Resilience in University Women in Norte de Santander-Colombia
Article Sidebar
Main Article Content
Abstract
(analytical)
The purpose of the study was to analyze the resilience of female graduate students in public universities in Norte de Santander. The research used a quantitative approach of a correlational type and a descriptive analytical method. The study involved the application of a survey and resilience scale test to 150 students aged between 27 and 45 years old. The results showed that resilience is associated with strength of character. The characteristics of female university students with a high level of resilience were centered on quality of life, obtaining knowledge, how to apply this knowledge, acquiring further, self-motivation and knowing how to be. Conclusion: The resilience scale, adjusted to accommodate the factors of planning and empathy, presents evidence of validity in relation to its internal structure and reliability of 0.87.
Keywords: Woman, public university, quality of life, motivation.
Downloads
Article Details
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — You may not use the material for commercial purposes.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
References
Aguilar, S. L., Gallegos, A. y Muñoz, S. (2019). Análisis de componentes y definición del concepto resiliencia: una revisión narrativa. Revista de Investigación Psicológica, 22, 77-100.
American Educational Research Association, American Psychological Association & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. American Educational Research Association.
Asparouhov, T. & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16(3), 397-438. https://doi.org/10.1080/10705510903008204
Baek, H. S., Lee, K. U., Joo, E. J., Lee, M. Y. & Choi, K. S. (2010). Reliability and Validity of the Korean Version of the Connor-Davidson Resilience Scale. Psychiatry Investigation, 7(2), 109-115. https://doi.org/10.4306/pi.2010.7.2.109
Belykh, A. (2018). Resiliencia e inteligencia emocional: conceptos complementarios para empoderar al estudiante. Revista Latinoamericana de Estudios Educativos, 58(1), 255-282.
Benavente, M. y Quevedo, M. (2018). Resiliencia, bienestar psicológico y afrontamiento en universitarios atendiendo a variables de personalidad y enfermedad. Revista de Psicología y Educación, 13(2), 99-112. https://doi.org/10.23923/rpye2018.01.161
Bender, A. & Ingram, R. (2018). Connecting attachment style to resilience: Contributions of self- care and self-efficacy. Personality and Individual Differences, 130, 18-20. https://doi.org/10.1016/j.paid.2018.03.038
Burns, R. A. & Anstey, K. J. (2010). The Connor Davidson resilience scale (CD-RISC): Testing the invariance of a unidimensional resilience measure that is independent of positive and negative affect. Personality and Individual Differences, 48(5), 527-531. https://doi.org/10.5093/clysa2019a11
Cassidy, S. (2015). Resilience building in students: the role of academic self-efficacy. Frontiers in Psychology, 6, 1781. https://doi.org/10.3389/fpsyg.2015.01781
Chen, F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
Clark, L. & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309. https://doi.org/10.1037/1040-3590.7.3.309
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Connor, K. M. & 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
Crespo, M., Fernández-Lansac, V., y Soberón, C. (2014). Adaptación española de la escala de resiliencia de Connor-Davidson (CD-RISC) en situaciones de estrés crónico. Psicología Conductual, 22(2), 219-238.
DeRosier, M. E., Frank, E., Schwartz, V. & Leary, K. A. (2013). The potential role of resilience education for preventing mental health problems for college students. Psychiatric Annals, 43(12), 538-544. https://doi.org/10.3928/00485713-20131206-05
DiStefano, C., Liu, J., Jiang, N. & Shi, D. (2018). Examination of the weighted root mean square residual: Evidence for trustworthiness? Structural Equation Modeling: A Multidisciplinary Journal, 25(3), 453-466. https://doi.org/10.1080/10705511.2017.1390394
Domínguez-Lara, S. (2016) Valores normativos de una escala de autoeficacia académica en estudiantes universitarios de Lima. Interacciones, 2(2), 91-98. https://doi.org/10.24016/2016.v2n2.31
Domínguez-Lara, S. (2018). Propuesta de puntos de corte para cargas factoriales: una perspectiva de fiabilidad de constructo. Enfermería Clínica, 28(6), 401-402. https://doi.org/10.1016/j.enfcli.2018.06.002
Domínguez-Lara, S. & Rodriguez, A. (2017). Índices estadísticos de modelos bifactor. Interacciones 3(2), 59-65. https://doi.org/10.24016/2017.v3n2.51
Fleming, J. & Merino, C. (2005). Medidas de simplicidad y ajuste factorial: Un enfoque para la construcción y revisión de escalas derivadas factorialmente. Revista de Psicología, 23(2), 252-266.
Fu, C., Leoutsakos, J. M. & Underwood, C. (2014). An examination of resilience cross-culturally in child and adolescent survivors of the 2008 China earthquake using the Connor–Davidson Resilience Scale (CD-RISC). Journal of Affective Disorders, 155, 149-153. https://doi.org/10.1016/j.jad.2013.10.041
Gallardo, H., Vergel, M., & Villamizar, F. (2018). Investigación intervención y enfoque multimétodo en ciencias humanas y educación matemática. Logos Ciencia y Tecnología, 9(2), 84-96. https://doi.org/10.22335/rlct.v9i2.458
García-Portilla, M. P., Bascarán, M. T., Sáiz, P. A., Parrallada, M., Bousoño, M., & Bobes, J. (2017). Banco de instrumentos básicos de psiquiatría clínica. Cyesan
Henderson, N. & Milstein, M. (2003). Resiliencia en la escuela. Paidós
Khoshouei, M. S. (2009). Psychometric evaluation of the Connor-Davidson resilience scale (CD-RISC) using Iranian students. International Journal of Testing, 9(1), 60-66. https://doi.org/10.1080/15305050902733471
Manzano, G. & Ayala, G. C. (2013). Psychometric properties of Connor-Davidson Resilience Scale in a Spanish sample of entrepreneurs. Psicothema, 25(2), 245-251. https://doi.org/10.7334/psicothema2012.183
Martínez, J., Vergel, M. & Zafra S. (2016). Comportamiento juvenil y competencias pro-sociales. Editorial Ibáñez.
Mattelart, A. (2003). Interview with Armand Mattelart. Information society and intellectual project. Sign and Thought Magazine, 22(43), 71-77
McDonald, R. P. & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82. https://doi.org/10.1037/1082-989x.7.1.64
Ponce, F. P. (2015). Análisis exploratorio de modelos de ecuaciones estructurales sobre la escala Connor-Davidson (CD-RISC) en Chile y España. Salud y Sociedad, 6(3), 238-247. https://doi.org/10.22199/S07187475.2015.0003.00004
Salazar, JP. & Vergel, M. (2018). Hermeneusis de la práctica pedagógica y formación de estudiantes matemáticamente competentes. Investigación y praxis en la enseñanza de las matemáticas. En: Colombia (pp. 71-103). Universidad Simón Bolívar.
Sameroff, A. J. & Rosenblum, K. L. (2006). Psychosocial constraints on the development of resilience. Annals of the New York Academy of Sciences, 1094(1), 116-124. https://doi.org/10.1196/annals.1376.010
Santiago, M., Vergel, M. & Gallardo, H. (2020). Resiliencia en estudiantes exitosos en matemáticas. Praxis & Saber, 11(26), e9973. https://doi.org/10.19053/22160159.v11.n26.2020.9973
Saris, W. E., Satorra, A. & Van der Veld, W. M. (2009). Testing structural equation modeling or detection of misspecifications? Structural Equation Modeling, 16(4), 561-582. https://doi.org/10.1080/10705510903203433
Schmidt, C. (2008). Construcción de un cuestionario de emociones positivas en población entrerriana. Ridep, (2)26, 117–139
Smits, I. A. M., Timmerman, M. E., Barelds, D. P. H. & Meijer, R. R. (2015). The Dutch symptom checklist-90-revised: is the use of the subscales justified? European Journal of Psychological Assessment, 31(4), 263-271. https://doi.org/10.1027/1015-5759/a000233
Vásquez, C y Hervás, G. (2008). Psicología Positiva Aplicada. Desclée de Brouwer.
Vásquez, C., Hervás, G y Ho, S. (2006). Intervenciones clínicas basadas en la psicología positiva: fundamentos y aplicaciones. Psicología Conductual, 14(3), 401-432.
Vergel, M., Duarte, H. & Martínez-Lozano, J. (2016) Desarrollo del pensamiento matemático en estudiantes de cálculo integral su relación con la planificación docente. Revista Científica, 3(23), 17-29. https://doi.org/10.14483/udistrital.jour.RC.2015.23.a2
Vergel, M., Gallardo, H. y Martínez, J. (2014). Factores asociados al rendimiento académico en estadística de estudiantes de administración pública. Colección Pedagogía Iberoamericana.
Vergel, M., Martinez, J. & Ortega, S. (2018). Validity of microrubri, instrument to measure the development of competences in mathematics. Journal of Physics: Conference Series, 1160. doi:10.1088/1742-6596/1160/1/012025
Vergel, M., Martínez, J. & Zafra, S. (2015). Validez de instrumento para medir la calidad de vida en la juventud: VIHDA. Revista Logos Ciencia & Tecnología 7(1) 17-26.
Vergel, M., Martinez, J. & Zafra L. (2018). Inclúyeme en la U: Imaginario de universidad y calidad en la juventud en situación de discapacidad de la ciudad de Cúcuta. Grupo Editorial Ibáñez.
Vizoso-Gómez, C. & Arias-Gundín, O. (2018). Resiliencia, optimismo y burnout académico en estudiantes universitarios. European Journal of Education and psychology, 11(1), 47-59. https://doi.org/10.30552/ejep.v11i1.185
Yárnoz-Yaben, S. & Comino-González, P. (2012). Un instrumento para la evaluación del perdón en el ámbito del divorcio y la separación. International Journal of Psychology and Psychological Therapy, 49-58.
Zinbarg, R. E., Yovel, I., Revelle, W. & McDonald, R. P. (2006). Estimating generalizability to a latent variable common to all of a scale’s indicators: A comparison of estimators for ωh. Applied Psychological Measurement, 30(2), 121-144. https://doi.org/10.1177/0146621605278814