ABSTRACT
Actualmente se comienzan a estudiar temas novedosos e interesantes que son promovidos por la Psicología Positiva (PP). Esta nueva orientación de la Psicología estudia lo que va bien en la vida, desde el momento en el que el ser humano llega a este mundo hasta que fallece (Seligman & Csikszentmihalyi, 2000). Seligman después de muchos años de estudiar la depresión, realizó un giro de 180º para estudiar las emociones positivas, dando lugar a lo que hoy se conoce como Psicología Positiva (Zúñiga, 2010). Se presenta un estudio que analiza la relación que existe entre felicidad, optimismo y autorrealización, en alumnos de un Programa de Educación Superior para Adultos. Se estudió también la descripción de las variables de estudio, a través de datos sociodemográficos. La muestra estuvo compuesta por 300 sujetos de ambos sexos, de 19 a 59 años de edad. Se administraron la versión revisada y española del Test de Orientación Vital, la Escala de Felicidad de Lima (EFL) y la Escala de Autorrealización APICE de LENI. Las propiedades psicométricas de los instrumentos evidencian su validez y confiabilidad. Entre los principales hallazgos se encontró que existe una correlación directa y altamente significativa entre felicidad y optimismo y felicidad y autorrealización. De igual forma, se observa una distribución normal múltiple de las dimensiones de felicidad, optimismo y autorrealización, las que representan las variables de entrada al análisis de correlación canónica. Se encontró una correlación positiva muy intensa entre el sentido positivo de la vida y una correlación negativa muy intensa con el pesimismo.
Currently, new and interesting topics are being studied and they are promoted by Positive Psychology. This new psychological approach studies what makes life worth living, analyzes what is going well in life since birth until death (Seligman & Csikszentmihalyi, 2000). Positive Psychology studies the optimal experience, in which people show how they are and do their best in each activity they perform. Thus, a new look at humans, focusing on their positive qualities, welfare, optimism and happiness, this new landscape gives us a new approach to solving the problems of mental health and obtaining optimum quality is provided of life. The results of the Positive Psychology are aimed at contributing to a more complete and balanced scientific understanding of the existence and experience of the human being and transmitting valuable lessons about how to build a happy, healthy, productive and significant life (Park & Peterson, 2009). Based on the literature review, there are currently few studies addressing topics of Positive Psychology, and of happiness, optimism and self-realization in adult college students compared to self-concept or anxiety. "Martin Seligman was one of the mentors in relation with this. After he had studied about depression for many years, he started to study positive emotions giving place to what is known today as Positive Psychology" (Zúñiga, 2010, p. 9). A research was done and it analyzes the relationship between happiness, optimism and self-realization in students of a Higher Education Program for Adults. The description of study variables was also studied using sociodemographic data. Samples consisted of 300 adult students of both genders and of age 19 to 59. The reviewed Spanish version of Life Orientation Test, the Happiness Scale of Lima (EFL) and the APICE Self-realization Scale of Leni were applied. The psychometric properties of the instruments show that they are valid and reliable. The validity of the content was obtained from the opinions of experts, and reliability values for the scales. Among the main findings, it was found that there is a direct and highly significant correlation between happiness and optimism, happiness and self-realization and optimism and self-realization, that is, high levels of happiness and optimism are better predictors of self-realization, ie that as college students adults evidencing higher levels of happiness, also presented higher levels of optimism, which allows feel self-realization, so students who are perceived happy and optimistic have less unsolved problems when fighting for their goals, targets or face the difficulties of their environment, performing them in a more successful way. Likewise, there is a multiple normal distribution of happiness, optimism and self-realization dimensions, which represent input variables to the canonical correlation analysis. A very intense positive correlation was found between positive meaning of life and a very intense negative correlation with pessimism. In conclusion, each stage of the cycle of life in the human being implies getting adapted, setting goals, accepting losses, as well as new challenges; but during the early adult hood stage, the human being experiences and develops physical, cognitive, affective and social changes, which are framed in a single goal, responsibility in the family, work and studies (François, 2001). Thus, people who feel happy, optimistic and self-realized will be more socially affective, more persistent, tenacious in achieving their goals and more competitive and will be more motivated for the effective performance. By focusing on the discussion of this article, the positive relationships they play an important role, are related to social skills which favors the academic development, especially in adults who undertake the challenge of becoming professionals; also it is invited to these results as a basis to highlight the need to expand research with positive variables as its application in academia can help promote the role of a student.
ABSTRACT
Introducción. La educación es un proceso continuo durante toda la vida y debe ser desarrollada de forma participativa. Esto quiere decir que la formación, no sólo se recibe en la escuela, sino a lo largo de la vida, incluso como parte del trabajo. En las aulas, profesores y alumnos experimentan una amplia gama de emociones, su regulación puede mejorar las relaciones interpersonales y los procesos de enseñanza aprendizaje. Objetivo. Identificar las emociones que experimentan los estudiantes adultos dentro del aula desde su propia vivencia. Metodología. A través de la investigación cualitativa, con enfoque fenomenológico, las informantes fueron estudiantes del curso postécnico en enfermería pediátrica con sede en el Centro Médico Siglo XXI, durante el ciclo 2009-2010, la técnica de recolección de datos fue a través de entrevista semiestructurada para ello se elaboró una guía de preguntas tema, las entrevistas fueron transcritas textualmente de acuerdo a los lineamientos cualitativos, el análisis de los datos fue abordado a través de la propuesta de Krueger (1998). Resultados. Sé identificaron 3 categorías 1) identificación de emociones, 2) Tipo de emociones identificadas en relación a sus compañeros de clase y en relación a sus profesores. Cada categoría se describió en forma textual y estructural posteriormente se llevó a cabo el análisis de los textos. Conclusiones. La expresión de emociones, si se viven dentro del aula, siempre y cuando los profesores y alumnos lo permitan, es fundamental para ello crear entorno a los estudiantes ambientes que les facilite auto motivarse a fin de que generen estados emocionales positivos y de confianza, que los lleve a cumplir con sus metas establecidas y que la carga académica y las exigencias propias de estos cursos les parezca menos pesada en el desarrollo de la educación continua dentro de sus centros de trabajo.
Introduction. Education is a continuous process throughout life and must be developed in a participatory manner. This means that training is not only received at school, but throughout life, even as part of the job. In classrooms, teachers and students experience a wide range of emotions, their regulation can improve interpersonal relationships and teaching-learning processes. Objective. Identify the emotions experienced by adult students in the classroom from their own experience. Methodology. Through qualitative research, with a phenomenological approach, the informants were students of the post-technical course in pediatric nursing based at the Siglo XXI Medical Center, during the 2009-2010 cycle, the data collection technique was through a semi-structured interview to This was a guide to topic questions, the interviews were transcribed verbatim according to qualitative guidelines, the analysis of the data was addressed through the proposal of Krueger (1998). Results 3 categories were identified 1) emotion identification, 2) Type of emotions identified in relation to their classmates and in relation to their teachers. Each category was described in textual and structural form, afterwards the analysis of the texts was carried out. Conclusions The expression of emotions, if they live in the classroom, as long as teachers and students allow it, it is essential to create environments for students to provide self-motivated environments so that they generate positive and trustworthy emotional states, which It leads them to meet their established goals and that the academic load and the demands of these courses seem less heavy in the development of continuing education within their work centers.
Introdução A educação é um processo contínuo ao longo da vida e deve ser desenvolvida de maneira participativa. Isso significa que o treinamento não é recebido apenas na escola, mas ao longo da vida, mesmo como parte do trabalho. Nas salas de aula, professores e alunos experimentam uma ampla gama de emoções, sua regulamentação pode melhorar as relações interpessoais e os processos de ensino-aprendizagem. Objetivo. Identifique as emoções experimentadas por estudantes adultos na sala de aula a partir de sua própria experiência. Metodologia Por meio de pesquisa qualitativa, com abordagem fenomenológica, os informantes eram estudantes do curso pós-técnico em enfermagem pediátrica do Centro Médico do Século XXI. Durante o ciclo 2009-2010, a técnica de coleta de dados foi realizada por meio de entrevista semiestruturada para Este foi um guia para as questões temáticas, as entrevistas foram transcritas literalmente, de acordo com as diretrizes qualitativas, a análise dos dados foi abordada através da proposta de Krueger (1998). Resultados 3 categorias foram identificadas 1) identificação das emoções, 2) Tipo de emoções identificadas em relação aos colegas de classe e aos professores. Cada categoria foi descrita em forma textual e estrutural e, posteriormente, foi realizada a análise dos textos. Conclusões A expressão de emoções, se elas moram na sala de aula, desde que professores e alunos o permitam, é essencial criar ambientes para que os alunos forneçam ambientes motivados para que gerem estados emocionais positivos e confiáveis, que Isso os leva a atingir suas metas estabelecidas e que a carga acadêmica e as demandas desses cursos parecem menos pesadas no desenvolvimento da educação continuada em seus centros de trabalho.
Subject(s)
Adult , Students, NursingABSTRACT
Num mundo cada vez mais exigente face às práticas educativas e à valorização curricular no mercado de trabalho, torna-se pertinente a reflexão acerca da necessidade crescente demonstrada pela população adulta em actualizar os seus conhecimentos e ver formalmente reconhecidas as competências adquiridas ao longo da sua vida. A presente exposição escrita assenta num trabalho de revisão crítica da literatura com o objectivo geral de explorar o tema do acesso dos adultos maiores de 23 anos (M23) ao Ensino Superior (ES) no contexto educativo português. Desta forma, pretende-se alcançar uma melhor compreensão do conceito de aprendizagem ao longo da vida e as teorias do desenvolvimento a ele associadas, explorando os modelos de formação/educação de adultos e as implicações deste recente regime de ingresso a nível europeu e nacional. Adoptou-se uma postura activa de questionamento relativamente às opiniões divergentes acerca do tema, assumindo um posicionamento crítico face a este regime especial de acesso.
In an ever more demanding world in which concerns educational practices and curriculum value in the labor market, it is important to reflect on the growing need demonstrated by the adult population to update their knowledge and be formally recognized for the skills acquired throughout their life. This written exhibition is based on a literature review study with the primary goal of exploring the issue of access of adults aged over 23 (M23) into Higher Education (ES) in the Portuguese educational context. Thus, we intend to achieve a better understanding of the concept of lifelong learning and development theories associated with it, exploring models of adults training / education and the implications of this latest regime of access at European and national level. Adopting an active questioning about differing opinions on the subject, we assume a critical attitude to this special access regime.
En un mundo cada vez más exigente ante las prácticas educativas y la valorización curricular en el mercado de trabajo se vuelve pertinente la reflexión acerca de la necesidad creciente demostrada por la población adulta de actualizar sus conocimientos y ver formalmente reconocidas las competencias adquiridas a lo largo de su vida. La presente exposición escrita se basa en un trabajo de revisión crítica de la bibliografía con el objeto general de explorar el tema del acceso de los adultos mayores de 23 años (M23) a la Enseñanza Superior (ES) en el contexto educativo portugués. Con esto se pretende alcanzar una mejor comprensión del concepto de aprendizaje a lo largo de la vida y las teorías del desarrollo a él asociadas, explorando los modelos de formación/educación de adultos, así como las implicancias de este reciente régimen de ingreso a escala europea y nacional. Se adoptó una postura activa de cuestionamiento con relación a las opiniones divergentes acerca del tema asumiendo una posición crítica ante este régimen especial de acceso.