Social integration in university students of first year

Social integration is one of the fundamental components for the adjustment of students to the contexts of Higher Education. The objective of this work is to describe the perception that men and women have freshman university students about their social integration at the end of the first semester. T...

Full description

Bibliographic Details
Main Authors: Yariel Hernández Rosell, Leire Pérez Pérez
Format: Article
Language:English
Published: Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad 2019-08-01
Series:INFAD
Subjects:
Online Access:http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1450
Description
Summary:Social integration is one of the fundamental components for the adjustment of students to the contexts of Higher Education. The objective of this work is to describe the perception that men and women have freshman university students about their social integration at the end of the first semester. The Scale of Social Integration  in Higher Education (EISES-R) was applied to 152 first-year university students whose ages were between 17 and 40 years old (Mdn = 18.5). The 50% were men and 50% women. After performing an analysis of variance (ANOVA) of a single factor (sex), men obtained significantly higher average scores than women in emotional balance. Women scored significantly higher than men in relationships with the family. The results found are coherent with previous findings in the literature where it is reported that emotional state and family support received by university students have an important role in their adjustment and psychosocial well-being and are related to variables such as integration in the group of equal, friends, academic performance and the level of aspirations. Both variables could have a significant differentiating role by sex as predictors of adjustment and adaptation to higher education, as well as in the design and implementation of intervention guidelines for failure or abandonment in higher education.
ISSN:0214-9877
2603-5987