La autoeficacia académica y el apoyo social como predictores de la resiliencia académica en estudiantes de primer año de Educación Física y Ciencias del Ejercicio y del Deporte
DOI:
https://doi.org/10.55040/vq097c08Palabras clave:
resiliencia académica, autoeficacia académica, apoyo social percibido, estudiantes universitarios de primer año, educación física, ciencias del ejercicio y del deporteResumen
La resiliencia académica desempeña un papel importante en la capacidad de los estudiantes universitarios para afrontar los desafíos académicos, especialmente durante la transición a la educación superior. Este estudio examinó la autoeficacia académica y el apoyo social percibido como predictores de la resiliencia académica entre estudiantes de primer año de Educación Física y Ciencias del Ejercicio y del Deporte matriculados en una institución pública de educación superior en el sur de Filipinas. Se utilizó un diseño de investigación cuantitativo correlacional de corte transversal con una muestra de 100 estudiantes de primer año seleccionados mediante muestreo por enumeración completa. Los datos se recopilaron utilizando instrumentos estandarizados, incluyendo la Escala de Resiliencia Académica (ARS-30), la Escala de Autoeficacia Académica Universitaria (CASES) y la Escala Multidimensional de Apoyo Social Percibido (MSPSS). Se aplicaron estadísticas descriptivas, correlación de Pearson y análisis de regresión lineal múltiple utilizando el software estadístico JASP. Los resultados indicaron que los estudiantes presentaron niveles altos de resiliencia académica, autoeficacia académica y apoyo social percibido. El análisis de correlación mostró relaciones positivas significativas entre la autoeficacia académica y la resiliencia académica, así como entre el apoyo social percibido y la resiliencia académica. Además, el análisis de regresión reveló que tanto la autoeficacia académica como el apoyo social percibido predicen significativamente la resiliencia académica, siendo la autoeficacia académica el predictor más fuerte. Estos hallazgos sugieren que fortalecer la confianza de los estudiantes en sus capacidades académicas y promover entornos de aprendizaje con apoyo social pueden mejorar su resiliencia y su capacidad para afrontar los desafíos académicos en la educación superior.
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