Factores asociados al capital social de estudiantes de diversificado de ciudad Guatemala
DOI:
https://doi.org/10.57247/riec.vi4.75Palabras clave:
educación, edad escolar, COVID-19, interacción social, socializaciónResumen
Pertenecer a un grupo social y a un centro educativo son variables del capital social, entendido como la posibilidad de acceder a ciertos recursos dentro de un contexto social, alterado por la pandemia por la COVID-19 y la obligatoriedad del distanciamiento social. Se buscó establecer los factores asociados al capital social en estudiantes de diversificado de la Ciudad de Guatemala durante los primeros meses de la pandemia. El enfoque fue cuantitativo, de corte transversal y alcance correlacional predictivo. El muestreo de la población fue realizado por bola de nieve en sucesión directa, obteniendo 249 estudiantes entre 15 y 24 años. Para la recolección de datos se utilizaron: cuestionario integrado para la medición de capital social (SC-IQ), cuestionario ¿Qué está pasando en la escuela? -WHITS-, una sección de la subescala Problemáticas de salud y comportamiento del cuestionario “¿Cómo es tu familia?” y un cuestionario sociodemográfico de elaboración propia. Se realizó una regresión logística binomial teniendo un modelo significativo mostrando las razones de posibilidades (OR): no vivir en el municipio de Guatemala de 3.619, no ser expulsado 0.036, no ser evangélico 2.013, no sentirse nervioso 2.228, no tener relaciones sexuales 3.289, percepción alta de conexión académica 6.723, y de reportes y búsqueda de ayuda 2.862. Esto demuestra que el capital social es afectado por factores psicosociales de manera similar a la mostrada en la literatura existente, pero debido a la pandemia se deben examinar estos resultados a futuro.
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