Palabras clave
comunidades híbridas
cohesión comunitaria
integración digital-presencial
involucramiento
cohesión comunitaria
integración digital-presencial
involucramiento
Cómo citar
Vera Ballón, E. L., Barriga García, M. del C., Rivera Pinto, S. D., Pinto Hurtado, A., & Beth Evelyn. (2026). Comunidades híbridas: prácticas sociales emergentes entre lo virtual y lo presencial en contextos urbanos latinoamericanos. Universidad Ciencia Y Tecnología, 30(130), 76-86. https://doi.org/10.47460/uct.v30i130.1037
Resumen
El estudio analiza las comunidades híbridas como configuraciones sociales emergentes que integran prácticas virtuales y presenciales en contextos urbanos latinoamericanos. Se empleó un enfoque cuantitativo con datos sintéticos para examinar la relación entre interacción virtual, participación presencial, integración digital-presencial, cohesión comunitaria, identidad colectiva e involucramiento. Los resultados evidencian asociaciones positivas moderadas y altas entre las dimensiones analizadas, destacando el papel central de la integración digital-presencial y la cohesión comunitaria en la explicación del involucramiento. Los modelos de regresión confirman que el compromiso comunitario emerge como un constructo integrador, resultado de la convergencia entre prácticas sociales híbridas, vínculos relacionales e identidad compartida. El estudio aporta evidencia empírica para comprender la dinámica social urbana en la era digital.
Citas
[1] E. A. Webster and A. F. Hadwin, “Emotions and emotion regulation in undergraduate studying: Examining students’ reports from a self-regulated learning perspective,” Educational Psychology, vol. 35, no. 7, pp. 794–818, 2015, doi: 10.1080/01443410.2014.895292.
[2] S. R. Bray, N. C. Gyurcsik, S. N. Culos-Reed, K. A. Dawson, and K. A. Martin, “An exploratory investigation of the relationship between proxy efficacy, self-efficacy and exercise attendance,” Journal of Health Psychology, vol. 6, no. 4, pp. 425–434, 2001, doi: 10.1177/135910530100600405.
[3] V. Tze, P. Parker, and A. Sukovieff, “Control-value theory of achievement emotions and its relevance to school psychology,” Canadian Journal of School Psychology, vol. 37, no. 1, pp. 23–39, 2021, doi: 10.1177/08295735211053962.
[4] T. Honicke and J. Broadbent, “The influence of academic self-efficacy on academic performance: A systematic review,” Educational Research Review, vol. 17, pp. 63–84, 2016, doi: 10.1016/j.edurev.2015.11.002.
[5] D. E. Patterson and S. Mastracci, “Review of Descartes’ Error: Emotion, Reason, and the Human Brain,” Administrative Theory & Praxis, vol. 41, no. 2, pp. 186–188, 2019, doi: 10.1080/10841806.2018.1517519.
[6] M. C. Pascoe, S. E. Hetrick, and A. G. Parker, “The impact of stress on students in secondary school and higher education,” International Journal of Adolescence and Youth, vol. 25, no. 1, pp. 104–112, 2020, doi: 10.1080/02673843.2019.1596823.
[7] K. Salmela-Aro and S. Read, “Study engagement and burnout profiles among university students,” Burnout Research, vol. 7, pp. 21–28, 2017, doi: 10.1016/j.burn.2017.11.001.
[8] J. J. Gross, “The emerging field of emotion regulation: An integrative review,” Review of General Psychology, vol. 2, no. 3, pp. 271–299, 1998, doi: 10.1037/1089-2680.2.3.271.
[9] R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being,” American Psychologist, vol. 55, no. 1, pp. 68–78, 2000, doi: 10.1037/0003-066X.55.1.68.
[10] D. Soares and K. Woods, “An international systematic literature review of test anxiety interventions 2011–2018,” Pastoral Care in Education, vol. 38, no. 4, pp. 311–334, 2020, doi: 10.1080/02643944.2020.1725909.
[11] F. Bolinski, N. Boumparis, A. Kleiboer, P. Cuijpers, D. D. Ebert, and H. Riper, “The effect of e-mental health interventions on academic performance in university and college students: A meta-analysis of randomized controlled trials,” Internet Interventions, vol. 20, Art. no. 100321, 2020, doi: 10.1016/j.invent.2020.100321.
[12] J. Camacho-Morles, G. R. Slemp, R. Pekrun, K. Loderer, H. Hou, and L. G. Oades, “Activity achievement emotions and academic performance: A meta-analysis,” Educational Psychology Review, vol. 33, no. 3, pp. 1051–1095, 2021, doi: 10.1007/s10648-020-09585-3.
[13] K. Salmela-Aro and K. Upadyaya, “School burnout and engagement in the context of demands-resources model,” British Journal of Educational Psychology, vol. 84, no. 1, pp. 137–151, 2014, doi: 10.1111/bjep.12018.
[14] C. Maslach and S. E. Jackson, “The measurement of experienced burnout,” Journal of Occupational Behaviour, vol. 2, no. 2, pp. 99–113, 1981, doi: 10.1002/job.4030020205.
[15] B. L. Fredrickson, “The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions,” American Psychologist, vol. 56, no. 3, pp. 218–226, 2001, doi: 10.1037/0003-066X.56.3.218.
[16] J. M. Braxton, “Review of Leaving College: Rethinking the Causes and Cures of Student Attrition, by V. Tinto,” Journal of College Student Development, vol. 60, no. 1, pp. 129–134, 2019, doi: 10.1353/csd.2019.0012.
[17] R. Pekrun, T. Goetz, A. C. Frenzel, P. Barchfeld, and R. P. Perry, “Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ),” Contemporary Educational Psychology, vol. 36, no. 1, pp. 36–48, 2011, doi: 10.1016/j.cedpsych.2010.10.002.
[18] P. F. Lovibond and S. H. Lovibond, “The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories,” Behaviour Research and Therapy, vol. 33, no. 3, pp. 335–343, 1995, doi: 10.1016/0005-7967(94)00075-U.
[19] D. Watson, L. A. Clark, and A. Tellegen, “Development and validation of brief measures of positive and negative affect: The PANAS scales,” Journal of Personality and Social Psychology, vol. 54, no. 6, pp. 1063–1070, 1988, doi: 10.1037/0022-3514.54.6.1063.
[2] S. R. Bray, N. C. Gyurcsik, S. N. Culos-Reed, K. A. Dawson, and K. A. Martin, “An exploratory investigation of the relationship between proxy efficacy, self-efficacy and exercise attendance,” Journal of Health Psychology, vol. 6, no. 4, pp. 425–434, 2001, doi: 10.1177/135910530100600405.
[3] V. Tze, P. Parker, and A. Sukovieff, “Control-value theory of achievement emotions and its relevance to school psychology,” Canadian Journal of School Psychology, vol. 37, no. 1, pp. 23–39, 2021, doi: 10.1177/08295735211053962.
[4] T. Honicke and J. Broadbent, “The influence of academic self-efficacy on academic performance: A systematic review,” Educational Research Review, vol. 17, pp. 63–84, 2016, doi: 10.1016/j.edurev.2015.11.002.
[5] D. E. Patterson and S. Mastracci, “Review of Descartes’ Error: Emotion, Reason, and the Human Brain,” Administrative Theory & Praxis, vol. 41, no. 2, pp. 186–188, 2019, doi: 10.1080/10841806.2018.1517519.
[6] M. C. Pascoe, S. E. Hetrick, and A. G. Parker, “The impact of stress on students in secondary school and higher education,” International Journal of Adolescence and Youth, vol. 25, no. 1, pp. 104–112, 2020, doi: 10.1080/02673843.2019.1596823.
[7] K. Salmela-Aro and S. Read, “Study engagement and burnout profiles among university students,” Burnout Research, vol. 7, pp. 21–28, 2017, doi: 10.1016/j.burn.2017.11.001.
[8] J. J. Gross, “The emerging field of emotion regulation: An integrative review,” Review of General Psychology, vol. 2, no. 3, pp. 271–299, 1998, doi: 10.1037/1089-2680.2.3.271.
[9] R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being,” American Psychologist, vol. 55, no. 1, pp. 68–78, 2000, doi: 10.1037/0003-066X.55.1.68.
[10] D. Soares and K. Woods, “An international systematic literature review of test anxiety interventions 2011–2018,” Pastoral Care in Education, vol. 38, no. 4, pp. 311–334, 2020, doi: 10.1080/02643944.2020.1725909.
[11] F. Bolinski, N. Boumparis, A. Kleiboer, P. Cuijpers, D. D. Ebert, and H. Riper, “The effect of e-mental health interventions on academic performance in university and college students: A meta-analysis of randomized controlled trials,” Internet Interventions, vol. 20, Art. no. 100321, 2020, doi: 10.1016/j.invent.2020.100321.
[12] J. Camacho-Morles, G. R. Slemp, R. Pekrun, K. Loderer, H. Hou, and L. G. Oades, “Activity achievement emotions and academic performance: A meta-analysis,” Educational Psychology Review, vol. 33, no. 3, pp. 1051–1095, 2021, doi: 10.1007/s10648-020-09585-3.
[13] K. Salmela-Aro and K. Upadyaya, “School burnout and engagement in the context of demands-resources model,” British Journal of Educational Psychology, vol. 84, no. 1, pp. 137–151, 2014, doi: 10.1111/bjep.12018.
[14] C. Maslach and S. E. Jackson, “The measurement of experienced burnout,” Journal of Occupational Behaviour, vol. 2, no. 2, pp. 99–113, 1981, doi: 10.1002/job.4030020205.
[15] B. L. Fredrickson, “The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions,” American Psychologist, vol. 56, no. 3, pp. 218–226, 2001, doi: 10.1037/0003-066X.56.3.218.
[16] J. M. Braxton, “Review of Leaving College: Rethinking the Causes and Cures of Student Attrition, by V. Tinto,” Journal of College Student Development, vol. 60, no. 1, pp. 129–134, 2019, doi: 10.1353/csd.2019.0012.
[17] R. Pekrun, T. Goetz, A. C. Frenzel, P. Barchfeld, and R. P. Perry, “Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ),” Contemporary Educational Psychology, vol. 36, no. 1, pp. 36–48, 2011, doi: 10.1016/j.cedpsych.2010.10.002.
[18] P. F. Lovibond and S. H. Lovibond, “The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories,” Behaviour Research and Therapy, vol. 33, no. 3, pp. 335–343, 1995, doi: 10.1016/0005-7967(94)00075-U.
[19] D. Watson, L. A. Clark, and A. Tellegen, “Development and validation of brief measures of positive and negative affect: The PANAS scales,” Journal of Personality and Social Psychology, vol. 54, no. 6, pp. 1063–1070, 1988, doi: 10.1037/0022-3514.54.6.1063.
Descargas
La descarga de datos todavía no está disponible.