<?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>0123-9155</journal-id>
<journal-title><![CDATA[Acta Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Colom.Psicol.]]></abbrev-journal-title>
<issn>0123-9155</issn>
<publisher>
<publisher-name><![CDATA[Universidad Catolica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-91552019000100152</article-id>
<article-id pub-id-type="doi">10.14718/acp.2019.22.1.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Variables psicosociales y rendimiento académico asociados al optimismo en estudiantes universitarios españoles de nuevo ingreso]]></article-title>
<article-title xml:lang="pt"><![CDATA[Variáveis psicossociais e desempenho acadêmico associados ao otimismo em estudantes universitários espanhóis de novo ingresso]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychosocial variables and academic performance related to optimism in Spanish first-year university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[De Besa-Gutiérrez]]></surname>
<given-names><![CDATA[Manuel Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil-Flores]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[Alfonso Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cádiz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla Facultad Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>152</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-91552019000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-91552019000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-91552019000100152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El alumnado de nuevo ingreso encuentra dificultades al inicio de sus estudios universitarios debido a que tiene que afrontar situaciones que generan un alto nivel de estrés, así como nuevos desafíos académicos y sociales o expectativas no satisfechas. Todos estos obstáculos pueden repercutir en su adaptación al contexto universitario y en un bajo rendimiento académico, e incluso llevar al abandono prematuro por parte del estudiante. Según la literatura sobre el tema, entre las variables de carácter psicosocial que intervienen en la adaptación y contribuirían a superar la situación estresante se encuentra el optimismo disposicional; y es teniendo esto en cuenta que en el presente estudio se plantea como objetivo analizar las variables que contribuyen a explicar el optimismo con el que inicia los estudios el alumnado universitario de nuevo ingreso. Con este fin, mediante procedimientos de encuesta se recogieron datos sobre variables académicas y psicosociales en una muestra de 750 estudiantes de diferentes titulaciones de la Universidad de Sevilla, al inicio del primer curso en sus respectivas titulaciones. A partir de los datos obtenidos se realizó el cálculo de estadísticos descriptivos básicos y se utilizaron técnicas como el análisis factorial para explorar la dimensionalidad del constructo optimismo o como la regresión logística binaria para identificar variables relevantes en la diferenciación entre estudiantes optimistas y pesimistas. Los resultados muestran que las variables de rendimiento académico previo, apoyo social percibido, autoestima y autoeficacia percibida se asocian al optimismo de los estudiantes. A partir de estos resultados se derivan recomendaciones de cara a la intervención orientadora sobre el alumnado universitario de nuevo ingreso para favorecer su adaptación al contexto universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O alunado de novo ingresso encontra dificuldades no início de seus estudos universitários, pois tem que enfrentar situações que geram alto nível de stress bem como novos desafios acadêmicos e sociais ou expectativas não satisfeitas. Todos esses obstáculos podem repercutir em sua adaptação ao contexto universitário e num baixo desempenho acadêmico, inclusive levar ao abandono precoce do curso. Segundo a literatura sobre o tema, entre as variáveis de caráter psicossocial que intervêm na adaptação e que contribuiriam para superar a situação estressante, encontra-se o otimismo disposicional; nesse sentido, este estudo propõe como objetivo analisar as variáveis que contribuem para explicar o otimismo com o qual o alunado universitário de novo ingresso começa seus estudos. Com esse objetivo, mediante procedimentos de pesquisa, foram coletados dados sobre variáveis acadêmicas e psicossociais numa amostra de 750 estudantes de diferentes cursos. A partir disso, foi realizado o cálculo de estatísticos descritivos básicos e foram utilizadas técnicas como a análise fatorial para explorar a dimensionalidade do constructo otimismo ou como a regressão logística binária para identificar variáveis relevantes na diferenciação entre estudantes otimistas e pessimistas. Os resultados mostram que as variáveis de desempenho acadêmico prévio, apoio social percebido, autoestima e autoeficácia percebida são associados ao otimismo dos estudantes. Com base nesses resultados, foram elaboradas recomendações quanto à intervenção orientadora sobre o alunado universitário de novo ingresso para favorecer sua adaptação ao contexto universitário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract First-year students find difficulties at the beginning of their university studies, facing situations that generate a high level of stress, new academic and social challenges, or unfulfilled expectations. Among the psychosocial variables that intervene in the adaptation and contribute to overcoming the situation is dispositional optimism. The aim of this study was to analyze which variables contribute to explaining the optimism with which first-year university students start their studies. Through survey procedures data were collected on academic and psychosocial variables for a sample of 750 students of different degrees from the University of Seville at the time they started the first course in their respective degrees. The calculation of basic descriptive statistics was used, along with techniques such as factor analysis, to explore the dimensionality of the optimism construct, and binary logistic regression to identify relevant variables in the differentiation between optimistic and pessimistic students. The results show how previous academic performance, perceived social support, self-esteem and perceived self-efficacy are associated with the students&#8217; optimism. Based on these results, recommendations are derived for the orientation intervention concerning first-year university students to favor their adaptation to the university context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[optimismo]]></kwd>
<kwd lng="es"><![CDATA[variables psicosociales]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico previo]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="pt"><![CDATA[otimismo]]></kwd>
<kwd lng="pt"><![CDATA[variáveis psicossociais]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico prévio]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="en"><![CDATA[optimism]]></kwd>
<kwd lng="en"><![CDATA[psychosocial factors]]></kwd>
<kwd lng="en"><![CDATA[pre-university achievement]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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