The approval of the Spanish framework of qualifications for higher education and employability of university students

Pereira, Consuelo Camacho; Molina, Cayetano Medina

doi:10.24310/rejie.2012.v0i5.7795

Cited by 2 publications

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“…These results suggest that universities may provide a space in which resilience can be developed. During the university period, students develop the professional skills that determine their potential for employment (Camacho & Medina, 2012) along with many other capacities, such as resilience, which assist them in the successful completion of their degree.…”

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Reciprocal Relationship Between Resilience and Professional Skills: A Longitudinal Study With Social Work Students

García¹,

Jacinto²,

Hombrados‐Mendieta³

2018

Journal of Social Work Education

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This study analyzed the relationship between the resilience developed by social work students and the professional skills acquired during their university degree program. A longitudinal study was conducted over 4 academic years. Participants were 73 social work students at the University of Malaga (Spain). The results show a gradual increase in the development of resilience and in the acquisition of professional skills among the students during the 4-year period. Panel model analysis shows that the two processes were stable and reciprocal throughout the social work training process. The results suggest that resilience had a stronger effect on professional skills than the latter had on resilience. In conclusion, resilience is a relevant component of university training of future social workers.Resilience has been defined as a process of successful adaptation to adversity (Zautra, Hall, & Murray, 2008). The term originated in physics but has become a construct in social science that describes the ability of people to develop and become psychologically healthy and successful, despite being exposed to adverse situations that threaten their integrity (Rutter, 1993). The development of resilience is a dynamic, constructive, interactive, and sociocultural process that optimizes human resources and makes it possible to overcome adverse situations (Kotliarenco & Cáceres, 2011). As a capacity that is modifiable rather than static, resilience depends on the interaction of the individual with his or her immediate environment (Luthar & Zelazo, 2003). Understood in this sense, this process is not dissimilar to the processes designed to develop skills in higher education.University education confronts students with many demands and challenges that can lead to feelings of vulnerability and affect their adjustment to university life and academic success. These challenges and opportunities enable students to identify and put into action not only their own academic skills but also psychosocial ones. Resilience has a fundamental role among these skills, yet it has been little studied in the specific setting of higher education or in educational institutions in general (Haz & Castillo, 2003).Until now, research on resilience in the university setting has mainly focused on the study of this capacity in students and its relationship with other social and demographic variables, such as age, socioeconomic status, and gender (Nota, Soresi, & Zimmerman, 2004;Wasonga, Christman, & Kilmer, 2003). In general, these studies have found no differences associated with age or socioeconomic levels in the processes of resilience shown by students (Prado & Del Águila, 2003;Saavedra & Villalta, 2008). Regarding gender, the results are contradictory. Zapata (2013) reported that some studies found that women had higher levels of resilience than men, whereas other studies found no differences between genders. Adjustment to university life and academic success in a university requires high levels of resilience (Miller, 2002;Munro & Pooley, 2009), and the ...

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confidence: 99%