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Character strengths, psychological distress, and academic buoyancy: a mediational analysis in university students
(Frontiers Media SA, 2026-04-15)
Diego García-Álvarez
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COBO RENDÓN, RUBIA CONSUELO
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María José Soler
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Karla Lobos
<jats:p>This study examined the mediating role of psychological distress in the relationship between character strengths, specifically hope and vitality, and academic buoyancy in university students. Using a cross-sectional design, the sample consisted of 518 university students from a university in Montevideo, Uruguay. The study assessed 24-character strengths, psychological distress (stress, anxiety, depression), and academic buoyancy through validated self-report instruments. Results demonstrated that character strengths, especially hope and vitality, were positively associated with academic buoyancy and negatively related to psychological distress. Mediation analysis confirmed that psychological distress partially mediated the effect of character strengths on academic buoyancy, indicating a dual pathway where strengths directly promote adaptive academic functioning and indirectly improve it by reducing emotional distress. Practical implications include recommending socioemotional interventions targeting hope and vitality to enhance student persistence and psychological health. This study provides empirical evidence supporting the role of character strengths, particularly hope and vitality, as crucial internal resources enhancing academic buoyancy through the reduction of psychological distress. These findings suggest that fostering these strengths through targeted psychoeducational programs can promote student resilience, wellbeing, and academic success.</jats:p>
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Character strengths as predictors of general and academic self-efficacy in university students
(Frontiers Media SA, 2024-12-04)
Diego García-Álvarez
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COBO RENDÓN, RUBIA CONSUELO
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Karla Lobos
<jats:p>Positive psychology has introduced the concept of character strengths, which are positive traits fundamental to well-being and mental health. Research on university students has shown that these strengths impact psychoeducational variables and personal functioning, acting as a protective factor in the general and student populations. This study aims to analyze the predictive relationships between character strengths and general self-efficacy and determine their joint contribution in predicting academic self-efficacy. The study was quantitative, correlational-causal, and cross-sectional, using a non-probabilistic sample of 668 Venezuelan university students (68.86% women, average age of 20.52 years). The scales used are Growing Strong to measure character strengths, the General Self-Efficacy Scale, and the Self-Efficacy Scale in Specific Academic Situations. All scales showed adequate psychometric properties. The mediation analysis revealed that leadership, hope, and persistence positively influence general and academic self-efficacy. Furthermore, general self-efficacy strongly impacts academic self-efficacy. In conclusion, character strengths are significant predictors of self-efficacy in university students. Promoting these strengths may be crucial to improving general and academic self-efficacy, suggesting the need to implement specific initiatives in higher education.</jats:p>
Scopus© Citations 2 1
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Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university
(Frontiers Media SA, 2024-12-04)
COBO RENDÓN, RUBIA CONSUELO
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Diego García-Álvarez
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Ramón Cobo Rendon
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Javiera Santana
<jats:p>Autonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, <jats:italic>F</jats:italic>(1, 286) = 4.67, <jats:italic>p</jats:italic> = 0.032, η<jats:sup>2</jats:sup> = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, <jats:italic>F</jats:italic>(1, 286) = 11.23, <jats:italic>p</jats:italic> &lt; 0.001, η<jats:sup>2</jats:sup> = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.</jats:p>
1Scopus© Citations 3
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Academic emotions, college adjustment, and dropout intention in university students
(2023)
COBO RENDÓN, RUBIA CONSUELO
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HOJMAN ANCELOVICI, VIVIANA ALEJANDRA
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Diego García-Álvarez
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Ramon Cobo Rendon
In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable.Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations.DiscussionGenerally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
Scopus© Citations 4 2
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Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology
(2023)
Diego García-Álvarez
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María José Soler
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COBO RENDÓN, RUBIA CONSUELO
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Juan José Hernández Suárez
<jats:p>The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.</jats:p>
6Scopus© Citations 7
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Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
(2023)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Diego García-Álvarez
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Jorge Maldonado-Mahauad
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Carola Bruna
<jats:p>The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.</jats:p>
5Scopus© Citations 19
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Positive Psychology Applied to Education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
(2022)
Diego García-Álvarez
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María José Soler
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COBO RENDÓN, RUBIA CONSUELO
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Juan Hernández-Lalinde
<jats:p>Teaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving psychological well-being, optimism, self-efficacy, and self-esteem as well as at reducing psychological distress in teachers. The study was quasi-experimental and comprised 24 teachers from technical, secondary, and elementary schools in Uruguay. The constructs were measured before and after the program, which was conducted during the COVID-19 pandemic and comprised 12 modules in a multicomponent intervention format. The results indicate a significantly low magnitude increase in well-being (F = 5.36, p = 0.033, Cohen’s d = 0.47) and a moderate increase in self-efficacy (F = 9.14, p = 0.008, Cohen’s d = 0.62). Similarly, a significant decrease was observed in psychological distress of mild effect (F = 5.80, p = 0.028, Cohen’s d = 0.49). To conclude, interventions based on positive psychology improve teachers’ well-being, enhance other psychological resources, and reduce psychosocial risks such as discomfort. Thus, these interventions can be devices for career development and teacher updating.</jats:p>
42Scopus© Citations 10

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