Relación entre el bienestar subjetivo y el apego a la universidad: impacto en la experiencia estudiantil y rendimiento académico en estudiantes de primer año de Trabajo Social en Concepción, Chile.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
El presente estudio analiza cómo el apego universitario, el bienestar subjetivo y el rendimiento académico se relacionan en estudiantes de primer año de Trabajo Social en Concepción, Chile. A través de un enfoque cuantitativo y cuestionarios aplicados a 111 estudiantes de tres universidades, UDEC, UBB, USS, se encontró que el apego universitario depende de factores como relaciones positivas, apoyo docente y recursos institucionales. Además, el 55,8% de los participantes expresó satisfacción con su vida, destacándose el bienestar subjetivo como un mediador clave para el éxito académico. Los resultados subrayan la importancia de estrategias institucionales que fomenten el bienestar y la retención estudiantil.
The present study analyzes how university attachment, subjective well-being and academic performance are related in first year Social Work students in Concepción, Chile. Through a quantitative approach and questionnaires applied to 111 students from three universities, UDEC, UBB, USS, it was found that university attachment depends on factors such as positive relationships, faculty support and institutional resources. In addition, 55.8% of the participants expressed satisfaction with their life, highlighting subjective well-being as a key mediator for academic success. The results underscore the importance of institutional strategies that promote student well-being and retention.
The present study analyzes how university attachment, subjective well-being and academic performance are related in first year Social Work students in Concepción, Chile. Through a quantitative approach and questionnaires applied to 111 students from three universities, UDEC, UBB, USS, it was found that university attachment depends on factors such as positive relationships, faculty support and institutional resources. In addition, 55.8% of the participants expressed satisfaction with their life, highlighting subjective well-being as a key mediator for academic success. The results underscore the importance of institutional strategies that promote student well-being and retention.
Description
Tesis presentada para optar al grado de Magíster en Trabajo Social y Políticas Sociales
Keywords
Rendimiento en la educación, Bienestar, Estudiantes universitarios