Discusión

Figura 1. Modelo estructural de las relaciones entre bienestar eudaimónico, amor por el aprendizaje y compromiso estudiantil.

.72*** BE1

.51***

.67***

.69*** BE2

BE3

BE4

.55***

.78***

.55***

.52***

.58*** AA1

AA2

AA3

AA4

AA5

Bienestar eudaimónico

.55***

Amor por aprender .40***

Compromiso estudiantil

.45*** CE1

CE2

CE3

CE4

CE5

CE6

CE7 .60***

.44***

.50***

.27***

.74***

.49***

.43***

.63*** AA6

Dis cusi ón

A diferencia de estudios anteriores, esta investigación se centra en analizar factores psicológicos positivos asociados al compromiso estudiantil. En particular, este estudio explora la relación entre el bienestar eudaimónico, el amor por aprender y el compromiso estudiantil en universitarios. Los resultados exhibieron relaciones positivas entre estas tres variables. De forma consistente a lo encontrado en estudios anteriores (Lavy & Naama-Ghanayim, 2020; Lombardi et al., 2019), los resultados indicaron que el bienestar eudaimónico se relacionó con el compromiso estudiantil. Al respecto, la investigación sugiere que una característica central del bienestar eudaimónico consiste en moverse hacia una meta, en lugar de estar satisfecho por alcanzarla, y este proceso está relacionado con las experiencias de compromiso (Røysamb & Nes, 2016). En línea con los hallazgos de investigaciones previas (Froiland & Worrel, 2016; Lohman, 2009; Walker et al., 2006), los resultados mostraron una relación positiva entre el amor por aprender y el compromiso estudiantil. Esta relación se puede explicar ya que los estudiantes que poseen alta motivación interna para aprender van más allá de obtener una buena calificación debido a su amor por aprender (Akbaşlı et al., 2019). De forma general, los hallazgos de este trabajo sugieren que los factores psicológicos positivos son importantes para explicar el compromiso estudiantil de los universitarios. Los resultados anteriores muestran la importancia del estudio de factores centrales de la psicología positiva como el bienestar y las fortalezas humanas, para la comprensión del compromiso estudiantil en universitarios. De manera particular, los resultados sugieren la importancia de estudiar los distintos tipos de bienestar y confirman el valor del bienestar eudaimónico en el estudio del compromiso. Además, la evidencia indica que las motivaciones positivas relativas al gusto y disfrute que el estudiante tiene para aprender favorecen su participación en actividades relacionadas con la escuela. De manera práctica, los resultados sugieren la importancia de promover el desarrollo positivo en universitarios y de incluir factores psicológicos positivos en la promoción del compromiso en actividades escolares. A pesar de que la presente investigación contribuye a la explicación de los factores relacionados con el compromiso estudiantil, el trabajo presenta una serie de limitaciones. En primer lugar, el cuestionario empleado se respondió mediante auto reporte, lo que implica la susceptibilidad de las respuestas a la deseabilidad social. En segundo lugar, el diseño transeccional no posibilita probar la relación causal entre las variables. Finalmente, aunque el modelo ajustó adecuadamente, sería importante generar estudios posteriores en los que se indaguen los efectos de las variables del estudio en los distintos tipos de compromiso estudiantil. 57

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