Development of social problem-solving ability and coping strategies and gender differences in students of the Social Education Degree
- Amaia de la fuente Gaztañaga University of the Basque Country https://orcid.org/0000-0003-2727-6536
- Olga Cardeñoso Ramírez University of the Basque Country https://orcid.org/0000-0003-4418-0405
- Cecilia Velasco Angulo Pontifica Universidad Católica del Educador https://orcid.org/0000-0002-5259-2963
Abstract
Given the importance bestowed to these competencies by the academic and professional context, this study explores the development of social problem-solving ability and stress coping strategies at university by social education students. Likewise, gender differences in both abilities have been analyzed due to the role they may have in academic development and in the professional future. The sample was made up of 421 students from the four academic years of the Degree in Social Education at the University of the Basque Country (UPV/EHU). The results show little variability both in the adaptive use of social problem-solving ability and in the implementation of functional strategies to cope with stressful situations throughout the degree. Regarding gender, the results have been grouped as differentiated profiles of men and women, reflecting the impact that gender continues to have in the academic field. In general, these results suggest the need to reflect on the methodologies implemented and the values transmitted in the university area, to guarantee the evolution of these essential competencies and work from a gender perspective to promote the adequate professionalization of future social educators.
Author Biographies
Graduada en Educación Social y Doctora en Psicodidáctica: Psicología de la Educación y Didácticas Específicas de la Universidad del País Vasco (UPV/EHU). Actualmente, es profesora en el Departamento de Psicología Evolutiva y de la Educación de la misma universidad. Sus líneas de interés se centran en el impacto de la resolución de problemas sociales y las estrategias de afrontamiento en la motivación y el rendimiento del alumnado universitario, así como en las diferencias de género en dichas variables.
Licenciada y Doctorada en Filosofía y Ciencias de la Educación por la Universidad de Deusto. Actualmente es profesora agregada en el Departamento de Psicología Evolutiva y de la Educación de la UPV/EHU. Investigación centrada en “Aprendizaje autorregulado. Cognición, emoción y género”, perteneciente a la línea de investigación Variables Psicológicas y Aprendizajes del Máster y el Doctorado de Psicodidáctica.
Licenciada y Doctora en Psicodidáctica: Psicología de la Educación y Didácticas Específicas de la Universidad del País Vasco (UPV/EHU). Actualmente, es profesora en la Pontificia Universidad Católica de Ecuador Sede Esmeraldas. Las líneas de interés de investigación se centran en la autorregulación, las estrategias de afrontamiento y la resolución de problemas sociales, tomando en consideración las diferencias de género.
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