Niveles de autocompasión y afrontamiento de demandas cotidianas en estudiantes de Educación Primaria

• Ferradás Canedo, María del Mar ^[1] ; Freire Rodríguez, Carlos ^[1]
  1. [1] Universidade da Coruña

     Universidade da Coruña

     A Coruña, España

     
• Localización: European Journal of Child Development, Education and Psychopathology, ISSN-e 2530-0776, ISSN 2340-924X, Vol. 10, Nº. 1, 2022
• Idioma: español
• DOI: 10.32457/ejpad.v10i1.2072
• Títulos paralelos:
  • Levels of self-compassion and coping with daily demands in Elementary Education students
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Ineludiblemente, en su día a día el estudiantado de Educación Primaria ha de hacer frente a múltiples y heterogéneas demandas académicas y extraacadémicas. Estas demandas cotidianas constituyen una potencial amenaza para el bienestar infantil, por lo que la identificación de recursos personales que favorezcan un afrontamiento más constructivo adquiere una especial importancia. Desde este planteamiento proactivo, en el presente estudio se analizó el papel de la autocompasión en el afrontamiento de demandas cotidianas en estudiantes de Educación Primaria. Específicamente, se determinaron las diferencias en las estrategias de afrontamiento del estudiantado en función de su nivel de autocompasión. La muestra participante estuvo conformada por 487 estudiantes de cuarto, quinto y sexto de Educación Primaria. Se llevó a cabo un diseño ex post facto transversal. El estudiantado con niveles más elevados de autocompasión evidenció una utilización significativamente más alta de todas las estrategias aproximativas evaluadas. Por el contrario, la utilización de estrategias improductivas fue significativamente menor en el alumnado más autocompasivo. Estos hallazgos sugieren que la autocompasión puede constituir un recurso personal eficaz a la hora de favorecer el afrontamiento adaptativo de las demandas cotidianas en los cursos superiores de Educación Primaria.

  • English

    Inevitably, in their day-to-day Elementary Education students must face multiple and heterogeneous academic and extra-academic demands. These daily demands constitute a potential threat to child well-being. Therefore, the identification of personal resources that favor more constructive ways of coping acquires special importance. From this proactive approach, the present study analyzed the role of self-compassion in coping with daily demands in Elementary Education students. Specifically, the study examined the differences between the coping strategies of the students based on their level of self-compassion. The sample was composed by 487 students from fourth, fifth and sixth years of Elementary Education. An ex post facto cross-sectional design was carried out. The students with higher levels of self-compassion showed a significantly higher use of all the approach-coping strategies evaluated. On the contrary, the use of unproductive coping strategies was significantly lower in the more self-compassionate students. These findings suggest that self-compassion can be an effective personal resource when it comes to favoring adaptive coping with daily demands in the upper years of Elementary Education.

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