ABSTRACT
Objective: To determine the incidence of partner violence and emotional competencies in adaptation to university life.
Theoretical Framework: This study 1s based on theories of Walker's cycle of violence, Pence and Paymar's power and control, Mayer and Salovey's emotional competencies, Bisquerra's pentagonal model, Salanova's academic self-efficacy, and Lazarus and Folkman's coping with stress.
Method: The study used a quantitative approach with a descriptive-explanatory non-experimental design. The population was 513,265 university students, with a sample of 268. Three structured questionnaires were applied with high validity (0.964-0.9835) and reliability (Cronbach's alpha 0.904-0.960).
Results and Discussion: The results showed that mild intimate partner violence does not significantly affect university adaptation, while emotional competencies do have a relevant impact, supporting the theories of Mayer, Salovey, Goleman and Bisquerra on their importance for personal, academic and social adaptation in the university environment.
Implications of the research: Emotional competencies were found to be essential for achieving adaptation to contexts as different as the university, so it is necessary to promote programs that encourage their development.
Originality/Value: This study addresses how intimate partner violence affects university adaptation, highlighting the strengthening of emotional competencies as a key strategy. Its contribution lies in generating practical evidence to improve student well-being and enrich educational and psychological literature.
Keywords: Violence, Life Competencies, Student Adaptation, Gender Equality, University Student.
RESUMO
Objetivo: Determinar a incidência de violência por parceiro íntimo e as competências emocionais na adaptação a vida universitária.
Referencial Teórico: Este estudo baseia-se nas teorias do ciclo de violéncia de Walker, do poder e controle de Pence e Paymar, das competéncias emocionais de Mayer e Salovey, do modelo pentagonal de Bisquerra, da autoeficácia académica de Salanova e do enfrentamento do estresse de Lazarus e Folkman.
Método: O estudo utilizou abordagem quantitativa com desenho descritivo-explicativo náo experimental. A população foi de 513.265 estudantes universitários, com amostra de 268. Foram aplicados três questionários estruturados com alta validade (0,964-0,9835) e confiabilidade (alfa de Cronbach 0,904-0,960).
Resultados e Discussão: Os resultados mostraram que a violência moderada entre parceiros nao afeta significativamente a adaptação universitária, enquanto as competências emocionais tem um impacto relevante, apoiando as teorias de Mayer, Salovey, Goleman e Bisquerra sobre a sua importância para a adaptação pessoal, académica e social. o ambiente universitário.
Implicações da pesquisa: Verificou-se que as competências emocionais são essenciais para conseguir a adaptação a contextos tão diferentes como o universitário, por isso é necessário promover programas que incentivem o seu desenvolvimento.
Originalidade/Valor: Este estudo aborda como a violência entre parceiros íntimos afeta a adaptação universitária, destacando o fortalecimento das competências emocionais como estratégia chave. A sua contribuição reside па geração de evidências práticas para melhorar o bem-estar dos alunos e enriquecer a literatura educacional e psicológica.
Palavras-chave: Violéncia, Competéncias para a Vida, Adaptacdo Estudantil, Igualdade de Género, Estudante Universitário.
RESUMEN
Objetivo: Determinar la incidencia de violencia en pareja y competencias emocionales en la adaptación a la vida universitaria.
Marco Teórico: Este estudio se fundamenta en teorías del ciclo de la violencia de Walker, el poder y control de Pence y Paymar, las competencias emocionales de Mayer y Salovey, el modelo pentagonal de Bisquerra, la autoeficacia académica de Salanova y el afrontamiento al estrés de Lazarus y Folkman.
Método: El estudio utilizó un enfoque cuantitativo con diseño no experimental descriptivo-explicativo. La población fue de 513,265 estudiantes universitarios, con una muestra de 268. Se aplicaron tres cuestionarios estructurados con alta validez (0.964-0.9835) y confiabilidad (alfa de Cronbach 0.904-0.960).
Resultados y Discusión: Los resultados mostraron que la violencia en pareja de nivel leve no afecta significativamente la adaptación universitaria, mientras que las competencias emocionales sí tienen un impacto relevante, respaldando las teorías de Mayer, Salovey, Goleman y Bisquerra sobre su importancia para la adaptación personal, académica y social en el ámbito universitario.
Implicaciones de la investigación: Se hallaron que las competencias emocionales son fundamentales para lograr la adaptación a contextos tan diferentes como el universitario, por lo que es necesario promover programas que fomenten su desarrollo.
Originalidad/Valor: Este estudio aborda cómo la violencia en pareja afecta la adaptación universitaria, destacando el fortalecimiento de competencias emocionales como estrategia clave. Su aporte reside en generar evidencia práctica para mejorar el bienestar estudiantil y enriquecer la literatura educativa y psicológica.
Palabras clave: Violencia, Competencias para la Vida, Adaptación del Estudiante, Igualdad de Género, Estudiante Universitario.
1 INTRODUCTION
Intimate partner violence is a phenomenon of great social and public health significance, the repercussions of which affect individuals in diverse settings, including the university population. This context is especially significant due to the particular characteristics of this life stage, in which students face challenges such as the beginning of adult intimate relationships, academic adaptation, and the search for emotional independence. The World Health Organization (WHO, 2021) defines intimate partner violence as any behavior that causes physical, sexual, or psychological harm within an intimate relationship, including physical assault, sexual abuse, psychological harm, and coercive control. In the university setting, this problem can manifest itself with greater prevalence due to factors such as academic stress, inexperience in healthy relationships, and substance use.
Globally, recent studies demonstrate the magnitude of this problem. According to the WHO, 30% of women have experienced physical or sexual violence from their partner at some point in their lives, a figure that increases in university settings. In countries like the United States, 43% of female students have reported experiences of physical, sexual, or psychological abuse. In Europe, the United Kingdom reveals that 16% of university women have suffered abuse, while in Australia, 21% of university students report experiencing coercive control. In Latin America, the rates are also alarming; in Peru, according to the National Institute of Statistics and Census (ENDES) (2023), 53.8% of women have been victims of intimate partner violence, with a higher incidence in urban areas like Metropolitan Lima.
In this context, there is a need to address how intimate partner violence affects university students in Metropolitan Lima, particularly in terms of their university adaptation. This process includes personal, academic, social, and institutional dimensions, all of which are susceptible to being negatively influenced by violence. Furthermore, emotional competencies emerge as a crucial factor in how students cope with these situations, as low emotional intelligence is associated with greater vulnerability to abuse and difficulty managing the demands of the university environment.
Based on this context, the research poses the main question: What is the impact of intimate partner violence and emotional competencies on the adaptation to university life of students in Metropolitan Lima, 2024? In addition, specific questions related to the dimensions of university adaptation are explored: personal, academic, social, and institutional.
The study's justification lies in its theoretical and practical contributions. From a theoretical perspective, it seeks to broaden understanding of the relationship between intimate partner violence, emotional competencies, and university adjustment, providing empirical evidence to support the design of preventive and intervention programs. From a practical perspective, it seeks to promote emotional competency training strategies and institutional support policies to mitigate the negative effects of intimate partner violence, fostering healthy relationships and inclusive environments in universities.
2 THEORETICAL FRAMEWORK
Intimate partner violence is a multidimensional phenomenon that significantly affects the individuals involved, and its study has been addressed both internationally and nationally. Research such as that by Chan & Zhang (2023) in China and Ramos & Ferreira (2022) in Spain has shown that greater emotional intelligence is inversely related to intimate partner violence, suggesting that the development of emotional competencies can reduce the incidence of abuse. Vezina & Hébert (2021) corroborated that emotional management reduces victimization in university students, while Coker & Smith (2020) highlighted that emotional competencies improve the academic adaptation of those who suffer from intimate partner violence.
In the national context, studies such as that by Flores & Vega (2023) show that intimate partner violence hinders the academic and social adaptation of university students in Lima, while Garcia & Pérez (2022) concluded that emotional competencies act as a protective factor. López 8 Sánchez (2021) and Villacorta (2020) also found that psychological violence negatively impacts emotional health and academic performance, respectively. Mendoza & Torres (2019) identified effective communication and social support as protective factors against violence.
From a theoretical perspective, Walker (2023) proposed the cycle of violence, describing a pattern of escalating tension, explosion of violence, and reconciliation. Stark (2023) introduced coercive control as a form of abuse that undermines the victim's autonomy. Pence & Paymar's (1993, cited by Betancourt, 2021) theory of power and control highlighted the use of domination tactics. Finally, Bronfenbrenner's (1979, cited by Díaz, 2020) ecological theory suggested that intimate partner violence arises from the interaction of individual, relational, community, and social factors, emphasizing the need for multidimensional interventions for its prevention.
The Dating Violence Questionnaire (CUVINO-R) by Rodríguez et al . (2017) addresses dimensions such as coercion, detachment, physical violence, humiliation, and sexual violence, providing a comprehensive framework for assessing violence in intimate partner relationships. These dimensions, in conjunction with theoretical models and empirical studies, underscore the importance of emotional competencies and resilience as mediators of intimate partner violence, as well as the need for interventions that consider multiple levels of influence.
Emotional competencies, understood as a set of skills to identify, understand, manage, and use emotions effectively, are essential for personal well-being and academic and professional success. These include self-awareness, emotional regulation, motivation, empathy, and social skills (Mayer & Salovey, 1990; Goleman, 2022). Self-awareness facilitates the recognition of emotions, while emotional regulation involves controlling emotional responses to avoid impulsive reactions. Motivation directs emotions toward personal achievements, empathy allows for emotional understanding of others, and social skills are key to effective interaction (Bisquerra, 2019).
Bisquerra's (2019) model highlights five dimensions of emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social skills, and well-being. Emotional awareness allows us to identify and understand our own and others' emotions, laying the foundation for assertive interactions and improved self-knowledge. Emotional regulation involves modulating emotions, adapting them to situations and avoiding maladaptive reactions. Emotional autonomy promotes independence from external validation, supporting a positive self-image and a resilient response to adversity. Social skills, including empathy and assertiveness, are crucial for building healthy relationships. Finally, life and well-being skills encompass resilience and the ability to confront challenges constructively (Extremera & Fernández, 2019; Sánchez & Cano, 2021).
Adaptation to university life is defined as the process of adjustment to the academic, social, and personal environment, influenced by emotional competencies and social skills. Rodríguez-Ayan & Sotelo (2014) propose psychosocial adjustment in dimensions such as personal adaptation, academic performance, social adaptation, and institutional attachment. Personal adaptation is associated with emotional stability and stress management, while academic performance is related to organization and self-efficacy. Social adaptation promotes supportive relationships, and institutional attachment implies identification with the university's values (Restrepo et al ., 2023).
Recent theories highlight resilience and social support as key factors in adaptation (Ornelas ег al ., 2021), and the Lazarus and Folkman (1984) stress and coping model describes cognitive assessment and coping strategies in managing university stress. These approaches integrate emotional, academic, and social factors for effective adjustment (Van Rooij et al ., 2017). The study hypothesis states that intimate partner violence and emotional competencies impact adaptation to university life in students from Metropolitan Lima, 2024.
3 METHODOLOGY
This study falls within the scope of basic or pure research, aimed at contributing new knowledge without direct practical purposes. A quantitative approach was adopted, using numerical measurement and statistical techniques for analysis, and a causal explanatory level, seeking to demonstrate the influence of the independent variables on the dependent variable. A non-experimental design was employed, without manipulation of variables, allowing the phenomena to be studied in their natural context, with a cross-sectional approach by collecting data at a single point in time.
The research design considered three variables: intimate partner violence (X1), emotional competencies (X2), and university adjustment (Y 1). Intimate partner violence was defined as harmful behaviors (physical, psychological, sexual) that seek control and subordination, with specific dimensions and indicators such as coercion and humiliation. Emotional competencies encompass knowledge and skills for emotional regulation and social interaction, and university adjustment, the capacity for psychosocial adjustment that affects well-being and performance, was subdivided into personal, academic, social, and institutional, with indicators such as stress and interpersonal relationships.
The population was 513,265 university students from Metropolitan Lima in 2024. The sample, representative of this population, was 268 students intentionally selected and calculated with a 95% confidence level and a significance level of 0.05. The selection was non-probabilistic, deliberately based on convenience. The collection technique was a survey, using validated and reliable questionnaires for each variable, with content validity obtained through expert judgments and high Cronbach's alpha coefficients, indicating high reliability (0.904 to 0.960). SPSS was used for descriptive and inferential analysis, applying ordinal logistic regression to evaluate the causal relationship.
The study adhered to fundamental ethical principles, including respect, equity, and the common good, in line with CONCYTEC standards and University Resolution No. 0470-2022-UCV. Scientific integrity, participant anonymity, and informed consent were guaranteed, while confidentiality and transparency were maintained in data presentation, applying ethical and citation standards according to the 7th Edition of the APA.
4 RESULTS AND DISCUSSIONS
Main descriptive data:
93.3% of students experienced mild intimate partner violence, suggesting a high prevalence of this phenomenon in a less severe, but not trivial, form.
Almost half of the students (48.1%) have high emotional competencies, while 47.8% are at an average level, indicating an overall positive trend in the population studied.
67.2% of students adapt at an intermediate level and 28.4% at a high level, indicating that the majority achieve at least a moderate adaptation.
Inferential results for the general hypothesis:
The model is statistically significant (р < 0.05), showing a general relationship between the independent variables and university adaptation.
The model explains 33% of the variability in university adaptation.
Emotional competencies were found to be significant in predicting university adjustment at low and average levels (p - 0.000), while intimate partner violence did not show significant incidence at any level.
The results of this research revealed that, although 93.3% of students experience mild intimate partner violence, it does not significantly impact their adjustment to university life. This finding contrasts with studies such as that of Flores and Vega (2023), which found negative effects of intimate partner violence on university adjustment. One possible explanation lies in the classification of violence by intensity levels in this study, which could limit the perception of impact compared to previous research that analyzed more severe forms of violence.
Furthermore, the cultural context of Metropolitan Lima may influence these results, as studies such as those by Quispe & Sullca (2023) and Santos & Ubeta (2023) suggest that mild forms of violence may be normalized in urban contexts, reducing their disruptive effect on academic life. Contrary to violence, emotional competencies were shown to have a significant impact on all dimensions of university adaptation, supporting the importance of emotional regulation and resilience, as argued by Goleman (2022) and Bisquerra (2019).
The findings corroborate Mayer and Salovey's (1990) model, indicating that students with greater emotional competencies handle academic challenges better and integrate socially. This link was also highlighted by Tinto (1987) and Samoila & Vrabie (2023), who underline the importance of social integration in adaptation. In contrast, intimate partner violence was not relevant in social or institutional adaptation, which could be explained by the low intensity of the cases studied and the existence of support networks external to the couple's environment, as suggested by Mendoza and Torres (2019).
Compared with international studies, such as those by Vezina and Hebert (2021) and Ramos and Ferreira (2022), this study found a less clear relationship between mild violence and adjustment. These studies reported significant effects in contexts where moderate or severe violence was considered, suggesting that the intensity of violence is crucial for its impact on university adjustment. Methodological and cultural differences, such as the perception and management of violence, could also explain these discrepancies.
In conclusion, the research highlights that, although emotional competencies are crucial for successful adaptation, mild partner violence does not have a significant impact, emphasizing the importance of analyzing the severity of violence and considering the cultural context in future studies.
5 CONCLUSION
This study confirmed that emotional competencies have a significant impact on students' university adjustment, positively contributing to the personal, academic, social, and institutional dimensions. In contrast, intimate partner violence, reported at mostly mild levels, did not show a significant impact on university adjustment. These findings highlight that emotional competencies are a determining factor in successfully facing the challenges inherent to university life, while mild intimate partner violence does not appear to significantly alter students' ability to adapt to their academic and social environment.
Regarding the specific objectives, the following conclusions are reached:
1. Personal dimension : Emotional competencies proved to be key for students to effectively manage stress and emotional demands, improving their personal well-being. Intimate partner violence, even at mild levels, did not show a significant impact on this dimension.
2. Academic Dimension : Emotional competencies stood out as a significant predictor of coping with academic demands and maintaining good performance. Intimate partner violence did not significantly influence this area, which may be explained by the mild nature of the violence reported.
3. Social dimension : Emotional competencies facilitated students' social integration, promoting healthy interpersonal relationships and active participation in university life. Intimate partner violence showed no significant effects, possibly because support from external networks mitigated any negative impact.
4. Institutional dimension : Students with higher emotional competencies perceived and utilized the institutional resources offered by the university more effectively. Intimate partner violence, even at mild levels, did not affect students' interactions with the institution.
Overall, the results underscore the importance of strengthening emotional competencies in university students as a key strategy for improving their adaptation to the personal, academic, social, and institutional demands of university life. The practical implications suggest the need to implement emotional development programs in universities to optimize student experience and performance.
ACKNOWLEDGMENTS
We would like to thank all the students enrolled at universities in Metropolitan Lima who willingly responded to the questionnaires.
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Abstract
Objective: To determine the incidence of partner violence and emotional competencies in adaptation to university life. Theoretical Framework: This study 1s based on theories of Walker's cycle of violence, Pence and Paymar's power and control, Mayer and Salovey's emotional competencies, Bisquerra's pentagonal model, Salanova's academic self-efficacy, and Lazarus and Folkman's coping with stress. Method: The study used a quantitative approach with a descriptive-explanatory non-experimental design. The population was 513,265 university students, with a sample of 268. Three structured questionnaires were applied with high validity (0.964-0.9835) and reliability (Cronbach's alpha 0.904-0.960). Results and Discussion: The results showed that mild intimate partner violence does not significantly affect university adaptation, while emotional competencies do have a relevant impact, supporting the theories of Mayer, Salovey, Goleman and Bisquerra on their importance for personal, academic and social adaptation in the university environment. Implications of the research: Emotional competencies were found to be essential for achieving adaptation to contexts as different as the university, so it is necessary to promote programs that encourage their development. Originality/Value: This study addresses how intimate partner violence affects university adaptation, highlighting the strengthening of emotional competencies as a key strategy. Its contribution lies in generating practical evidence to improve student well-being and enrich educational and psychological literature.