esta revista, está bajo 