Bienestar psicológico en estudiantes: Adaptación cultural y revisión del modelo Ryff
Palabras clave:
modelo de bienestar de Ryff, estudiantes internacionales chinos, psicometría, bienestar psicológico, autoaceptación
Resumen
Este estudio presenta una evaluación psicométrica de la escala de Bienestar Psicológico (PWB) de Ryff para estudiantes internacionales chinos en Malasia. Con una muestra de 335 participantes, implementamos un enfoque analítico integral que incorpora análisis de Rasch, análisis factorial confirmatorio (AFC) y análisis factorial exploratorio (AFE) para evaluar y refinar la estructura de la escala. El modelado inicial de Rasch en una muestra piloto (N = 110) identificó ítems problemáticos que exhibieron desajuste de medición. Al aplicar el AFC para probar el modelo original de seis factores en el estudio principal, descubrimos altas correlaciones interfactoriales y una validez discriminante inadecuada, particularmente entre cuatro dimensiones. A través de la reespecificación y validación del modelo, desarrollamos una solución de tres factores más parsimoniosa que consolidó el Dominio Ambiental, el Crecimiento Personal, el Propósito en la Vida y la Autoaceptación en un constructo unificado, manteniendo la Autonomía y las Relaciones Positivas como factores distintos. El mo- delo optimizado de 15 ítems y tres factores demostró excelentes propiedades psicométricas (χ²/gl = 1,305, CFI = 0,995, TLI = 0,994, SRMR = 0,022, RMSEA = 0,030). Estos hallazgos sugieren que el bienestar psicológico podría manifestarse de forma más integrada entre los estudiantes internacionales chinos que se adaptan a entornos interculturales de lo que se teorizó originalmente. Este modelo perfeccionado ofrece a investigadores y profesionales un instrumento más adecuado desde el punto de vista cultural y psicométrico para evaluar el bienestar psicológico en poblaciones de estudiantes internacionales, a la vez que contribuye a nuestra comprensión de cómo el contexto cultural puede influir en la manifestación estructural de los constructos psicológicos.
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Ederio, N. T., P. Inocian, E., I. Calaca, N., & M. Espiritu, J. G. (2023). Ethical research practices in educational institutions: A Literature Review. International Journal of Current Science Research and Review, 06(05). https://doi.org/10.47191/ijcsrr/v6-i5-02
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Fernandes, H. M., Vasconcelos-Raposo, J., & Teixeira, C. M. (2010). Preliminary analysis of the psychometric properties of Ryff’s scales of psychological well-being in Portuguese adolescents. the Spanish Journal of psychology, 13(2), 1032-1043.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
Frances, M. Y., & Solon, T. K. (2014). Item response theory for measurement validity. Shanghai archives of Psychiatry, 26(3), 171. https://doi.org/10.3969/j.issn.1002-0829.2014.03.010
Gan, G. G., & Yuen Ling, H. (2019). Anxiety, depression and quality of life of medical students in Malaysia. Med J Malaysia, 74(1), 57-61.
Gould, A. (1994). The issue of measurement validity in health-care research. British Journal of Therapy and Rehabilitation, 1(2), 99–103. https://doi.org/10.12968/bjtr.1994.1.2.99
Gustems-Carnicer, Jose, Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375–390. https://doi.org/10.1080/02619768.2019.1576629
Hair, J. F. (2011). Multivariate data analysis: An overview. International encyclopedia of statistical science, 904-907. https://doi.org/10.1007/978-3-642-04898-2_395
Hair, J.F.J., Black, W. C., Babin, B.J., & Anderson, R.E. (2019). Multivariate Data
Haji-Othman, Y., & Yusuff, M. S. S. (2022). Assessing reliability and validity of attitude construct using partial least squares structural equation modeling. Int J Acad Res Bus Soc Sci, 12(5), 378-385. http://dx.doi.org/10.6007/IJARBSS/v12-i5/13289
Henn, C. M., Hill, C., & Jorgensen, L. I. (2016). An investigation into the factor structure of the Ryff Scales of Psychological Well-Being. SA Journal of Industrial Psychology, 42(1), 1-12. https://doi.org/10.4102/sajip.v42i1.1275
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135.
Huppert, F. A. (2009). Psychological well‐being: Evidence regarding its causes and consequences. Applied psychology: health and well‐being, 1(2), 137-164. https://doi.org/10.1111/j.1758-0854.2009.01008.x
Huta, V., & Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of happiness studies, 15, 1425-1456.
Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). II. More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the society for research in child development, 82(2), 13-30. http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.2/issuetoc
Jahoda, M. (1958). Current concepts of positive mental health. Basic Books. https://doi.org/10.1037/11258-000
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Publicado
2025-08-21
Cómo citar
Xu, M., Jaffri, H. B., Yang, X., Chor, S. L., & Ma, X. (2025). Bienestar psicológico en estudiantes: Adaptación cultural y revisión del modelo Ryff. Interacción Y Perspectiva, 15(3), 879-900. https://doi.org/10.5281/zenodo.16915750
Sección
Artículos de Investigación
