Análisis del perfil psicosocial, motivacional, laboral y competencial del alumnado universitario de las ciudades transfronterizas de Ceuta y Melilla

Abstract

As main results and conclusions, it is highlighted that the motivation of university students is a determining psychosocial variable that influences academic performance, abandonment of the degree and the probability of social and labor insertion. Manifesting, mostly, a motivation of an intrinsic nature, a higher level of this is related to a lower level of procrastination than the most motivated or unmotivated student. University students with a high level of social development, that is, socially competent, have greater labour insertion than students with less social development. The social skills involved in conflict resolution will encourage students to use them as a coping tool in the face of academic, social, work and personal challenges that arise in their daily lives. Emotional intelligence is a psychosocial variable present in decision-making. Emotional regulation will facilitate emotional development and, therefore, will promote coping, in a positive way, with the obstacles that arise for students, helping them make decisions in the face of them. Therefore, emotional intelligence is related to selfperceived psychological and social well-being, being essential to maintain optimal physical, mental and social health. Women in higher education have a higher level of social skills than men, the most important being cooperation and support skills, empathy, attention and listening and initiative, the students perceiving a greater development of the same, while they reported having poorly developed skills such as emotional control and leadership. Higher education students who study and work simultaneously, or who have previous work experience, show higher levels of social competence than unemployed students, specifically in social skills to follow orders, numerical reasoning, leadership, initiative and autonomy, as well as a greater capacity for analysis and synthesis. Religion and the degree that university students take are variables that determine the motivational level of university students in multicultural and cross-border cities such as Ceuta and Melilla. The Christian student body has a higher level of intrinsic motivation than the Muslim student body, while the student body experiences higher values of amotivation than the Christian student body. Regarding the degree, the student body of degrees with a strong vocational character, such as the degree in Early Childhood Education, show greater motivation than the student body of degrees such as the degree in Business Administration and Management. Nursing degree students show a medium-high level of social skills such as adaptability, empathy and prosociality and a medium level of intrinsic motivation, lower compared to students of other degrees such as Physical Education, which has values higher than nursing students. Finally, female and Catholic students are intrinsically more motivated than male and Muslim or atheist students. The sociable and assertive student body is more intrinsically motivated than the asocial one, while the reserved one has a higher level of amotivation than the more communicative students, there being a negative correlation between amotivation and the sociability and assertiveness of the student body, so the more The more sociable and assertive the student is, the lower their amotivation, and the more aggressive and unsociable they are, the greater the amotivation they experience.