Relationship between psychological well-being and human formation in university students
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Abstract
Psychological well-being is an essential axis in university education, especially in programs where the accompaniment of human suffering requires a solid ethical and existential formation. From Carol Ryff's model, well-being is conceived as the active development of six dimensions: self-acceptance, positive relationships, autonomy, personal growth, mastery of the environment and life purpose. Objective: To understand the relationship between psychological well-being and human formation processes in university students, identifying the personal, academic and existential factors that favor their integral development and meaning of life. Methodology: Qualitative research with phenomenological-hermeneutical orientation, carried out with 489 students of the Psychology program of the University of Manizales (2017-2024). Structured interviews were used in three time periods and analyzed using ATLAS.ti 25, generating metaparagraphs and interpretative graphs. Results: The findings show three formative moments: (1) self-knowledge and ethical awareness (2017- 2019); (2) resilience and mutual aid during the pandemic (2020-2022); and (3) emotional integration and professional maturity (2023-2024). Personal growth and learning for life are consolidated as transversal axes of the educational process. Discussion: The student experiences confirm the validity of Ryff's dimensions and his humanist foundations (Rogers, Allport, Maslow, Frankl, Jung, Erikson, Bühler, Neugarten and Jahoda), showing that human formation promotes self-realization, meaning and existential balance. Conclusions: Psychological well-being in the university is configured as a dynamic process of humanization and meaningful learning, where knowledge, emotion and ethics are integrated in the construction of a full and responsible life project.
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