In the transactional model of stress, coping responses are the key to preventing the stress response. In this study, the possible role of psychological well-being as a personal determinant of coping strategies in the academic context was analyzed. Specifically, the study has two objectives: (a) to identify different profiles of students according to their level of psychological well-being; and (b) to analyze the differences between these profiles in the use of three coping strategies (positive reappraisal, support-seeking, and planning). Age, gender, and degree were estimated as covariables. A total of 1,072 university students participated in the study. Latent profile analysis was applied to four indices of psychological well-being: self-acceptance, environmental mastery, purpose in life, and personal growth. An optimal four-profile solution, reflecting significant incremental shifts from low to very high psychological well-being, was obtained. As predicted, the profile membership distinguished between participants in positive reappraisal, support-seeking, and planning. Importantly, the higher the profile of psychological well-being was, the higher the use of the three coping strategies. Gender differences in coping strategies were observed, but no interaction effects with psychological well-being were found. Age and degree were not relevant in explaining the use of coping strategies. These results suggest that psychological well-being stands as an important personal resource to favor adaptive coping strategies for academic stress.

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Profiles of Psychological Well-being and Coping Strategies among University Students.

In the UK, as elsewhere, the use of ‘contextual’ data has been strongly advocated in order to inform undergraduate admissions decision-making. More than a third of UK universities currently take the socioeconomic or other background context of undergraduate applicants’ attainment into account when deciding whom to shortlist, interview, make standard or reduced offers to, or accept at confirmation or clearing. Even more universities plan to do so in the future. Contextualised admissions policies are considered by many commentators to be intrinsically fairer, and to represent a potentially powerful means of addressing the persistent under-representation of HE students from less advantaged backgrounds, but their impact has not yet been rigorously evaluated. In order to be effective, the indicators must be accurate, appropriate, and complete, and policies for their use must demonstrably widen participation, presumably without compromising student achievement. This paper reviews the indicators available for judging context, and the existing evidence base on how contextually-identified students perform in higher education. It illustrates the considerable difficulties of using any available indicators, alone or in combination, in terms of trustworthiness. And it explains how their use could introduce new injustices while tackling merely the symptoms of stratified participation in HE. This is far from a counsel of despair. We need to widen participation and the use of context stills shows considerable promise. The paper therefore presents the case for a new study by the authors, looking at which of the available contextual indicators are best in practice, and what difference their use would really make to widening participation at HE.

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Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer

Resumen Resilience is a term arising from physics in relationship with the resistance of the materials as well as their recoverability under different pressures and forces. We currently believe that the concept of resilience remains an ambiguous construct, needing a further clarification, especially in its theoretical configuration issues. To carry it into practice in optimal conditions, we need a model that allows improving outcomes of both vulnerable and general population in relation to health. This work intends to deepen the psychosocial resilience configuration, studying variables that are empirically related to it, with the aim of approaching a clearer construction that allows its applicability in future research within the field of health.

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Conceptualización teórica de la resiliencia psicosocial y su relación con la salud theoretical conceptualization of psychological resilience and its relation with health

El presente trabajo tuvo como proposito conocer el nivel de resiliencia en una muestra de estudiantes universitarios de una institucion de educacion superior publica del estado de Jalisco, Mexico. Ademas de ello, se analizo la relacion y diferencia entre la resiliencia y las variables de sexo, edad y nivel socioeconomico. Para medir la variable de interes se utilizo la Escala de Resiliencia desarrollada por Wagnild y Young (1993) en su version traducida y adaptada al espanol por Heilemann, Lee y Kury (2003), la cual esta constituida por 25 reactivos en escalamiento tipo Likert. Los resultados muestran niveles altos de resiliencia en los estudiantes universitarios, no encontrandose diferencias significativas entre las variables carrera, sexo y edad de los estudiantes. Se concluye que la resiliencia alta es una caracteristica muy generalizada en la mayoria de los estudiantes universitarios. Finalmente, se sugiere la ampliacion de la linea de investigacion con otros tamanos muestrales y otro tipo de carreras, asi como la ejecucion de trabajos que relacionen a la resiliencia con otras variables psicosociales no contempladas en el estudio. Abstract This paper aimed to know the level of resilience from a sample of university students in a public institution of education in the state of Jalisco, Mexico. In addition to that, the relationship and difference between resilience and the variables of gender, age and socioeconomic status were analyzed. For this research, it was used the Resilience Scale developed by Wagnild and Young (1993) in the version translated and adapted to Spanish by Heilemann, Kury and Lee (2003), which consists of 25 reagents in the Likert scaling. This was used to measure the variable of interest. The results show high levels of resilience in university students and there were no significant differences between the career, sex and age variables. It was concluded that high resilience is a very generalized characteristic in the majority of college students. Finally, further research with other sample sizes and other careers is highly recommended. Likewise, the works ,not included in this study, that relate resilience to other psychosocial variables are recommended as well.

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Resiliencia en estudiantes universitarios. Un estudio comparado entre carreras

A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education

Introduction. In the past two decades and increase attention is been paid in the importance of non cognitive factors in learning, and the academic social and...

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Perfiles de resiliencia y estrategias de afrontamiento en la universidad: variables contextuales y demográficas

This study was supported by RD R&D Project UAL18-SEJ-DO31-A-FEDER. University of Almeria (Spain), and the European Social Fund (EU).

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Raquel Artuch-Garde

Papers

Perfiles de resiliencia y estrategias de afrontamiento en la universidad: variables contextuales y demográficas

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University