EFFECTS OF INSTITUTIONAL CLIMATE AND ACADEMIC SELF-CONCEPT ON POST-TRAUMATIC STRESS LEVELS IN HIGHER EDUCATION: STRUCTURAL ANALYSIS

Abstract

The present study explores the relationship between institutional climate, academic self-concept, and post-traumatic stress levels in higher education students, using a structural equation model (SEM). From a sample of 470 university students in Colombia, these three variables were evaluated using validated psychometric instruments. The findings reveal that both the institutional climate and academic self-concept exert significant effects on post-traumatic stress, the latter being a partial mediator. It is concluded that the perception of a positive institutional environment and a solid academic self-evaluation are protective factors against symptoms of post-traumatic stress in the university context.