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La atención de disposición y el ajuste universitario: el papel mediador de la autoeficacia de afrontamiento
Anita Kiafar1, Julia Petrovic1, Jessica Mettler1
1Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
Psychological reports
|August 20, 2025
Resumen
La atención de disposición ayuda al ajuste académico y personal en los estudiantes universitarios, particularmente a través de una mayor autoeficacia de afrontamiento enfocada en el problema. Esto pone de relieve la atención como un factor clave para el éxito y la retención de los estudiantes.
Área de la Ciencia:
- Psicología
- Psicología educativa
- Bienestar de los estudiantes
Sus antecedentes:
- La adaptación de los estudiantes a la universidad es crucial para el éxito académico y el bienestar personal.
- La atención de disposición está vinculada a un mejor ajuste, pero los mecanismos subyacentes requieren más investigación.
- La autoeficacia (centrada en las emociones y en los problemas) está asociada con la atención y el ajuste.
Objetivo del estudio:
- Examinar el efecto indirecto de la atención de disposición en el ajuste académico y personal-emocional.
- Investigar el papel mediador de la autoeficacia de afrontamiento (centrada en las emociones y en los problemas) en esta relación.
Principales métodos:
- Estudio transversal con 65 estudiantes universitarios de segundo año.
- Utilizó medidas de autoinforme para la atención predispuesta, la autoeficacia de afrontamiento y el ajuste.
- Análisis estadístico para probar modelos de mediación.
Principales resultados:
- La atención de disposición predijo positivamente el ajuste académico y personal-emocional.
- La autoeficacia centrada en el problema medió parcialmente la relación entre la atención predispuesta y el ajuste académico y personal-emocional.
- La autoeficacia centrada en la emoción medió parcialmente la relación entre la atención predispuesta y el ajuste emocional personal, pero no el ajuste académico.
Conclusiones:
- La autoeficacia de afrontamiento enfocada en el problema es un mediador significativo para el impacto de la atención plena en el ajuste general del estudiante.
- La autoeficacia enfocada en las emociones juega un papel en el ajuste emocional personal pero no en el ajuste académico.
- Los hallazgos apoyan la integración de la atención plena y la capacitación en habilidades de afrontamiento para el apoyo y la retención de estudiantes universitarios.
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