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Crisis, confianza y conservación de recursos: examinar cómo los estudiantes de educación de adultos navegan por los
Frances J Griffith1, Sydney C Simmons1, Shannon Schrader2,3
1Division of Prevention and Community Research, Yale University, New Haven, CT, USA.
Adult learning (Washington, D.C.)
|August 25, 2025
Resumen
El trauma y el estrés por COVID-19 tienen un impacto negativo en la confianza vocacional de los estudiantes de educación básica para adultos, especialmente en aquellos que se enfrentan a la marginación. Abordar estos factores estresantes es crucial para mejorar los resultados educativos y profesionales.
Área de la Ciencia:
- Psicología
- Sociología
- Educación
Sus antecedentes:
- Las barreras sociales y sistémicas conducen al abandono de la educación primaria y secundaria y a la inscripción en la educación básica para adultos (ABE).
- La teoría de la conservación de los recursos proporciona un marco para comprender el estrés y la gestión de los recursos.
- Los estudiantes de ABE se enfrentan a desafíos únicos que afectan sus actividades educativas y profesionales.
Objetivo del estudio:
- Evaluar el impacto del trauma y el estrés relacionado con el COVID-19 en la confianza vocacional entre los estudiantes de ABE.
- Para explorar la relación entre la marginación, el trauma, el estrés y la confianza vocacional.
- Informar las estrategias de desarrollo y retención de programas de ABE.
Principales métodos:
- Se utilizaron métodos de encuesta con muestreo de conveniencia para la recolección de datos (N = 227).
- El modelado de ecuaciones estructurales analizó las relaciones entre el trauma, el estrés por COVID-19, el consumo de alcohol y la confianza vocacional.
- El análisis estadístico identificó factores predictivos del estrés y la confianza profesional.
Principales resultados:
- Las experiencias traumáticas pasadas fueron más frecuentes entre los estudiantes ABE marginados (por ejemplo, LGBTQ +, sin vivienda).
- La exposición al trauma predijo un aumento del estrés relacionado con el COVID-19 y el consumo de alcohol.
- El mayor estrés relacionado con el COVID-19 se asoció con una menor confianza vocacional.
Conclusiones:
- Los estudiantes marginados de ABE encuentran barreras compuestas debido al trauma y los factores de estrés subsiguientes.
- Los recursos psicoeducativos pueden ayudar a compensar los factores estresantes y mejorar la confianza profesional.
- Se recomiendan intervenciones específicas para los centros de ABE para apoyar la retención y el éxito de los estudiantes.
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