ABSTRACT
Resumen Con el desarrollo de la presente investigación se pretende determinar la percepción de autoeficacia emprendedora de los estudiantes de grado universitario (G.U.) y de grado superior (G.S.) de formación profesional de la Ciudad Autónoma de Melilla, con objeto de poder comparar los datos obtenidos con el resto de las comunidades autónomas de España, comprobar si existen diferencias en dichas percepciones entre los estudiantes de G.U. y G.S., así como entre las puntuaciones obtenidas entre los estudiantes de primer curso académico de G.S. y los de segundo curso (que han cursado la asignatura de Formación y Orientación Profesional Laboral -FOL-). Para ello, se contó con la participación de 177 alumnos pertenecientes a grados universitarios del campus de Melilla de la Universidad de Granada, (Facultad de Ciencias Sociales y Jurídicas, Facultad de Educación y Humanidades y Facultad de Enfermería), y de grados superior de institutos de educación secundaria de la ciudad, de ambos sexos y en edades comprendidas entre 18 y 50 años, a quienes se les facilitó la versión adaptada por Moriano et al. (2012) del Enterpreneurial Self-Efficacy (ESE; De Noble, Jung y Ehrlich, 1999). Los resultados exponen que existe una diferencia estadísticamente significativa en la autoeficacia emprendedora percibida entre la muestra estudiada y los alumnos de las demás comunidades autónomas. Por otro lado, no se encontraron diferencias significativas en este constructo entre los estudiantes de G.U. y G.S.; tampoco entre los alumnos pertenecientes al primer y segundo curso del G.S.
Abstract The crises and the quick technological progress are changing the job market at high speeds. The mobility (search of employment in other countries), the reductions of staff to be competitive or the adaptation at new technologies are always making businesses improve. One of these changes is the necessary increase of small business owners. Morales, Giménez and Morales (2018) say that they are who create their own business; for Alda-Varas, Villardón-Gallego and Elexpuru-Albizuri (2012) entrepreneurship is vital to create new ideas and improve the economy of the society. This explains the importance of introducing actions to develop the entrepreneur. However, nobody starts a job if they don't feel prepared to do it; and in the case of the entrepreneur this is called "entrepreneurial self-efficacy". Morales et al. (2018) define entrepreneurial self-efficacy as the abilities and the aptitude, both cognitive and behavioral, and the beliefs, influenced by many factors (the experience and the emotions), which will determinate the success or not in the creation of a new business. Reynolds, Hay and Camp (1999) explain the meaning of entrepreneurship as the efforts to create businesses or new societies, like self-employment, the foundation of business organisms, or the extension of business already created, directed by one person, a team or an establishment. Enterprising is not a static quality, but a process (Alda-Varas et al., 2012) in constant change. The small business owner passes through a series of periods in which he or she develops his qualities. Summarized, this process has four periods (Alda-Varas et al., 2012) start, institutionalization, decentralization and conglomerate or social cohesion, each involving different functions and tasks. There is a series of characteristics (competences) associated with the self-employment which can forge success in the future: being a persistent person, having passion, determination, farsightedness, flexibility and good communication skills. Besides the abilities and the attitudes quoted that can be denominated "interior factors", there is another set of factors that influence in the success of the small business owner: these are the economic, cultural and social circumstances. It is worth asking at this stage if the current education system helps mould and create this entrepreneurial attitude, this perception of self-employment that motivates the students to consider creating their own business when they finish their studies. Since the education system presents two ways for the students to eventually join the work force (university and professional training), this begs the question if both of these ways are equally effective in developing entrepreneurial skills in the students. This article pretends to describe the perception of the entrepreneurial self-efficacy for the students of the university degree (U.D.) and the superior grade (S.G.) of professional training of the Autonomous City of Melilla, with the purpose to compare all the data with the rest of the autonomous communities of Spain and test two hypotheses: First hypothesis: students who have finalized S.G. will have a better perception of the entrepreneurial self-efficacy than students who have finished U.D. mainly due to the characteristics of the curriculum design. Second hypothesis: students in the 2nd course of S.G. (who have already taken the subject of Training and Vocational Guidance) will present a greater perception of entrepreneurial self-efficacy than those in the 1st course. A total of 177 subjects participated, belonging to both S.G. and .U.D., both sexes, and ages between 18 and 50 years old, who answered the scale Entrepreneurial Self-Efficacy (ESE; De Noble, Jung y Ehrlich, 1999), in the adapted version by Moriano et al. (2012). Results show that there is a statistically significant difference between the entrepreneurial self-efficacy perceived in the sample studied and other peninsular students. On the other hand, no difference was found between U.D. and S.G. students.
ABSTRACT
La adolescencia es una etapa de la vida que se caracteriza por un marcado y difícil desarrollo físico, psicológico y social, durante el que el joven deberá enfrentarse a distintos problemas cotidianos y estresores vitales. Conocer y clasificar los conflictos que más preocupan al adolescente puede servir para dirigir los proyectos educativos o las intervenciones terapéuticas más eficaces. En el presente trabajo, se han codificado y cuantificado, a través del Sistema de Codificación y Análisis Diferencial de los Problemas de los Adolescente, los problemas percibidos como más estresantes por una muestra de menores residentes en un centro de acogida. Una comparación entre los adolescentes acogidos y aquellos que viven con sus padres, muestra que los menores acogidos (entre 11 y 17 años) plantean situaciones vitales diferentes en todas las categorías, destacando el alto porcentaje de problemas interpersonales con compañeros y relacionados con el deporte o el tiempo de ocio. Palabras clave autoresAdolescencia, conflictos, percepción de problemas, estresores...
Adolescence is a stage of life characterized by a marked and dififficult psysical, psychological and social development in which the young must face different daily problems and vital stressors. Knowing and classifying the conflicts that most worry the teenager might be used to direct the educative projects or therapeutic intervention more efficients. In this paper, problems perceived as more stressing have been codified and quantified through Adolescents Problems Differential Analysis and Coding System using a sample of minors leaving in a residential child care. A comparison between housed teenagers and those who live with their parents show that housed minors (between 11 and 17 years old) rise different vital situations in every single category. An outstanding fact is the high percentage of interpersonal problems with other house mates and related to sports and leisure time...
Subject(s)
Psychology, Adolescent/statistics & numerical data , Adolescent Behavior , Interpersonal RelationsABSTRACT
Cada día más, los afectados por un acontecimiento traumático, como son las catástrofes, así como los responsables de diferentes campos implicados en la protección civil, demandan la ayuda de los psicólogos que, a veces, actúan más por intuición que por un conocimiento específico en esta área. Así cuando el día 17 de noviembre de 1997, los depósitos de agua de Melilla dejaron de escapar sus 20 millones de litros de agua provocando el pánico y la destrucción, los psicólogos que se ofrecieron a prestar su ayuda, se encontraron con más diversificación de demandas de las que habían pensado en un primer momento. Afortunadamente el trabajo en equipo palió la falta de experiencia previa en este campo.
Every day those affected by traumatic event, such as natural catastrophe, as well as the sponsor of several fields implied in the civil protection, they demand the help of the psychologist that , sometimes, they act more for intuition that for a specific knowledge in this area. So when the day 17 of November of 1997, the waters tanks of Melilla allowed to escape their twenty million liters of water causing the panic and the destruction, and the psychologists that thought bring their help, met with demands more diverse of which they had thought of bring their help, met with demands more diverse of which they had thought of fists one moment. Fortunately the work in team palliated the lack of previous experience in this field.