Clima de diversidad etaria y clima psicoeducativo en docentes peruanos: el papel mediador del apoyo social percibido

Rafael Romero-Carazas; Victor Cornejo-Aparicio; Marco Antonio  Huamani-Molloco; Constante Eduardo  Jara-Ortega; Rubén Celestino  Fernández-Fernández; Luis Herminio Torres-Arce

doi:10.18050/psiquemag.v15i1.4295

Autores/as

Rafael Romero-Carazas Universidad Nacional de San Agustín de Arequipa https://orcid.org/0000-0001-8909-7782
Victor Cornejo-Aparicio Universidad Nacional de San Agustín de Arequipa https://orcid.org/0000-0001-6471-1731
Marco Antonio Huamani-Molloco Universidad Nacional de San Agustín de Arequipa https://orcid.org/0000-0001-5095-3588
Constante Eduardo Jara-Ortega Universidad Nacional de San Agustín de Arequipa https://orcid.org/0000-0002-5059-9096
Rubén Celestino Fernández-Fernández Universidad Nacional de San Agustín de Arequipa https://orcid.org/0000-0003-2716-7284
Luis Herminio Torres-Arce Universidad Nacional de San Agustín de Arequipa https://orcid.org/0000-0002-3605-4276

DOI:

https://doi.org/10.18050/psiquemag.v15i1.4295

Palabras clave:

Diversidad etaria, apoyo a la formación, docencia

Resumen

El presente estudio tuvo como objetivo examinar la relación entre la clima de diversidad etaria y el clima psicoeducativo en docentes de educación básica de Arequipa, considerando el papel mediador del apoyo social percibido. Se empleó un enfoque cuantitativo, con diseño no experimental de corte transversal y una muestra no probabilístico por conveniencia de 275 docentes. Los instrumentos utilizados fueron la Age Diversity Climate Scale, la Delaware School Climate Survey–Teacher Version y la Multidimensional Scale of Perceived Social Support. El análisis se realizó mediante modelamiento de ecuaciones estructurales con PLS-SEM (SmartPLS 4.1.2), evaluando la validez del modelo a través de la varianza media extraída (AVE > 0.50), la fiabilidad compuesta (CR > 0.70), evidenciando adecuados niveles de consistencia interna y calidad del modelo. Los resultados mostraron que el clima de diversidad etaria se relaciona significativamente con el clima psicoeducativo (β = 0.807, p < .001) y con el apoyo social percibido (β = 0.614, p < .001), mientras que el apoyo social predice el clima (β = 0.709, p < .001). Asimismo, se confirmó una mediación parcial del apoyo social. Desde una perspectiva teórica, los hallazgos amplían la comprensión del clima psicoeducativo al integrar la diversidad generacional como antecedente y el apoyo social como mecanismo explicativo, aportando evidencia empírica al marco de la teoría del intercambio social en contextos educativos latinoamericanos

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