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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/128043
Empatía y Estrategías de Afrontamiento como Predictores del Bienestar en Estudiantes Universitarios Españoles
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[spa] Introducción. La empatía y las estrategias de afrontamiento han sido asociadas firmemente con el bienestar psicológico percibido por los estudiantes. El objetivo del presente estudio fue analizar la relación entre la empatía, las estrategias de afrontamiento y el malestar psicológico entre estudiantes universitarios. Método. Se realizó un estudio descriptivo, transversal. Noventa estudiantes de educación con-testaron algunos cuestionarios (Brief Symptom Inventory, Coping Responses Inventory-Adult y Empathy Affective and Cognitive Test) como parte de un cribado general de salud. Resultados. Los estudiantes con alto riesgo de presentar malestar psicológico obtuvieron pun-tuaciones significativamente más altas en estrés empático y estrategias de afrontamiento evita-tivas. El malestar psicológico mostró una correlación positiva y significativa con la descarga emocional, la evitación cognitiva, la búsqueda de recompensas alternativas y la acepta-ción/resignación, y una correlación negativa con la resolución de problemas. La descarga emocional y la resolución de problemas explicaron el 29.4% de la varianza del distrés psi-cológico en estudiantes de educación. Conclusión. Reconocer las emociones de uno mismo y comprender los estados emocionales y las intenciones de los demás es beneficioso para el estudiante. El desarrollo de los propios recursos y estrategias de afrontamiento permitirá a los estudiantes, futuros maestros adaptarse a situaciones estresantes que puede encontrarse en el contexto educativo.
[eng] Introduction. Empathy and coping strategies have been shown to be closely associated with the perceived psychological well-being of students. The aim of the present study was to ana-lyze the relationship between empathy and coping strategies and psychological distress among students in teacher education. Method. A cross-sectional study. Ninety teacher education students completed questionnaires (Brief Symptom Inventory, Coping Responses Inventory-Adult and Empathy Affective and Cognitive Test) as part of general health screening. Results. Students with high risk of exhibiting psychological distress obtained significantly higher scores in empathy stress and avoidance coping strategies. Psychological distress showed a significant positive correlation with emotional discharge, cognitive avoidance, seeking alternative rewards and acceptance/resignation, and negative correlation with problem solving. Emotional discharge and problem solving explain 29.4% of the variance of psycho-logical distress in teacher education students. Conclusion. Recognizing one’s emotions and understand the emotional states and intentions of others is beneficial to the student. The development of own resources and coping strategies will enable students adapt to stressful situations that can be found educational context.
[eng] Introduction. Empathy and coping strategies have been shown to be closely associated with the perceived psychological well-being of students. The aim of the present study was to ana-lyze the relationship between empathy and coping strategies and psychological distress among students in teacher education. Method. A cross-sectional study. Ninety teacher education students completed questionnaires (Brief Symptom Inventory, Coping Responses Inventory-Adult and Empathy Affective and Cognitive Test) as part of general health screening. Results. Students with high risk of exhibiting psychological distress obtained significantly higher scores in empathy stress and avoidance coping strategies. Psychological distress showed a significant positive correlation with emotional discharge, cognitive avoidance, seeking alternative rewards and acceptance/resignation, and negative correlation with problem solving. Emotional discharge and problem solving explain 29.4% of the variance of psycho-logical distress in teacher education students. Conclusion. Recognizing one’s emotions and understand the emotional states and intentions of others is beneficial to the student. The development of own resources and coping strategies will enable students adapt to stressful situations that can be found educational context.
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GUSTEMS CARNICER, Josep and CALDERÓN GARRIDO, Caterina. Empatía y Estrategías de Afrontamiento como Predictores del Bienestar en Estudiantes Universitarios Españoles. Electronic Journal of Research in Educational Psychology. 2014. Vol. 12, num. 1, pags. 129-146. ISSN 1696-2095. [consulted: 13 of August of 2026]. Available at: https://hdl.handle.net/2445/128043