Eficacia de un programa de intervención en autocompasión sobre el rendimiento académico en la Educación Superior

  1. Contreras Felipe, Antonio 1
  2. Bermúdez Moreno, José 2
  1. 1 Universidad Nacional de Educación a Distancia (España)
  2. 2 Facultad de Psicología, Universidad Nacional de Educación a Distancia (España)
Journal:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Year of publication: 2021

Volume: 32

Issue: 4

Pages: 675-687

Type: Article

DOI: 10.5209/RCED.70954 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Sustainable development goals

Abstract

La autocompasión (ACP), disposición para tratarse uno mismo de forma amable, incide en los procesos de enseñanza-aprendizaje en la educación superior. El estudio analiza la relación entre la ACP y el rendimiento académico en estudiantes del Grado en Psicología. Método: Se empleó un diseño pretest-postest con dos grupos, experimental y control. El primero recibió un programa de entrenamiento en ACP durante todo el curso académico. Nuestras hipótesis fueron: 1ª, que el programa mejoraría los niveles de ACP ante dificultades que se experimentan: a) en el estudio (ACP-DE) y b) en la aplicación de contenidos curriculares a la vida cotidiana (ACP-DAVC); 2ª, una relación positiva y significativa de ambos constructos con el rendimiento académico. Se elaboraron dos escalas para la evaluación de las facetas específico-aplicadas de ACP. Resultados: El programa de intervención produjo una mejora significativa en ACP-DE y ACP-DAVC. El grupo experimental entendió el concepto y utilidad de la ACP, obteniéndose correlaciones positivas y significativas entre el cambio intraindividual en ACP-DAVC y el rendimiento académico. Por el contrario, en el grupo control, diversas medidas intraindividuales de mejora en ACP mostraron correlaciones significativas de signo negativo con el rendimiento académico. Discusión: Globalmente considerados, los resultados prestan un apoyo significativo a las hipótesis planteadas. Se discuten las bondades del programa desarrollado y se plantea la necesidad de considerar la ACP como una clave potencial de innovación educativa en el contexto del enfoque de las competencias propio del Espacio Europeo de Educación Superior.

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