Prueba de un modelo integrador de conflicto y enriquecimiento trabajo-estudio
Politécnico de Coimbra
Doctora en Psicología social, Investigadora del Centro de Psicología de la Universidade do Porto, profesora de Psicología social y de las Organizaciones, Directora del Departamento de Comunicación y Ciencias Empresariales, Vicepresidente del Consejo Científico de la ESEC, Escola Superior de Educação, Politécnico de Coimbra, Portugal.
email: mcandrade@esec.pt
Objetivo: el artículo tiene el propósito de probar, utilizando ecuaciones estructurales, un modelo de antecedentes del conflicto y el enriquecimiento de la relación trabajo-estudio.
Método: participaron 87 estudiantes-trabajadores de una licenciatura, de ambos sexos (24 hombres y 63 mujeres).
Resultados: el número de horas de trabajo y la autoeficacia académica presentan relaciones con el conflicto trabajo-estudio. El apoyo brindado por compañeros y la autoeficacia académica surgen relacionados al enriquecimiento trabajo-estudio. Como era de esperarse, tanto el conflicto como el enriquecimiento trabajo-estudio presentan relaciones con la satisfación con el desarrollo académico.
Conclusión: teniendo en cuenta que las instituciones de educación superior pretenden proporcionar el aprendizaje a lo largo de la vida, de forma creciente, a una población estudiantil que concilia los estudios con el trabajo, es importante profundizar el conocimiento del modo como el trabajo puede influir negativa y positivamente el estudio con el fin de orientar decisiones informadas para los estudiantes y promover prácticas
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