ABSTRACT
Resumen En tiempos recientes, la literatura en psicología sobre orientación sexual ha pasado de centrarse en aspectos negativos experimentados por personas no heterosexuales a examinar factores que potencien el bienestar de estas. Estos estudios se han enfocado mayoritariamente en lesbianas y hombres gay (orientación hacia un único género o monosexual), mientras la inclusión de otras orientaciones, como bisexual y pansexual (orientaciones hacia más de un género o plurisexual) es un interés emergente. En Latinoamérica, un tema poco explorado en este sentido es la satisfacción vital y las variables asociadas, como el apoyo social y el revelar la orientación sexual, y cómo estas pueden variar entre personas de distintas orientaciones no heterosexuales. Por ello, el objetivo general de este estudio fue comparar el grado de revelación de la orientación sexual, el apoyo social percibido, la conexión con la comunidad LGBTIQ+ (sigla que incluye a lesbianas, gay, bisexual, transgénero, transexual, travesti, intersexual y queer) y la satisfacción vital entre estudiantes universitarios lesbianas y gays (LG), y bisexuales y pansexuales (BP). La muestra fue tomada entre 82 estudiantes universitarios LGBP, quienes respondieron un cuestionario en línea que incluía datos sociodemográficos y escalas destinadas a evaluar las variables en estudio. Los resultados mostraron que estudiantes universitarios LG revelan más su orientación sexual que estudiantes BP. Igualmente, se destaca la asociación positiva entre el apoyo social percibido y satisfacción vital, y entre la conexión con la comunidad LGBTIQ+ y la revelación de la orientación sexual. Este estudio contribuye al conocimiento sobre variables asociadas a la satisfacción vital según la orientación sexual, diferenciando entre estudiantes universitarios lesbianas y gays y estudiantes bisexuales y pansexuales.
Abstract In recent years, there has been a growing shift in research on sexual orientation. This focus has moved from centering on negative experiences, related to psychopathology and stigmatization, to examining subjective well-being factors in individuals belonging to these populations. In Latin American countries such as Chile, a scarcely explored link in this regard is satisfaction with life -the cognitive component of subjective well-being- and associated variables. The minority stress model indicates that individuals who belong to minority groups are exposed to additional stressors to which the general population is not exposed. These specific stressors are related to the marginalization, prejudice and exclusion suffered by the minority group of belonging. Researchers have shown that these stressors and their consequences may result in lower life satisfaction in non-heterosexual people compared to their heterosexual peers. Furthermore, different non-heterosexual orientations face specific forms of prejudice and, therefore, could experience a different impact on their life satisfaction. In this paper, the distinction is made between individuals with a monosexual orientation (towards one gender) and those with a plurisexual orientation, (towards more than one gender or independently of gender); namely, lesbians and gay men (LG) on the one hand, and bisexuals and pansexuals (BP) on the other. Research indicates that BP people experience lower levels of well-being than LG individuals. Compared to the latter, BP individuals tend to disclose their sexual orientation to a lesser extent, perceive less social support, and experience greater exclusion from community spaces destined to the general community of lesbian, gay, bisexual, transgender, intersex, and other queer identities (LGBTIQ+). Moreover, these differences between non-heterosexual orientations in terms of life satisfaction have been little explored in Latin American university students. To fill this gap in the literature, the general objective of this study was to compare the levels of disclosure of sexual orientation, perceived social support, connectedness with the LGBTIQ+ community, and life satisfaction among lesbian, gay, bisexual, and pansexual university students. Four hypotheses were proposed that addressed the comparisons between LG and BP participants for these variables. A non-probability sample of 82 LGBP university students was recruited to answer an online questionnaire. Of the sample, 32.9 % were lesbian or gay, and 67.1 % were bisexual or pansexual. Most participants were women (67.1 %), compared to 29.3 % men and 3.7 % of another gender. The questionnaire consisted of a section of sociodemographic data, a sexual orientation disclosure scale, the Multidimensional Scale of Perceived Social Support, the LGBTIQ + Community Connectedness Scale, and the Life Satisfaction Scale. Analyses included comparisons of means between groups. A confirmatory factor analysis (CFA) was conducted for the Connectedness Scale to test its validity. Results showed that LG and BP students reported similar levels of perceived social support, community connectedness, and life satisfaction, while LG students tended to disclose their sexual orientation to more people than BP students. A positive association was also found between perceived social support and life satisfaction, and between connectedness and disclosure of sexual orientation. The CFA showed that the Connectedness Scale is valid for its use in university samples in Chile and other Latin American populations. Limitations regarding sample size and recommendations for future research are discussed. This study contributes to the knowledge about variables associated with life satisfaction in non-heterosexual university students, highlighting the differential needs for support of those with a monosexual orientation (lesbians and gays) and those with a plurisexual orientation (bisexual and pansexual).
ABSTRACT
El objetivo de la investigación que se informa fue comparar las características emprendedoras personales y la alfabetización económica en estudiantes de dos facultades de una universidad pública ubicada en el sur de Chile. El diseño fue cuantitativo, no experimental, con un alcance descriptivo comparativo. Se aplicaron el Test de Características Emprendedoras Personales (PECs) y el Test de Alfabetización Económica para Adultos (TAE-A) a 200 estudiantes de las facultades de Ingeniería, Ciencias y Administración (FICA) y de Educación, Ciencias Sociales y Humanidades (FESCH). En primer lugar se realizó un análisis factorial exploratorio del Test PECs, para luego caracterizar los niveles de alfabetización económica y comparar los resultados de ambas escalas y sus dimensiones entre los estudiantes de ambas facultades. Los resultados sugieren una nueva estructura de nueve dimensiones para el PECs. Ambas facultades muestran un bajo nivel de alfabetización económica, y al compararlas se encontró que los estudiantes de FICA presentan puntuaciones más elevadas en las siguientes dimensiones del Test PECs: anticipación del riesgo, persistencia y confianza, autoexigencia y calidad, búsqueda de control y excelencia, propositividad y previsión del futuro. De manera similar, estos estudiantes también obtuvieron puntuaciones más elevadas en la dimensión de Economía Internacional del TAE-A. Los resultados permiten concluir la necesidad de hacer una revisión del Test PECs antes de administrarlo en entornos profesionales, como así también revisar los planes de estudios de carreras universitarias cuyo objetivo explícito es la formación de profesionales emprendedores, de tal manera que incorporen de manera efectiva contenidos y competencias vinculadas al emprendimiento y a la alfabetización económica.
Entrepreneurship is defined as the capacity to detect and act upon economic opportunities in the environment, to gain an individual or collective benefit. Interest in this subject has led to relate this construct with individual and social variables. However, few studies have focused on the characteristics of entrepreneurs and their level of knowledge about the economic world, known as economic literacy. This is relevant given that entrepreneurship cannot be solely understood from the concept of opportunity or the traits of the entrepreneur, and instead these elements must be understood in their interaction. From this point of view, economic literacy is fundamental. Understanding the economic world allows the entrepreneur to better manage resources and projects and to take informed decisions about daily economic problems. Following principles from Economic Psychology, this research aims to compare the personal entrepreneurial characteristics and the economic literacy of Chilean university students of two faculties. The design of this study is quantitative, non-experimental, with a descriptive scope. The Test of Entrepreneurial Personal Characteristics (PECs) and the Test of Economic Literacy for Adults (TAE-A) and was answered by 200 students from the faculties of Engineering, Science and Management (FICA) and Education, Social Sciences and Humanities (FESCH). A convenience sample was chosen, which comprised 57.5% men and 42.5% women, with a mean age of 22 years. The test PECs measures 10 dimensions, related to the three basic elements of entrepreneurship: innovation, risk-taking and proactivity. The TAE-A measures knowledge on General Economy, Microeconomics, Macroeconomics and International Economy. An exploratory factor analysis was conducted over the PECs Test, and a following Student's t Test to compare the scores between students from both faculties. The exploratory factor analysis of the test PECs suggests a new nine-dimensional structure for the Chilean student population, thus changing the original structure and categories of the test. Both faculties showed a low level of economic knowledge. When comparing both faculties in the PECs test, significant differences were found in six out the nine dimensions, that is, the FICA students presented significantly higher scores for the following personal entrepreneurial characteristics: Risk anticipation, Persistence and confidence, Self-demand and quality, Search for control and excellence, Propositivity and Foresight. Similarly, FICA students had higher levels of economic knowledge of International Economy, although no significant differences were found when comparing the overall performance on economic literacy. Neither faculty reached the degree of economic literacy expected for this education level. This should be a cause of concern because previous research asserts that a deficit in economic literacy in adults puts them at risk of compulsive economic behavior, consumerism, overspending and debt. In conclusion, although the emergent structure of the PECs test may be useful, a confirmatory factor analysis and further studies of its psychometric properties are suggested for its use in research and assessment of interventions on entrepreneurship in university populations. These results highlight the importance of strengthening economic literacy and the promotion of entrepreneurial personal characteristics, as part of the personal and professional development of university students with emphasis on those careers that are explicitly linked to entrepreneurship. Limitations of the study are the convenience sampling method used and the lack of exploration of other sources of economic knowledge outside academia and also, the design and scope of this study does not allow to conclude if the differences found are due to the learning inside the university context or if students with different profiles are drawn to different careers and faculties. Drawing from both findings and limitations, suggestions for future research in the subject of economic literacy and entrepreneurship and related issues are outlined.
ABSTRACT
El propósito de esta investigación es describir la experiencia de bienestar subjetivo y la autoevaluación de las prácticas alimentarias de estudiantes universitarios del sur de Chile. La muestra fue de 40 jóvenes de ambos géneros, de distintas carreras de pregrado en una universidad estatal del sur de Chile. Los datos se recolectaron por medio de una entrevista semiestructurada. Los resultados más relevantes son que los estudiantes entrevistados se consideran en buena medida satisfechos con su vida, y reportan como elementos que los hacen felices: compartir con familia y amigos, mantener un buen desempeño académico, tener tiempo para sí mismos y alcanzar sus metas y objetivos. Sobre la evaluación de su alimentación actual, más de la mitad de los entrevistados declara no sentirse satisfecho con sus hábitos alimenticios, mientras que su grado de felicidad al comer está en función de sensaciones placenteras asociadas, contacto social durante la comida y a la satisfacción de necesidades básicas. Con este estudio se exploran factores sobre alimentación y bienestar poco abordados en población universitaria latinoamericana, sugiriendo que programas y estrategias de alimentación saludable para esta población deben ir más allá de los aspectos nutritivos y tomar en cuenta factores motivacionales y sociales que inciden en las decisiones alimentarias de los estudiantes.
This research aims to describe the experience of subjective well-being and self-assessment of dietary practices in university students in southern Chile. The sample was made up of 40 students of both genders, enrolled in undergraduate programs at a Chilean state university. Data was collected through a semi-structured interview. The results show that these university students are mostly satisfied with life, and spending time with family and friends, maintaining a good academic performance, having time for themselves and achieving their goals and objectives are reported as elements that make them happy. As to the assessment made by the participants about their current food-related life, more than half of the respondents reported dissatisfaction, while their degree of happiness when they eat is in relation to pleasurable sensations, social contact during the meal and meeting basic needs. This study explores issues on eating habits and well-being rarely addressed in Latin American university population so far, suggesting that interventions and strategies on healthful eating for this population must transcend nutrition information and take into account motivation and social factors that influence students' food choices.