Autorrealización estudiantil en pandemia: Estudio de trayectorias escolares exitosas

Abstract

This research addresses a diagnostic evaluation of student self-realization amid pandemic, defining success as continuity despite adversity, and focusing specifically on resiliency and well-being as fundamental elements of the ‘learning to be'.  This is a quantitative cross-sectional study with an ex post facto design and correlational analyses. A sample of students from the Educational Sciences Department of a Mexican public university (N=122) participated in an online survey to share details on their personal development in the adversity of the SARS-CoV-2 pandemic. The inclusion criterion for the sampling was having maintained continuous school trajectories trough the pandemic. The results were analyzed by construct, resiliency and well-being, and by educational level (undergraduate, Master's and Doctoral students). Main findings show significant increase in resilient personal self-evaluation, with parallel dynamics across study levels, though the lowest for the Doctorate. As to the well-being, it generally increased in both affects and all the subdimensions, except for the negative eudaimonic affect in Doctoral students. These findings highlight the interest in delving into the relation between self-development and the eudaimonic emotions, and particularly the extent to which negative affect may promote personal growth.