PROFESSIONAL IDENTITY IN A FLUID PANDEMIC CONTEXT. MEASURING ACADEMIC WORRIES OF UNIVERSITY STUDENTS: INITIAL VALIDATION OF A SCALE
DOI:
https://doi.org/10.47743/asas-2021-2-664Cuvinte cheie:
studenţi la asistenţă socială, îngrijorare academică, identitate profesională, Covid-19, identitate fluidăRezumat
Obiectivul central al articolului este de a testa validatatea și de a evidenţia proprietăţile psihometrice ale unei scale despre îngrijorările pe plan academic, în context pandemic, în rândul studenţilor (scala PAWAUS), în urma efectuării unei cercetări cantitative, prin intermediul unui chestionar auto-administrat, în cadrul unei universităţi din partea de nord-est a României, în mai 2021. Eșantionul a cuprins 282 de studenţi care urmau programe de studii de licenţă și masterat în domeniul Asistenţei Sociale. Analiza factorială efectuată arată o validare iniţială a scalei PAWAUS. La nivel general, rezultatele acestui studiu indică faptul că studenţii s-au adaptat rapid și (relativ) fluid la noul context, raportând însă îngrijorări legate de traseul lor academic și profesional. Premisa de la care am pornit a fost că studenţii de la Asistenţă socială urmează, în context pandemic, o specializare în care îmbinarea cunoștinţelor teoretice cu abilităţile de ordin practic încă din perioada studiilor universitare este esenţială, fapt care poate contribui la formarea identităţii lor profesionale. Un alt doilea obiectiv al articolului a constat în analizarea impactului emoţional al pandemiei în rândul studenţilor de la Asistenţă socială, apelând la un instrument recent construit – PEIS (Ballou et al., 2020). Prin analiza particulară a relaţiei dintre cele două scale am identificat faptul că îngrijorările studenţilor de la Asistenţă socială sunt influenţate semnificativ de impactul emoţional generat de pandemia de Covid-19.
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