Resilience and its relationship with health and anxiety in spanish students

Article Sidebar

UNA NUEVA VISIÓN DE LA PSICOLOGÍA: LA PSICOLOGÍA POSITIVA
PDF (Español (España))
Published: Apr 27, 2015
DOI: https://doi.org/10.17060/ijodaep.2015.n1.v1.90
Keywords:
academic resilience health anxiety students

Main Article Content

María José Fínez Silva
Universidad de León
M. Consuelo Morán Astorga
Universidad de León

Abstract

In this correlational study we seek to know the relation of academic resilience to general health and anxiety and gender differences. 620 high school and university students participated, from the provinces of León and Salamanca (50% males). Self-report measures were applied in the class context. Correlation analysis and t-test of mean difference were performed. The results show that resilience is strongly related, in negative, with anxiety and with general health (poor health). Regarding gender differences, men obtain higher scores in resilience while women achieve worse scores in general health and have more anxiety. We can conclude that students who have the mastery to successfully overcome the stressful setbacks and pressure of the studies enjoy better health and feel less anxious.

Downloads

Download data is not yet available.

Article Details

How to Cite
Fínez Silva, M. J., & Morán Astorga, M. C. (2015). Resilience and its relationship with health and anxiety in spanish students. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 409–416. https://doi.org/10.17060/ijodaep.2015.n1.v1.90
Issue
Vol. 1 No. 1 (2015): A NEW VISION OF PSYCHOLOGY: POSITIVE PSYCHOLOGY.
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 
Author Biographies

María José Fínez Silva, Universidad de León

Departamento de Psicología, Sociología y Filosofía.

Área de Personalidad, Evaluación y Tratamiento Psicológico.

 

M. Consuelo Morán Astorga, Universidad de León

Departamento de Psicología, Sociología y Filosofía.

Área de Personalidad, Evaluación y Tratamiento Psicológico.

References

Abdalla, H. (2004). Personality correlates of health outcomes in Sudanese university students. Social Behaviour and Personality, 32, 321-328.

Alva, S. A. (1991). Academic invulnerability among Mexican-American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioural Sciences, 13, 18-34.

Amezcua, J. A. y Pichardo, M. C. (2000). Diferencias de género en autoconcepto en sujetos adolescentes. Anales de Psicología, 16, 2, 207-214.

Arenas, M. C. y Puigcerver, A. (2009). Diferencias entre hombres y mujeres en los trastornos de ansiedad: una aproximación psicobiológica. Escritos de Psicología, 3 (1), 20-29.

Bellack, A.S. y Hersen, M. (1977). Sefl report inventories in behavioral assessment, En J. D. Cone y R. P. Hawkins (Eds.). Behavioral assessment new directions in clinical psychology (pp. 52-76). New York: Brunner/ Mazel.

Casey, P. (1990). Screening and detection of psychiatric illness. En D. Peck y C. M. Shapiro (Eds.), Measuring human problems. A practical guide, (pp. 25-65). Nueva York: John Wiley and Sons.

Extremera, N. y Durán, A. (2007). Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios. Revista de Educación, 342, 239-256.

Goldberg, D. (1972). The detection of psychiatric illness by questionnaire. Windsor: National Foundation for Educational Research.

Goldberg, D. (1978). Manual for the General Health Questionnaire. Windsor: National Foundation for Educational Research.

González, N. I. y Váldez, J.L. (2011). Resiliencia y personalidad en adultos. Revista electrónica de Psicología Iztacala, 14 (4), 295-316.

Gutiérrez, D. (2009). El síndrome de burnout en alumnos de Educación Secundaria. Investigación Educativa Duraguense, 10, 5, 26-35.

Lazarus, R. S. (1966). Psychological stress and the coping process. Nueva York: McGraw-Hill.

López, S. J. y Snyder, C.R. (2009). Oxford handbook of positive psychology. New York: Oxford University Press.

Martin, A. J. y Marsh, H. W. (2003). Academic resilience and the Four Cs: confidence, control, composure and commitment. Self-concept enhancement and learning facilitation research centre. Australia: University of Wester Sydney.

Martin, A. J. y Marsh, H. W. (2008). Workplace and academic buoyancy. Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26, 168-184.

Martin, A., y Marsh, H. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43 (3), 267-281.

Martínez-Otero, (2014). Ansiedad en estudiantes universitario: estudio de una muestra de alumnos del a facultad de educación. Ensayos. Revista de la Facultad de Educación de Albacete, 29 (2), 63-68.

Masten, A. S., Cutuli, J. J., Herbers, J. E., y Reed, M. G. J. (2009). Resilience in development. En C. R. Snyder y S. J. Lopez (Eds.), Oxford Handbook of Positive Psychology, 2nd ed. (pp. 117 - 131). New York: Oxford University Press.

Melillo, A. y Suárez, E. (2001). Resiliencia. Descubriendo las propias fortalezas. Paidós: Buenos Aires.

Mello, D., Pereira, A. M. y Blasco, R. (2006). Estrés y resiliencia en los cargos directivos. Recuperado de http://www.psiquiatria.com/ansiedad/estres-62/estres-y-resiliencia-en-los-cargos-directivos/.

Menezes, V. A., Fernández, B., Hernández, L., Ramos, F. y Contador, I. (2006). Resiliencia y modelo Burnout - Engagement en cuidadores formales de ancianos. Psicothema, 18, 4, 791-796.

Moreno, B., Morett, N., Rodríguez, A. y Morante M. A. (2006). La personalidad resistente como variable moduladora del síndrome de burnout en una muestra de bomberos. Psicothema, 18, 3, 413-418.

Norman, S., Cissell, S., Means-Christensen, A. y Stein, M. (2006). Development and validation of an Overall Anxiety Severity and Impairment Scale (OASIS). Depression and Anxiety Journal, 23, 4, 245-249.

Peña, N. E. (2009). Fuentes de resiliencia en estudiantes de Lima y Arequipa. Liberabit, 15 (1), 59-64.

Prado, R. y Águila, M. (2003). Diferencia en la resiliencia según género y nivel socioeconómico en adolescentes. Revista Persona, 6, 179-196.

Quinceno, J., Mateus, J., Cárdenas, M., Villareal, D. y Vinaccia, S. (2013). Calidad de vida, resiliencia e ideación suicida en adolescentes víctimas de abuso sexual. Revista de Psicopatología y Psicología Clínica, 18 (2), 107-117.

Ríos, M. I., Carrillo, C. y Sabuco, E. (2012). Resiliencia y síndrome de burnout en estudiantes de enfermería y su relación con varialbes sociodemográficas y de relación interpersonal. International Journal of Psychological Research, 5 (1), 88-95.

Rizzato, S. C. y Morán, M. C. (2013). Empreendedorismo e personalidade: o perfil em estudantes brasileiros. Revista Psicología: Organizações e Trabalho, 13, 3, 279-292.

Sánchez, M. y Dresch, V. (2008). The 12-Item General Health Questionnaire (GHQ-12): reliability external validity and factor structure in the Spanish population. Psicothema, 20, 4, 839-843.

Spilberger, C. D., Gorsuch, R. L. y Lushene, R. E. (1997). Cuestionario de Ansiedad Estado- Rasgo, STAI. Madrid: TEA.

Vallejo, M., Rivera, J., Esteve-Vivesc, J., Rodríguez- Muñoz, M. F. y grupo ICAF. (2014). El cuestionario general de salud (GHQ-28) en pacientes con fibromialgia: propiedades psicométricas y adecuación. Clínica y Salud, 25 (2), 105-110.

Videra, A. y Reigal, R. (2013). Autoconcepto físico, percepción de salud y satisfacción vital en una muestra de adolescentes. Anales de Psicología, 29, 1, 141-147.