<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000100106</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i26.1385</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Bienestar psicológico en estudiantes universitarios de nuevo ingreso]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychological Well-Being in New University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Bem-estar psicológico em novos universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vences Camacho]]></surname>
<given-names><![CDATA[Karen Aurora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Gómez]]></surname>
<given-names><![CDATA[Josué Ociel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso Jiménez]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México Unidad Académica Profesional Tejupilco ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Un nivel alto de bienestar psicológico impacta en la disminución del estrés, la ansiedad y la depresión y, por ende, en el aprendizaje e indicadores académicos (Seligman, 2011). El objetivo de esta investigación fue analizar el bienestar psicológico de estudiantes de primer año de las licenciaturas de Administración y Psicología campus Tejupilco de la Universidad Autónoma del Estado de México en el período 2020A. La población estudiada fue de 174 estudiantes de ambos sexos con edades que oscilaban entre los 17 a 19 años. La clasificación del bienestar psicológico se basó en la escala de Ryff (1989), adaptada por Díaz et al. (2006), cuya confiabilidad es de 0.741. La información se procesó con un software para las ciencias sociales; se elaboró la base de datos para calcular una estadística descriptiva de valores mínimos, máximos, percentiles y puntos de corte; posteriormente, se obtuvieron los valores recodificados de nivel bajo, moderado y alto, y finalmente se calcularon frecuencias y porcentajes del bienestar psicológico. En cuanto a la autoaceptación, relaciones positivas con los demás, autonomía, dominio del entorno y propósito de vida, 35.4 % de estudiantes se ubicaron en promedio en nivel bajo y 64.6 % moderado-alto. Referente al crecimiento personal, 43 % mostraron un nivel bajo y 57 % uno moderado-alto. Los estudiantes de primer año de las licenciaturas de Administración y Psicología presentan, en general, un nivel bajo de bienestar psicológico, por lo que fue necesario dar atención a través de la tutoría académica, con conferencias, cursos y talleres para mejorar esta situación y por ende impactar favorablemente en los indicadores académicos de reprobación, rezago, deserción y retención durante el primer semestre.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A high level of psychological well-being has an impact on the reduction of stress, anxiety and depression and, therefore, on learning and academic indicators (Seligman, 2011). The objective of this research was to analyze the psychological well-being of first-year students of the bachelor's degrees of Administration and Psychology, Tejupilco campus, of the Universidad Autónoma del Estado de México in the period 2020A. The population studied was 174 students of both sexes with ages ranging from 17 to 19 years old. The classification of psychological well-being was based on Ryff's scale (1989), adapted by Díaz et al. (2006), whose reliability is 0.741. The information was processed with software for the social sciences; a database was created to calculate descriptive statistics of minimum, maximum, percentiles and cut-off points; subsequently, recoded values of low, moderate and high levels were obtained, and finally, frequencies and percentages of psychological well-being were calculated. Regarding self-acceptance, positive relationships with others, autonomy, mastery of the environment and life purpose, 35.4 % of students were located on average at a low level and 64.6 % at a moderate-high level. Regarding personal growth, 43% showed a low level and 57% a moderate-high level. The first-year students of the Administration and Psychology bachelor's degree programs present, in general, a low level of psychological well-being, for which reason it was necessary to provide attention through academic tutoring, with conferences, courses and workshops to improve this situation and therefore have a favorable impact on the academic indicators of failure, lag, dropout and retention during the first semester.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Um elevado nível de bem-estar psicológico tem impacto na redução do stress, ansiedade e depressão e, por conseguinte, na aprendizagem e nos indicadores académicos (Seligman, 2011). O objetivo desta pesquisa foi analisar o bem-estar psicológico dos alunos do primeiro ano dos cursos de Administração e Psicologia, campus Tejupilco da Universidade Autônoma do Estado do México no período 2020A. A população estudada foi de 174 alunos de ambos os sexos com idade variando de 17 a 19 anos. A classificação do bem-estar psicológico baseou-se na escala de Ryff (1989), adaptada por Díaz et al. (2006), cuja confiabilidade é de 0,741. A informação foi processada com software para as ciências sociais; o banco de dados foi elaborado para calcular uma estatística descritiva de valores mínimos, máximos, percentuais e pontos de corte; posteriormente, obtiveram-se os valores recodificados de nível baixo, moderado e alto e, por fim, calcularam-se frequências e percentagens de bem-estar psicológico. Em relação à autoaceitação, relacionamento positivo com os outros, autonomia, domínio do meio ambiente e propósito de vida, 35,4% dos alunos situaram-se em média em nível baixo e 64,6% moderado-alto. Em relação ao crescimento pessoal, 43% apresentaram nível baixo e 57% moderado-alto. Os alunos do primeiro ano dos cursos de Administração e Psicologia apresentam, em geral, um baixo nível de bem-estar psicológico, razão pela qual foi necessário dar atenção através de tutoria acadêmica, com conferências, cursos e workshops para melhorar esta situação e, portanto, , Portanto, tem um impacto favorável nos indicadores acadêmicos de reprovação, defasagem, deserção e retenção durante o primeiro semestre.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[administración]]></kwd>
<kwd lng="es"><![CDATA[bienestar psicológico]]></kwd>
<kwd lng="es"><![CDATA[universitarios]]></kwd>
<kwd lng="es"><![CDATA[primer año]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="en"><![CDATA[psychological well-being]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[first year]]></kwd>
<kwd lng="en"><![CDATA[administration]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="pt"><![CDATA[administração]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar psicológico]]></kwd>
<kwd lng="pt"><![CDATA[universitários]]></kwd>
<kwd lng="pt"><![CDATA[primeiro ano]]></kwd>
<kwd lng="pt"><![CDATA[psicologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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