Kristy Barrantes-Brais
Universidad Nacional, Costa Rica
Isabel Balaguer-Solá
Universitat de València, España
Resumen
El propósito de este estudio fue analizar el efecto de intervenciones de Psicología positiva y de ejercicio físico sobre indicadores de bienestar y malestar psicológico en estudiantes universitarios costarricenses. Se realizó una investigación cuasiexperimental, de diseño factorial (4 x 2) con mediciones pre y post, en el que 233 estudiantes universitarios (18.97 ± 2.18 años, 135 mujeres, 98 hombres) se vieron expuestos a una de cuatro diferentes condiciones: intervenciones de psicología positiva (PP), intervenciones de ejercicio físico (E), intervenciones combinadas de PP y E y control (C). Se midieron indicadores de bienestar y malestar psicológico. Las intervenciones de Psicología positiva mejoraron el indicador de malestar psicológico “emociones negativas” (p = .022), pero no impactaron significativamente los indicadores de bienestar psicológico (p > .05). La combinación las intervenciones de PP y E generó los mismos efectos que cuando únicamente se utilizan las estrategias derivadas de la psicología positiva, esto es, se presentó una reducción significativa en el indicador “emociones negativas” (p = .028). Dicho efecto puede contribuir a la mejora de la vivencia de la vida universitaria y proteger a los estudiantes de los riesgos asociados con experiencias de malestar psicológico en diversas esferas de su vida. Las intervenciones de ejercicio por sí mismas no modificaron de manera significativa los indicadores de bienestar ni malestar psicológico (p > .05).
Palabras clave: estudiantes universitarios, bienestar del estudiante, afectividad, ambiente de la clase, docentes
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