Universidad Nacional Amazónica de Madre de Dios, Escuela Profesional de Educación. Puerto Maldonado, Perú
Universidad Nacional de Cañete, Escuela Profesional de Ingeniería de Sistemas. Cañete, Perú
Universidad Andina Néstor Cáceres Velásquez, Escuela Profesional de Ingeniería de Sistemas. Juliaca, Perú
Universidad Nacional Amazónica de Madre de Dios, Escuela Profesional de Enfermería. Puerto Maldonado, Perú
Universidad Nacional de Educación Enrique Guzmán y Valle, Escuela Profesional de Administración y Negocios Internacionales. Lima, Perú
Introduction: Satisfaction with life plays a crucial role in students' academic and personal experience as it can influence their academic performance, emotional well-being, and adaptation to the higher education environment.
Objective: To determine whether resilience, perceived social support, and self-esteem predict satisfaction with life in Peruvian pre-service teacher education students.
Methods: A quantitative, observational, analytical, predictive, and cross-sectional study was conducted. The sample consisted of 215 students of both sexes who were administered the Connor-Davidson Resilience Scale Short Form, the Social Support Perception Scale, the Rosenberg Self-esteem Scale, and the Satisfaction with Life Scale, instruments with adequate psychometric properties. Regarding statistical methods, Pearson correlation coefficient was used, followed by multiple linear regression analysis.
Results: Multiple regression analysis showed a good fit for the model (F=78.319; p<0.05), indicating that resilience (β=0.103; p<0.05), perceived social support (β=0.268; p<0.05), and self-esteem (β=0.274; p<0.05) explained 52% of the total variance of the satisfaction with life variable.
Conclusions: Resilience, perceived social support, and self-esteem predict satisfaction with life in Peruvian pre-service teacher education students. Therefore, it is recommended to foster an institutional culture that values and promotes students' emotional well-being, providing psychological and emotional support resources and services.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.