Palabras clave
bienestar subjetivo
apoyo social
sentido de pertenencia
educación superior
Cómo citar
Resumen
Diversos artículos de investigación han relacionado las variables de Integración Social y Bienestar con el abandono en la educación superior. Es posible proponer que el bienestar actúa como mediador entre la integración social y la intención de abandonar los estudios, debido al respaldo teórico y las relaciones observadas entre estas variables. El presente artículo tiene como objetivo evaluar un modelo predictivo con variables de integración social (Apoyo Social y Sentido de Pertenencia) como predictores de la intención de abandono en la educación superior y el bienestar subjetivo como mediador. Se realizó un estudio transversal con un diseño no experimental y una muestra no probabilística. Un total de 891 estudiantes respondieron un cuestionario compuesto por 4 variables: sentido de pertenencia, apoyo social (como variables de integración social), bienestar subjetivo e intención de abandono. Los resultados mostraron evidencia de invarianza factorial del instrumento. El modelo de ecuaciones estructurales mostró buenos índices de ajuste para el modelo probado, en el cual el bienestar subjetivo medió parcialmente la relación entre las variables de integración social y la intención de abandono. Estos resultados permiten concluir que el efecto de las variables de integración social sobre la intención de abandono es directo, posiblemente relacionado con el apoyo instrumental y emocional frente a problemas en la vida universitaria y también es indirecto, posiblemente porque el efecto de la integración social mejora la calidad de vida durante los estudios.
Alves, S. A., Sinval, J., Neto L. L., Marôco J., Ferreira A. G., Oliveira, P. (2022). Burnout and dropout intention in medical students: the protective role of academic engagement. BMC Medical Educational. 83, 2-11 https://doi.org/10.1186/s12909-021-03094-9
Ali, A., & Smith, D.T. (2015). Comparing Social Isolation Effects on Students Attrition in Online Versus Face-to-Face Courses in Computer Literacy. Issues in Informing Science and Information Technology, 12, 11-20. https://doi.org/10.28945/2258
Baik., C., Larcombe, W. & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research and Development, 38(4), 674-687. https://doi.org/10.1080/07294360.2019.1576596
Barrera-Herrera, A., & Vinet, E. V. (2017). Adultez Emergente y características culturales de la etapa en universitarios chilenos. Terapia Psicológica, 35(1), 47-56. http://doi.org/10.4067/S0718-48082017000100005
Berríos-Riquelme, J., Pascual-Soler, M., Frías-Navarro, D., & Maluenda-Albornoz, J. (2021). Psychometric properties and factorial invariance of the satisfaction with life scale in Latino immigrants in Chile, Spain, and United States. Terapia Psicológica, 39(2), 199-218. http://doi.org/10.4067/s0718-48082021000200199
Biasi, V., De Vicenzo, C., & Patrizi, N. (2018). Cognitive strategies, motivation to learning, levels of wellbeing and risk of drop-out: An empirical longitudinal study for qualifying ongoing university guidance services. Journal of Educational and Social Research, 8(2), 79-91. https://doi.org/10.2478/jesr-2018-0019
Burgos-Videla, C., Jorquera-Gutiérrez, R., López-Meneses, E. & Bernal, C. (2022). Life Satisfaction and Academic Engagement in Chileans Undergraduate Students of the University of Atacama. International Journal of Environmental Research and Public Health, 19(24), 16877. https://doi.org/10.3390/ijerph192416877
Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M. & Luhmann, M. (2018). Subjective well-being and academics achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94. https://doi.org/10.1016/j.jrp.2018.02.007
Cortés-Cáceres, S., Álvarez, P., Ortiz, M. L., & Castillo, L. A. (2019). Deserción universitaria: La epidemia que aqueja a los sistemas de educación superior. Perspectivas, 20(1), 13–25. https://doi.org/10.33198/rp.v20i1.00017
Cobo-Rendón, R., López-Angulo, Y., Pérez-Villalobos, M. A. & Díaz-Mujica, A. (2020). Perceived Social Support and its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students. Frontiers in Psychology, 11, 590513. https://doi.org/10.3389/fpsyg.2020.590513
Coello-Tumbaco, V., Flores-Carvajal, L., & Villavicencio-Chancay, D. E. (2019). Reformas universitarias y su impacto en el bienestar estudiantil, caso Ecuador. Revista Conrado, 15(68), 49-55. https://conrado.ucf.edu.cu/index.php/conrado/article/view/982
Cruz, M. F., Rodríguez, J. Á., Ruiz, I. Á., López, M. C., Camargo, C. d. B., Rosas, F D.., Castellón, E. G., González, D. G., Fernández, A. H., Cubillas, P. I. & Simón, E. J. L. (2020). Evaluation of the Emotional and Cognitive Regulation of Young People in a Lockdown Situation Due to the Covid-19 Pandemic. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.565503
Davidson, C., & Wislon, K. (2013). Reassessing tinto’s concepts of social and academic integration in student retention. Journal of College Student Retention: Research, Theory & Practice, 15(3), 329-346. https://eric.ed.gov/?id=EJ1076308
Das, G., Nag, H., Majihi, P., & Tali, D. B. (2023). The impact of covid-19 on education, life activities and mental health of university students. The Online Journal of Distance Education and e-Learning, 11(3), 2963-2973. https://tojdel.net/journals/tojdel/articles/v11i03/v11i03-08.pdf
Díaz-Peralta, C. (2008). Modelo conceptual para la deserción estudiantil universitaria chilena. Estudios pedagógicos (Valdivia), 34(2), 65-86. http://doi.org/10.4067/S0718-07052008000200004
Díaz-Mujica, A., García, D., López, Y., Maluenda, J., Hernández, H., & Pérez-Villalobos, M. V. (2018). Mediación del ajuste académico entre variables cognitivo-motivacionales y la Intención de abandono en primer año de universidad. Congreso CLABES VIII. https://revistas.utp.ac.pa/index.php/clabes/article/view/1934
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
Diener, E., Thapa, S., & Tay, L. (2020). Positive Emotions at Work. Annual Review of Organizational Psychology and Organizational Behavior, 7, 451-477. https://doi.org/10.1146/annurev-orgpsych-012119-044908
Dodd, R. H., Dadczynski, K., Okan, O., McCaffery, K. J., & Pickles, K. (2021). Psychological Wellbeing and Academic Experience of University Students Australia during COVID-19. International Journal of Environmental Research Public Health, 18(3), 866. https://www.doi.org/10.3390/ijerph18030866
Donoso, S., Donoso, G., & Arias, O. (2010). Iniciativas de retención de estudiantes en educación superior. Calidad en la educación, 33, 15-61. https://doi.org/10.31619/caledu.n33.138
Douwes, R., Metselaar, J., Pijnenborg, G. H. M. & Boonstra, N. (2023). Well-being of students in higher education: The importance of a student perspective. Cogent Education, 10(1), 2190697. https://doi.org/10.1080/2331186X.2023.2190697
Dueñas, M., & Gloria, A. M. (2020). ¡Pertenecemos y tenemos importancia aquí! Exploring Sense of Belonging and Mattering for First Generation and Continuing-Generation Latinx Undergraduates. Hispanic Journal of Behavioral Sciences, 42(1), 95-116. https://doi.org/10.1177/0739986319899734
Eloff, I., O’Neill, S., & Kanengoni, H. (2021). Student’s well-being in tertiary environments: insights into the (unrecognised) role of lecturers. Teaching in Higher Education, 28(7), 1777-1797. https://doi.org/10.1080/13562517.2021.1931836
Enrique, S., Martínez-Gregorio, S. & Oliver, A. (2023). Subjective well-being in university students: Two psychosocial skills complementing entrepreneurial attitudes. Industry in Higher Education, 38(3), 272-283. https://doi.org/10.1177/09504222231194632
Ensel, W.M., & Lin, N. (1991). The life stress paradigm and psychological distress. Journal of Health and Social Behavior, 32(4), 321-341. https://doi.org/10.2307/2137101
Fernández-Lasarte, O., Ramos-Díaz, E., Palacios, E. G., & Rodríguez-Fernández, A. (2019). Estudio comparativo entre educación superior y educación secundaria: efecto del apoyo social percibido, el autoconcepto y la reparación emocional en el rendimiento académico. Educación XX1, 22(2), 165-185. https://doi.org/10.5944/educXX1.22526
Feser, M. S., Haak, I. & Rabe, T. (2023). Sense of belonging among first-year physics students in Germany: Exploring intergroup differences and correlations. Eurasia Journal of Mathematics, Science and Technology Education, 19(11), em2345. https://doi.org/10.29333/ejmste/13656
Findeisen, S., Brodsky, A., Michaelis, C., Schimmelpenningh, B. & Seifried, J. (2024). Dropout intention: a valid predictor of actual dropout? Empirical Research in Vocational Education and Training, 16(10), 1-26 https://doi.org/10.1186/s40461-024-00165-1
Fong, M., & Loi, N. M. (2016). The mediating role of self-compassion in student psychological health. Australian Psychologist, 51(6), 431-441. https://doi.org/10.1111/ap.12185
Franz, S., & Paetsch, J. (2023) Academic and social integration and their relation to dropping out of teacher education: a comparison to other study programs. Frontiers in Education, 8, 1-12. https://doi.org/10.3389/feduc.2023.1179264
Garcés-Delgado, Y., Fernández-Esteban, Ma. I., Álvarez-Pérez, P. R., & Conde-Vélez, S. (2024). The process of adaptation to higher education studies and its relation to academic dropout. European Journal of Education. 59(3), e12650. https://doi.org/10.1111/ejed.12650
García, M. E., Gutiérrez, A. B. B., Herrero, E. T., Menéndez, R. C. & Pérez, J. C. N. (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9(2), 79-88. https://doi.org/10.1016/j.ejeps.2015.06.001
Garza, T., Huerta, M., García, H. A., & Lau, J. (2021). Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to Els’ Persistence Based on Reenrollment Decisions in Community Colleges. Community College Review, 49(1), 30-51. https://doi.org/10.1177/0091552120964873
Hadjar, A., Haas, C., & Gewinner, I. (2023). Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg. European Journal of Higher Education, 13(4), 409-428. https://doi.org/10.1080/21568235.2022.2056494
Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2014). R. Multivariate Data Analysis, (7th ed) Pearson: London.
Hartl, A., Holzberger, D., Hugo, J., Wolf, K., & Kunter, M. (2022). Promoting Student Teachers’ Well-Being. A Multi-Study Approach Investigating the Longitudinal Relationship Between Emotional Exhaustion, Emotional Support, and the Intentions of Dropping Out of University. Zeitschrift für Psychologie, 230(3), 241-252. http://doi.org/10.1027/2151-2604/a000495
Holliman A. J., Waldeck, D., Jay, B., Murphy, S., Atkinson, E., Collie, R. J. & Martin, A. (2021). Adaptability and Social Support: Examining Links with Psychological Wellbeing Among UK Students and Non-students. Frontiers in Psychology, 12, 636520. https://www.doi.org/10.3389/fpsyg.2021.636520
Holliman A. J., Waldeck D., & Holliman, D. M. (2022). Adaptability, social support, and psychological wellbeing among university students: A 1-year follow-up study. Frontiers in Education, 7, 1036067. https://www.doi.org/10.3389/feduc.2022.1036067
Holloway-Friesen, H. (2019). The Role of Mentoring on Hispanic Graduate Student’s Sense of Belonging and Academic Self-Efficacy. Journal of Hispanic Higher Education, 20(1), 46-58. https://doi.org/10.1177/1538192718823716
Kamaruzaman, A. H. B., Huda, H. B., Hasinah, S. N. N., Raziff, B. N. & Dahlan, A. R. A. (2020). The role of Malaysian University-of-the-Future in the Digital Era: Community Engagement for Improving the Wellbeing of B40 Youth in Malaysia through Humanizing Digital Entrepreneurship Programme. International Journal of Computer Science and Information Technology Research, 8(3), 89-99. http://doi.org/10.13140/RG.2.2.19481.85604
Khatri, P. & Duggal, H. K. (2022). Well-being of higher education consumers: A review and research agenda. International Journal of Consumer Studies, 46(5), 1564-1593. https://doi.org/10.1111/ijcs.12783
Kline, R. (2011). Principles and practice of structural equations modelling (3rd ed.). Guilford: New York.
Korhonen, V., Mattsson, M., Inkinen, M. & Toom, A. (2019). Understanding the Multidimensional Nature of Student Engagement During the First Year of Higher Education. Frontiers in Psychology, 10, 1056. https://doi.org/10.3389/fpsyg.2019.01056
Li, C. -H. (2016). The performance of ML, DWLS, and ULS estimation with robust corrections in structural equation models with ordinal variables. Psychological Methods, 21(3), 369-387. https://doi.org/10.1037/met0000093
Li, Y., Wang, A., Wu, Y., Han, N., & Huang, H. (2021). Impact of the COVID-19 Pandemic on the Mental Health of College Students: A Systematic Review and Meta-Analysis. Frontiers in Psychology, 12, 669119. https://doi.org/10.3389/fpsyg.2021.669119
Lipson, S. K., & Eisenberg, D. (2018). Mental health and academic attitudes and expectations in university populations: Results from the healthy minds study. Journal of Mental Health, 27(3), 205-213. https://doi.org/10.1080/09638237.2017.1417567
López-Angulo, Y., Cobo-Rendón, R. C., Pérez-Villalobos, M. V., & Díaz-Mujica, A. E. (2021). Apoyo social, autonomía, compromiso académico e intención de abandono en estudiantes universitarios de primer año. Formación universitaria, 14(3), 139-148. https://doi.org/10.4067/S0718-50062021000300139
Lozano-Jiménez J. E., Huéscar E., Moreno-Murcia J. A. (2021). From Autonomy Support and Grit to Satisfaction with Life Through Self-Determined Motivation and Group Cohesion in Higher Education. Frontiers in Psychology, 11, 579492. https://doi.org/10.3389/fpsyg.2020.579492
Maluenda-Albornoz, J., Contreras, M. V., Ferrada, M. R., & Mujica, A. D. (2021). Predictores socio-académicos del Study Engagement en estudiantes de primer año de ingeniería. Estudios Pedagógicos, 47(1), 235-250. https://doi.org/10.4067/S0718-07052021000100235
Maluenda-Albornoz, J., Infante-Villagrán, V., Galve-González, C., Flores-Oyarzo, G., & Berríos-Riquelme, J. (2022a). Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic. Sustainability, 14(2), 831. https://doi.org/10.3390/su14020831
Maluenda-Albornoz, J., Bernardo, A. B., Díaz-Mujica, A., & Osses, D. C. (2022b). Adaptación y evaluación psicométrica de la escala de identificación Organizacional con Centros Educativos en estudiantado de ingeniería chileno. Cuadernos de Pedagogía Universitaria, 19(37), 144-156. https://doi.org/10.29197/cpu.v19i37.455
Maluenda-Albornoz, J., Berríos-Riquelme, J. & Zamorano-Veragua, M. (2023). Abandono universitario: predictores y mediadores en estudiantes universitarios chilenos de primer año. Revista costarricense de psicología, 42(1), 45-64. http://doi.org/10.22544/rcps.v42i01.03
Mulvogue, J., Ryan, C., Hunt, S., Cross, M. & Cleary, M. (2023). Promoting Positive Outcomes in Higher Education: Supporting Undergraduate Student Mental Health and Well-Being. Issues in Mental Health Nursing, 44(7), 673-677. https://doi.org/10.1080/01612840.2022.2116136
Muñoz-Inostroza, K., López-Angulo, Y., Sáez-Delgado, F., Pinto-Vigueras, J., Melo-Moreno, P., & Bernardo, A. B. (2024). Measuring Dropout Intention in College Students: A Systematic Literature Review. Journal of Higher Education Theory and Practice, 24(6), 20-33. https://doi.org/10.33423/jhetp.v24i6.7019
Muthén, L. K. & Muthén, B. O. (2017). Guía del usuario de Mplus. Octava edición. California: Muthén & Muthén.
Ojeda, K. S., Cofré, D. M. & Goic, C. A. E. (2016). Identificación Social y/o Percepción de Similitud: Aproximación a los Efectos Diferenciales sobre el Esencialismo. Psicologia: Teoria e Pesquisa, 32(2), 1-8. https://doi.org/10.1590/0102-3772e322223
Passeggia, R., Testa, I., Esposito, G., Picione, R. D. L., Ragozini, G., & Freda, M. F. (2023). Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience. Innovative Higher Education, 48, 837–859. https://doi.org/10.1007/s10755-023-09674-5
Pavlovic, Z., & Jeno, L. M. (2024). Facilitating academic and social integration among first year university students: is peer mentoring necessary or an additive measure? Mentoring & Tutoring: Partnership in Learning, 32(1), 29-48. https://doi.org/10.1080/13611267.2023.2290731
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: student retention, motivation and enjoyment, Journal of Further and Higher Education, 46(3), 397-408. https://doi.org/10.1080/0309877X.2021.1955844
Peltzer, K., & Pengpid, S. (2017). Loneliness: Its correlates and associations with health risk behaviour among university students in 25 countries. Journal of Psychology in Africa, 27(3), 247-255. https://doi.org/10.1080/14330237.2017.1321851
Piepenburg, J. G., & Beckmann, J. (2022). The relevance of social and academic integration for students’ dropout decisions. Evidence from a factorial survey in Germany. European Journal of Higher Education, 12(3), 255-276. https://doi.org/10.1080/21568235.2021.1930089
Polanco, A., Ortiz, L., Pérez, C., Parra, P., Fasce, E., Matus, O., Torres, G., & Meyer, A. (2014). Relación de antecedentes académicos y expectativas iniciales con el bienestar académico de alumnos de primer año de medicina. FEM: Revista de la Fundación Educación Médica, 17(4), 205-211. https://doi.org/10.4321/S2014-98322014000400006
Rappleye, J., Komatsu, H., Uchida, Y., Krys, K. & Markus, H. (2020). ‘Better policies for better lives’?: constructive critique of the OECD’s (mis) measure of student well-being. Journal of Education Policy, 35(2), 258-282. https://doi.org/10.1080/02680939.2019.1576923
Samuel, R., & Burger, K. (2020). Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. Journal of Educational Psychology, 112(5), 973-986. https://doi.org/10.1037/edu0000406
Sherman, G. L. (2020). Transformative Learning and Well-Being for Emerging Adults in Higher Education. Journal of Transformative Education, 19(1), 29-49. https://doi.org/10.1177/1541344620935623
Sithaldeen, R., Phetlhu, O., Kokolo, B. & August, L. (2022). Student sense of belonging and its impacts on help seeking behaviour. South African Journal of Higher Education, 36(6), 67-87. https://doi.org/10.20853/36-6-5487
Sosu, E. M., & Pheunpha, P. (2019). Trajectory of university dropout: Investigating the cumulative effect of academic vulnerability and proximity to family support. Frontiers in Education, 4(6), 1-10. https://doi.org/10.3389/feduc.2019.00006
Suhlmann, M., Sassenberg, K., Nagegnast, B. & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28. https://doi.org/10.1027/1864-9335/a000325
Suyo-Vega, J. A., Meneses-La-Riva, M. E., Fernández-Bedoya, V. H., Alarcón-Martínez, M., Ocupa-Cabrera, H. G., Alvarado-Suyo, S. A., Polonia, A. d. C. & Miotto, A. I. (2022). Educational policies in response to the pandemic caused by the COVID-19 virus in Latin America: An integrative documentary review. Frontiers in Education, 7, 918220. https://doi.org/10.3389/feduc.2022.918220
Thies, T. & Falk, S. (2024). Which Factors Drive Major Change and University Dropout? An Analysis on International Degree-Seeking Students at German Universities. Journal of International Students, 14(1), 326-346. https://doi.org/10.32674/jis.v15i1.5434
Tinto, V. (2015). Through the Eyes of Students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254-269. https://doi.org/10.1177/1521025115621917
Tinto, V. (2024). Student Persistence Through a Different Lens. Journal of College Student Retention: Research, Theory & Practice. 26(4), 959-969. https://doi.org/10.1177/15210251241249158
Toledo-Aceituno, P., & Rojas-Palma, P. (2019). Relación entre acreditación institucional y retención de primer año, de las universidades estatales en Chile, cohorte 2012-2016. Journal of Management & Business Studies, 1(1), 75–105. https://doi.org/10.32457/jmabs.v1i1.293
Voelkl, K. E. (1996). Measuring Students’ Identification with school. Educational and Psychological Measurement, 56(5), 760-770. https://doi.org/10.1177/0013164496056005003
Wingert, J. R., Jones, J. C., Swoap, R. A., & Wingert, H. M. (2022). Mindfulness-based strengths practice improves well-being and retention in undergraduates: a preliminary randomized controlled trial. Journal of American College Health, 70(3), 783-790. https://doi.org/10.1080/07448481.2020.1764005
Yáñez, R., Perez, V., & Ahumada, L. (2006). Adaptación y validación de una escala de identificación organizacional con centros de estudio. Paideia, (41), 65-76.
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de autor 2025 José Berríos-Riquelme, Jorge Maluenda-Albornoz, Matías Zamorano-Veragua, Cristóbal Pulido-Iparraguirre, Gustavo Castillo-Rozas