Influència de l’optimisme versus pessimisme en la satisfacció vital d’estudiants universitaris
Resum
Ser optimista o pessimista és una forma de pensament intuïtiu, premonitori i condicionat per la mateixa experiència. Diferents autors consideren aquest posicionament una construcció subjectiva relacionada amb les expectatives generades, la motivació i l’esforç. Altres autors, però, el consideren un tret de personalitat lligat a la satisfacció amb la vida i la resposta adaptativa al context. En aquest estudi van participar 561 estudiants universitaris, amb una edat mitjana de 20,31 anys (± 3,46). Els instruments utilitzats van ser: LOT-R i SWLS. L’objectiu d’aquest estudi va ser determinar l’estructura de l’instrument LOT-R, ja que molts estudis n’han qüestionat l’estructura unidimensional o bidimensional, cosa que compromet la validesa de l’instrument. Posteriorment, es va relacionar amb l’escala SWLS mitjançant un model d’equacions estructurals. Els resultats van mostrar que el model bidimensional (optimisme i pessimisme) va ser el més adequat (χ²/gl = 4,36; RMSEA = ,072; SRMR = ,044; GFI = ,960; CFI = ,979). Posteriorment, els resultats descrits anteriorment es van relacionar amb la variable Satisfacció amb la Vida, cosa que va reforçar el model teòric proposat. Les troballes van corroborar la doble dimensionalitat de l’instrument LOT-R, amb una relació positiva entre l’optimisme i la satisfacció amb la vida i una relació negativa entre el pessimisme i la satisfacció amb la vida.
Paraules clau
disposició, estudiants universitaris, optimisme, pessimisme, satisfacció vitalReferències
ABRAMSON, L. Y., METALSKY, G. I., & ALLOY, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psych. Review, 96(2), 358-372. https://doi.org/10.1037/0033-295X.96.2.358
COSTA-REQUENA, G., CANTARELL-AIXENDRI, M. C., PARRAMON-PUIG, G., & SERÓN-MICAS, D. (2014). Optimismo disposicional y estrategias de afrontamiento en pacientes con trasplante renal. Nefrología, 34(5), 605-610. https://doi.org/10.3265/Nefrologia.pre2014.Jun.11881
DENEGRI-CORIA, M., GONZÁLEZ, N., ELGUETA, H., GARCÍA, C., SEPÚLVEDA, J., SCHNETTLER, S., VIVALLO, O., & SALAZAR-VALENZUELA, P. (2017). Life Satisfaction in Chilean University Students: An Examination of the Relation between Gender and Socioeconomic Level. Revista CES Psicología, 11(1), 40-55. https://doi.org/10.21615/cesp.11.1.4
DIENER, E. D., EMMONS, R. A., LARSEN, R. J., & GRIFFIN, S. (1985). The satisfaction with life scale. Journal of personal. Assess., 49(1), 71-75.
DOMÍNGUEZ-LARA, S. A., & MERINO-SOTO, C. (2015). ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2).
DONG, Y., & XU, J. (2022). The Role of EFL Teachers’ Optimism and Commitment in Their Work Engagement: A Theoretical Review. Frontiers in psychology, 12, 830402. https://doi.org/10.3389/fpsyg.2021.830402
FERNÁNDEZ-GONZÁLEZ, L., GONZÁLEZ-HERNÁNDEZ, A., & TRIANES-TORRES, M. V. (2015). Relaciones entre estrés académico, apoyo social, optimismo-pesimismo y autoestima en estudiantes universitarios. Elect. J. of Res. in Educa. Psych., 13(1), 111-130. https://doi.org/10.14204/ejrep.35.14053
GAIBOR-GONZÁLEZ, I., & MORETA-HERRERA, R. (2020). Optimismo disposicional, ansiedad, depresión y estrés en una muestra del Ecuador. Análisis inter-género y de predicción. Actualidades en Psicología, 34(129), 17-31. https://doi.org/10.15517/AP.V34I129.35148
GAVÍN-CHOCANO, Ó., MOLERO, D., & GARCÍA-MARTÍNEZ, I. (2020). Relationship between Life Satisfaction, Burnout and Emotional Intelligence among professionals who work directly with people with intellectual disabilities. Electronic J. of Res. in Educa. Psych., 18(52), 425-446. https://doi.org/10.25115/ejrep.v18i52.3080
GUILLÉN, F., PÉREZ-LUZARDO, J., & ARNAIZ, P. (2013). Relación entre motivación y optimismo disposicional en aprendices de inglés como lengua extranjera en un contexto universitario. Revista de Educación, núm. extraordinario, 104-128. https://doi.org/10.4438/1988-592X-RE-2013-EXT-243
GUSTEMS-CARNICER, J., CALDERÓN, C., & SANTACANA, M. F. (2017). Psychometric properties of the Life Orientation Test (LOT-R) and its relationship with psychological well-being and academic progress in college students. Revista Latinoamericana de Psicologia, 49, 19-27. https://doi.org/10.1016/j.rlp.2016.05.001
HINZ, A., SANDER, C., GLAESMER, H., BRÄHLER, E., ZENGER, M., HILBERT, A., & KOCALEVENT, R. (2017). Optimism and pessimism in the general population: Psychometric properties of the Life Orientation Test (LOT-R). I.J. of Clinical and Health Psych., 17(2), 161-170. https://doi.org/10.1016/j.ijchp.2017.02.003
HU, L. T., & BENTLER, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psycholog. Methods, 3, 424-453.
HUANG, V., LO, K. C., & FIOCCO, A. J. (2020). Examining the Factor Structure and Psychometric Properties of the Chinese Version of the Life Orientation Test in Older Chinese Immigrants. Psychological Reports, 123(6), 2617-2636. https://doi.org/10.1177/0033294119868800
JACOBSEN, B., LEE, J. B., MARQUERING, W., & ZHANG, C. Y. (2014). Gender differences in optimism and asset allocation. Journal of Economic Behavior & Organization, 107, 630-651. https://doi.org/10.1016/j.jebo.2014.03.007
KAISER, V., REPPOLD, C. T., HUTZ, C. S., & ALMEIDA, L. S. (2020). Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students. Frontiers in psychology, 10, 2980. https://doi.org/10.3389/fpsyg.2019.02980
KLEIMAN, E. M., CHIARA, A. M., LIU, R. T., JAGER-HYMAN, S. G., CHOI, J. Y., & ALLOY, L. B. (2017). Optimism and well-being: A prospective multi-method and multi-dimensional examination of optimism as a resilience factor following the occurrence of stressful life events. Cognition and Emotion, 31, 269-283. https://doi.org/10.1080/02699931.2015.1108284
KLINE, R. B. (2015). Principles and practice of structural equation modeling. Guildford Press.
LIN, E., & PETERSON, C. (1990). Pessimistic explanatory style and response to illness. Behav. Rese. and Therapy, 28(3), 243-248. https://doi.org/10.1016/0005-7967(90)90007-6
LIU, Q. Q., ZHOU, Z. K., YANG, X. J., NIU, G. F., TIAN, Y., & FAN, C. Y. (2017). Upward social comparison on social network sites and depressive symptoms: A moderated mediation model of self-esteem and optimism. Personality and Individual Differences, 113, 223-228. https://doi.org/10.1016/j.paid.2017.03.037
LUN, K. W., CHAN, C. K., IP, P. K., MA, S. Y., TSAI, W. W., WONG, C. S., WONG, C. H., WONG, T. W., & YAN, D. (2018). Depression and anxiety among university students in Hong Kong. Hong Kong medical journal, 24(5), 466-472. https://doi.org/10.12809/hkmj176915
MONTGOMERY, S., GREGG, D. H., SOMERS, C. L., PERNICE-DUCA, F., HOFFMAN, A., & BEEGHLY, M. (2017). Intrapersonal Variables Associated with Academic Adjustment in United States College Students. Current Psych., 1-10. https://doi.org/10.1007/s12144-016-9533-0
OTTATI, F., & NORONHA, A. P. P. (2017). Estructura factorial del Life Orientation Test Revisado (LOT-R) [Factor structure of the Life Orientation Test-Revised (LOT-R)]. Acta Colombiana de Psicología, 20(1), 40-48. https://doi.org/10.14718/ACP.2017.20.1.3
PETERSON, C., & SELIGMAN, M. E. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psych. Review, 91(3), 347-374. https://doi.org/10.1037/0033-295X.91.3.347
POPA-VELEA, O., PÎRVAN, I., & DIACONESCU, L. V. (2021). The Impact of Self-Efficacy, Optimism, Resilience and Perceived Stress on Academic Performance and Its Subjective Evaluation: A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 18(17), 8911. https://doi.org/10.3390/ijerph18178911
RAUCH, S. L., SHIN, L. M., & PHELPS, E. A. (2006). Neurocircuitry models of posttraumatic stress disorder and extinction: human neuroimaging research-past, present, and future. Biological psychiatry, 60(4), 376-382. https://doi.org/10.1016/j.biopsych.2006.06.004
REMOR, E., AMORÓS, M., & CARROBLES, J. A. (2006). El optimismo y la experiencia de ira en relación con el malestar físico. Anales de Psicología, 22(1), 37-44.
ROSO-BAS, F., PADES JIMÉNEZ, A., & GARCÍA-BUADES, E. (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse education today, 37, 53-58. https://doi.org/10.1016/j.nedt.2015.11.021
SANIN, A., & SALANOVA-SORIA, M. (2016). Verificación de las condiciones psicométricas del Test de Orientación en la Vida (LOT-R) aplicado en población trabajadora Colombiana. Rev. Interamericana de Psicología Ocupacional, 35(2), 58-67. https://doi.org/10.21772/ripo.v35n2a01
SCHEIER, M. F., & CARVER, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psych., 4(3), 219-247. https://doi.org/10.1037/0278-6133.4.3.219
SCHEIER, M. F., & CARVER, C. S. (2018). Dispositional optimism and physical health: A long look back, a quick look forward. American Psych., 73(9), 1082-1094. https://doi.org/10.1037/amp0000384
SCHEIER, M. F., CARVER, C. S., & BRIDGES, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, selfmastery, and self-esteem: a reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67(6), 1063-1078. https://doi.org/10.1037//0022-3514.67.6.1063
STEIGER, J. H., & LIND, J. C. (1980). Statistically based tests for the number of common factors. In Annual Meeting of the Psychometric Society (Vol. 758, pp. 424-453). Iowa City, IA.
TORRES-SALAZAR, C., MORETA-HERRERA, R., RAMOS-RAMÍREZ, M., & LÓPEZ-CASTRO, J. (2020). Sesgo Cognitivo de Optimismo y Percepción de Bienestar en una Muestra de Universitarios Ecuatorianos. Revista Colombiana de Psicología, 29, 61-72. https://doi.org/10.15446/.v29n1.75853
UPRICHARD, E., & DAWNEY, L. (2019). Data Diffraction: Challenging Data Integration in Mixed Methods Research. Journal of mixed methods research, 13(1), 19-32. https://doi.org/10.1177/1558689816674650
USÁN-SUPERVÍA, P., SALAVERA-BORDÁS, C., & QUÍLEZ-ROBRES, A. (2022). Self-Efficacy, Optimism, and Academic Performance as Psychoeducational Variables: Mediation Approach in Students. Children, 9(3), 420. https://doi.org/10.3390/children9030420
VÁZQUEZ, C., DUQUE, A., & HERVÁS, G. (2013). Satisfaction with Life Scale in a Representative Sample of Spanish Adults: Validation and Normative Data. The Spanish Journal of Psychology, 16, E82. https://doi.org/10.1017/sjp.2013.82
WMA (2013). Declaration of Helsinki – Ethical principles for medical research involving human subjects. Fortaleza, Brazil. World Medical Association.
Publicades
Com citar
Descàrregues
Drets d'autor (c) 2023 Óscar Gavín-Chocano, Inmaculada García-Martínez, David Molero
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.
