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Resumen
Los objetivos del presente trabajo son dos. Por una parte, analizar el apoyo comunitario percibido en jóvenes y, por otra, establecer si este difiere en función de si participa o no en actividades de voluntariado. La muestra inicial estuvo formada por 1685 participantes y la muestra final por 1567 jóvenes. La edad mínima fue de 17 y la máxima de 40 años (M = 22.89 años, DT = 3.85), siendo el 28.7% hombres y el 71.3% mujeres. Se empleó como instrumento de recogida de información una adaptación al español del Cuestionario de Apoyo Comunitario Percibido (Herrero & Gracia, 2007), cuyos requisitos psicométricos se garantizaron (fiabilidad y validez). Los resultados muestran, en primer lugar, que la dimensión del apoyo comunitario percibido con puntuaciones más altas es la relativa a Organización comunitaria y la dimensión con puntuaciones más bajas la Participación comunitaria. En segundo lugar, se encuentran diferencias en el apoyo comunitario percibido entre aquellos jóvenes que realizan acciones de voluntariado y los que no en las citadas dimensiones, no existiendo en la Integración comunitaria. Como conclusión se destaca la necesidad de desarrollar estrategias que promuevan el voluntariado en los jóvenes dadas las implicaciones sociales y psicológicas que ello conlleva.
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Detalles del artículo
Referencias
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Referencias
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Aramburuzabala, P. (2013). Aprendizaje-Servicio: Una herramienta para educar desde y para la Justicia Social. Revista Internacional de Educación para la Justicia Social, 2(2), 5-11.
Atkins, R., Hart, D., & Donnelly, T. M. (2005). The association of childhood personality type with volunteering during adolescence. Merrill-Palmer Quarterly, 51(2), 145-162. doi:10.1353/mpq.2005.0008
Aydinly-Karakulak, A., Bender, M., Chong, A. M. L., Yue, X. (2016). Applying Western models of volunteering in Hong Kong: The role of empathy, prosocial motivation and motive–experience fit for volunteering. Asian Journal of Social Psychology, 19(2), 112-123. doi:10.1111/ajsp.12125
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Capella, C. (2016). Promoción del Emprendimiento Social y los Aprendizajes Académicos en Educación Física a través del Aprendizaje-Servicio (Tesis doctoral). Universitat Jaume I, Castellón. doi: 10.6035/14113.2016.21181.
Carpiano, R. M., & Hystadb, P. W. (2011). “Sense of community belonging” in health surveys: What social capital is it measuring? Health & Place, 17(2), 666-617. doi:10.1016/j.healthplace.2010.12.018
Chiva, O., Gil, J., Corbatón, R., & Capella, C. (2016). El aprendizaje servicio como propuesta metodológica para una pedagogía crítica. RIDAS. Revista Iberoamericana de Aprendizaje Servicio, 2, 70-94.
Chiva, O., Pallarés, M., & Gil, J. (2018). Aprendizaje-servicio y mejora de la Personalidad Eficaz en futuros docentes de Educación Física. Revista Complutense de Educación, 29(1), 181-197. doi:10.5209/RCED.52164
Coffey A., & McCarthy, G.M. (2013). Older people’s perception of their readiness for discharge and postdischarge use of community support and services. International Journal of Older People Nursing, 8(2), 104-115. doi:10.1111/j.1748-3743.2012.00316.x
Cohen, S. (2004). Social relationships and health. American Psychologist, 59(8), 676-684. doi:10.1037/0003-066X.59.8.676
Diener, E., & Diener, M. (2009). Cross-Cultural Correlates of Life Satisfaction and Self-Esteem. Culture and Well-Being: The Collected Works of Ed Diener, 38, 71-91. doi:10.1007/978-90-481-2352-0_4
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage‐environment fit. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology: Individual bases of adolescent development (pp. 404-434). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9780470479193.adlpsy001013
Farrel, S., Aubry, T., & Coulombe, D. (2004). Neighborhoods and neighbors: Do they contribute to personal well-being? Journal of Community Psychology, 32(1), 9-25. doi:10.1002/jcop.10082
Furlong, M. J., Whipple, A. D., Jean, G. S., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8(1), 99-113. doi:10.1007/BF03340899
Gadalla, T. M. (2010). The Role of Mastery and Social Support in the Association between Life Stressors and Psychological Distress in Older Canadians. Journal of Gerontological Social Work, 53(6), 512-530. doi:10.1080/01634372.2010.490691
García, I., Marcuello, C., & Saz, M. I. (2015). Analysis of Volunteering Among Spanish Children and Young People: Approximation to Their Determinants and Parental Influence. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 26(4), 1360-1390. doi:10.1007/s11266-014-9487-5
Gil, J., Chiva, O., & Martí, M. (2013). La adquisición de la competencia social y ciudadana en la universidad mediante el Aprendizaje-Servicio: Un estudio cuantitativo y cualitativo en el ámbito de la Educación Física. Revista Internacional de Educación para la Justicia Social, 2(2), 89-108. Recuperado de http://www.rinace.net/riejs/numeros/vol2-num2/art5.pdf
Gil, A. I., Marcuello, C., & Saz, M. I. (2015). Youth Volunteering in Countries in the European Union. Approximation to Differences. Nonprofit and Voluntary Sector Quarterly, 45(5), 971-991. doi:10.1177/0899764015609731
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