Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19
Human behavior during COVID-19 has led to the study of attitude and preferences among the population in different circumstances. In this sense, studying human behavior can contribute to creating policies for integral education, which should consider the convergence between social responsibility and...
- Autores:
-
Severino-González, Pedro
Toro-Lagos, Victoria
Santinelli Ramos, Miguel Ángel
Romero-Argueta, José
Sarmiento Peralta, Giusseppe Geraldes
Kinney, Ian S.
Ramírez Molina, Reynier Israel
villar olaeta, javier
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9551
- Acceso en línea:
- https://hdl.handle.net/11323/9551
https://repositorio.cuc.edu.co/
- Palabra clave:
- Social responsibility
Spiritual intelligence
COVID-19
Educational
University students
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
id |
RCUC2_197749fdfb7178964ed4dcc14986b52d |
---|---|
oai_identifier_str |
oai:repositorio.cuc.edu.co:11323/9551 |
network_acronym_str |
RCUC2 |
network_name_str |
REDICUC - Repositorio CUC |
repository_id_str |
|
dc.title.eng.fl_str_mv |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
title |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
spellingShingle |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 Social responsibility Spiritual intelligence COVID-19 Educational University students |
title_short |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
title_full |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
title_fullStr |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
title_full_unstemmed |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
title_sort |
Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19 |
dc.creator.fl_str_mv |
Severino-González, Pedro Toro-Lagos, Victoria Santinelli Ramos, Miguel Ángel Romero-Argueta, José Sarmiento Peralta, Giusseppe Geraldes Kinney, Ian S. Ramírez Molina, Reynier Israel villar olaeta, javier |
dc.contributor.author.none.fl_str_mv |
Severino-González, Pedro Toro-Lagos, Victoria Santinelli Ramos, Miguel Ángel Romero-Argueta, José Sarmiento Peralta, Giusseppe Geraldes Kinney, Ian S. Ramírez Molina, Reynier Israel villar olaeta, javier |
dc.subject.proposal.eng.fl_str_mv |
Social responsibility Spiritual intelligence COVID-19 Educational University students |
topic |
Social responsibility Spiritual intelligence COVID-19 Educational University students |
description |
Human behavior during COVID-19 has led to the study of attitude and preferences among the population in different circumstances. In this sense, studying human behavior can contribute to creating policies for integral education, which should consider the convergence between social responsibility and spiritual intelligence. This can lead to the sensitization of practices and attitude modification within society. The purpose of our research was to explore the spiritual intelligence attitudes of university students from the perspective of social responsibility, considering the sociodemographic characteristics of the research subjects during the COVID-19 pandemic. Our research design is quantitative and sectional, due to the use of two quantitative scales. The participants were university students from a city located in south-central Chile. A total of 415 participations were collected, of which 362 applications were valid. Statistically significant differences were found according to gender and age. Women and the student cohort between 18 and 24 years of age placed more importance on spiritual necessities. We thus highlight the necessity to have adequate spaces for spiritual intelligence training given its links with socially responsible behavior and, finally, the development of explanatory studies to determine its causalities. In practice, these results contribute to designing an educational policy on the formation of integral spiritual intelligence for future professionals. |
publishDate |
2022 |
dc.date.accessioned.none.fl_str_mv |
2022-09-30T00:50:07Z |
dc.date.available.none.fl_str_mv |
2022-09-30T00:50:07Z |
dc.date.issued.none.fl_str_mv |
2022-09-21 |
dc.type.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.content.spa.fl_str_mv |
Text |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
format |
http://purl.org/coar/resource_type/c_2df8fbb1 |
status_str |
publishedVersion |
dc.identifier.citation.spa.fl_str_mv |
Severino-González, P.; Toro-Lagos, V.; Santinelli-Ramos, M.A.; Romero-Argueta, J.; Sarmiento-Peralta, G.; Kinney, I.S.; Ramírez-Molina, R.; Villar-Olaeta, F. Social Responsibility and Spiritual Intelligence: University Students’ Attitudes during COVID-19. Int. J. Environ. Res. Public Health 2022, 19, 11911. https://doi.org/10.3390/ ijerph191911911 |
dc.identifier.issn.spa.fl_str_mv |
1661-7827 |
dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/11323/9551 |
dc.identifier.doi.none.fl_str_mv |
10.3390/ ijerph191911911 |
dc.identifier.eissn.spa.fl_str_mv |
1660-4601 |
dc.identifier.instname.spa.fl_str_mv |
Corporación Universidad de la Costa |
dc.identifier.reponame.spa.fl_str_mv |
REDICUC – Repositorio CUC |
dc.identifier.repourl.spa.fl_str_mv |
https://repositorio.cuc.edu.co/ |
identifier_str_mv |
Severino-González, P.; Toro-Lagos, V.; Santinelli-Ramos, M.A.; Romero-Argueta, J.; Sarmiento-Peralta, G.; Kinney, I.S.; Ramírez-Molina, R.; Villar-Olaeta, F. Social Responsibility and Spiritual Intelligence: University Students’ Attitudes during COVID-19. Int. J. Environ. Res. Public Health 2022, 19, 11911. https://doi.org/10.3390/ ijerph191911911 1661-7827 10.3390/ ijerph191911911 1660-4601 Corporación Universidad de la Costa REDICUC – Repositorio CUC |
url |
https://hdl.handle.net/11323/9551 https://repositorio.cuc.edu.co/ |
dc.language.iso.spa.fl_str_mv |
eng |
language |
eng |
dc.relation.ispartofjournal.spa.fl_str_mv |
International Journal of Environmental Research and Public Health |
dc.relation.references.spa.fl_str_mv |
1. Rafikov, I.; Akhmetova, E.; Yapar, O. Prospects of Morality-Based Education in the 21st Century. J. Islam. Thought Civiliz. 2021, 11, 2–20. [CrossRef] 2. Santosa, H.; Basuki, A.; Salahudin, A. Building entrepreneurship readiness of vocational students through values-based education in Indonesia. Int. J. Innov. Creativity Chang. 2020, 1, 371–383. 3. Arcos-Alonso, A.; Elías-Ortega, A.; Arcos-Alonso, A. Intergenerational service-learning, sustainability and university social responsibility: A pilot study. Cypriot J. Educ. Sci. 2020, 15, 1629–1641. [CrossRef] 4. Mendieta, M. La educación del siglo XXI basada en competencias, fomento de valores y desarrollo de la dimensión afectiva. Rev. Torreón Univ. 2021, 10, 19–25. [CrossRef] 5. Balci, T.; Yanike, M. The Relationship between Physical Education and Sport Values with Self-Reported Personal and Social Responsibility Behaviours. Afr. Educ. Res. J. 2020, 8, 897–905. [CrossRef] 6. Toker, A. Core Values in Education from the Perspective of Future Educators. SAGE Open 2021, 1, 2–14. [CrossRef] 7. Sarmiento-Peralta, G.; Severino-González, P.; Santander-Ramírez, V. Responsabilidad social: Voluntariado universitario y comportamiento virtuoso. El caso de una ciudad de Perú. Form. Univ. 2021, 14, 19–28. [CrossRef] 8. Aranda, D. La Enseñanza Bíblico Teológica en la Formación Integral del Liderazgo Cristiano, la Cosmovisión Bíblica del Profesional y la Comprensión Teológica Informada. Bachelor’s Thesis, Universidad Seminario Evangélico de Lima, Lima, Peru, 2021. 9. Ratna, S. Individual social responsibility (ISR) indicator in education. Asian J. Adv. Res. 2020, 4, 16–21. 10. Rubio-Rodríguez, G.; Blandón, A. El profesorado y la responsabilidad social universitaria: Un análisis cualitativo de redes. Form. Univ. 2021, 14, 3–12. [CrossRef] 11. Burgos, J.; Carnero, M. Assessment of Social Responsibility in Education in Secondary Schools. Sustainability 2020, 12, 4849. [CrossRef] 12. Jones, E.; Leask, B.; Brandenburg, U.; Wit, H. Global Social Responsibility and the Internationalization of Higher Education for Society. J. Stud. Int. Educ. 2021, 25, 330–347. [CrossRef] 13. Alborzi, Z.; Banisi, P.; Zomorrody, S. Determining the Effect of Acceptance and Commitment-Based Education on Responsibility and Happiness of the Students of Tehran University of Science and Technology. Ann. Roman. Soc. Cell Biol. 2021, 25, 3637–3644. 14. Flores-Fernandez, L.; Severino-González, P.; Sarmiento-Peralta, G.; Sánchez-Henríquez, J. Responsabilidad social universitaria: Diseño y validación de escala desde la perspectiva de los estudiantes de Perú. Form. Univ. 2022, 15, 87–96. [CrossRef] 15. Verenzuela, M. Visión Humanista del Docente de Ciencias de la Salud desde su Formación Profesional Caso: Maestría Educación Superior UPEL Maracay. DIALÓGICA 2021, 17, 149–177. 16. Varnier, T.; Romera, L.; Tavares, O. Relationships between integral education, education in values and Olympic education. J. Hum. Sport Exerc. 2020, 16, 106–113. [CrossRef] 17. Gallifa, J. Basic Integral Theory and Integral Education. Int. J. Educ. Teach. 2021, 1, 1–12. [CrossRef] 18. Martín-Fiorino, V.; Muñoz-Buitrago, D. Investigación, educación y sociedad: Una mirada desde los desafíos éticos. Utopía Y Prax. Latinoam. 2021, 26, 70–84. 19. Lopera-Molano, D.; Lopera-Molano, A. Diseñar comunidades en paz: Enfoques participativos de investigación-acción anclados a una educación regional en Colombia. Gatew. Int. J. Community Res. Engag. 2020, 13, 1–15. [CrossRef] 20. Cersosimo, G.; Marra, P. In the Time of COVID-19: Love and Transformations in the Family. Ital. Sociol. Rev. 2020, 10, 711–736. [CrossRef] 21. Van Tongeren, D.R.; Showalter Van Tongeren, S.A. Finding meaning amidst COVID-19: An existential positive psychology model of suffering. Front. Psychol. 2021, 12, 641747. [CrossRef] 22. Hossain, F.; Clatty, A. Self-care strategies in response to nurses’ moral injury during COVID-19 pandemic. Nurs. Ethics 2021, 28, 23–32. [CrossRef] [PubMed] 23. Severino-González, P.; Gallardo-Vázquez, D.; Ortuya-Poblete, C.; Romero-Argueta, J.; Tunjo-Buitrago, E.; Arenas-Torres, F.; Sarmiento-Peralta, G. Social Responsibility: Sustainable Development Goals and COVID-19—Perception Scale of Students from Higher Education Institutions. Int. J. Environ. Res. Public Health 2022, 19, 5323. [CrossRef] [PubMed] 24. Harrichand, J.J.; Litam, S.D.A.; Ausloos, C.D. Infusing self-care and wellness into CACREP curricula: Pedagogical recommendations for counselor educators and counselors during COVID-19. Int. J. Adv. Counselling 2021, 43, 372–385. [CrossRef] [PubMed] 25. Moradi, F.; Ghadiri-Anari, A.; Enjezab, B. COVID-19 and self-care strategies for women with gestational diabetes mellitus. Diabetes Metab. Syndr. Clin. Res. Rev. 2020, 14, 1535–1539. [CrossRef] [PubMed] 26. Al-Youbi, A.O.; Al-Hayani, A.; Rizwan, A.; Choudhry, H. Implications of COVID-19 on the labor market of Saudi Arabia: The role of universities for a sustainable workforce. Sustainability 2020, 12, 7090. [CrossRef] 27. Severino-González, P.; Romero-Argueta, J.; Lira-Ramos, H.; Imperatore, S.; Ortiz-Medina, I. Responsabilidad social universitaria y competencias socioemocionales. Escala de percepción de los estudiantes de El salvador. Interciencia 2022, 47, 126–132. 28. Safa, K.; Sharifi, T.; Ghasemi, M. A Study of the Effectiveness of Group Spiritual Intelligence Training on Self-Efficacy and Social Responsibility of Secondary School Girls in Shahrekord. Soc. Behav. Res. Health 2021, 1, 81–90. 29. Rashidi, S.; Vahabi, A.; Sayyadi, M.; Ahmadian, M.; Latifi, S.; Kashefi, H.; Tayyeri, F. Evaluation of Spiritual Intelligence rate and related factors in women of Sanandaj city, 2017. Zanko J. Med. Sci. 2021, 21, 18–27. 30. Parattukudi, A.; Maxwell, H.; Dubois, S.; Bédard, M. Women’s Spiritual Intelligence is Associated with Fewer Depression Symptoms: Exploratory Results from a Canadian Sample. J. Relig. Health 2022, 61, 433–442. [CrossRef] 31. Becerra, B.; Becerra, D. Inteligencia Consciencial en adultos peruanos en tiempos de pandemia por COVID-19. Rev. Cuba. De Enfermería 2021, 37, 1–20. 32. Šilingiene, V.; Šk ˙ erien ˙ e, S. Expression of leaders’ spiritual intelligence in a context of service organizations: A gender approach. ˙ Procedia-Soc. Behav. Sci. 2015, 213, 758–763. [CrossRef] 33. Seifi, S.; Ramyani, M.; Faramarzi, M.; Sum, S. Personality traits are associated with spiritual intelligence in medical and dental students: A study in a medical sciences university in Iran. J. Méd. Sci. 2018, 38, 144–149. [CrossRef] 34. Ahmadi, M.; Estebsari, F.; Poormansouri, S.; Jahani, S.; Sedighie, L. Perceived professional competence in spiritual care and predictive role of spiritual intelligence in Iranian nursing students. Nurse Educ. Pract. 2021, 57, 103227. [CrossRef] [PubMed] 35. Feng, M.; Xiong, X.Y.; Li, J.J. Spiritual intelligence scale—Chinese form: Construction and initial validation. Curr. Psychol. 2019, 38, 1318–1327. [CrossRef] 36. Comoli, M.; Gelmini, L.; Minutiello, V.; Tettamanzi, P. University social responsibility: The case of Italy. Adm. Sci. 2021, 11, 124. [CrossRef] 37. Garbizo, N.; Ordaz, M.; Lezcano, A. El profesor universitario ante el reto de educar: Su formación integral desde la Responsabilidad Social Universitaria. Rev. Estud. Exp. Educ. 2020, 19, 151–168. [CrossRef] 38. Binetti, G. Steiner Education: Freedom, spirituality and creativity. Ph.D. Thesis, University of Glasgow, Glasgow, UK, 2020. 39. Scott, K. Spiritual care in holistic nursing education: A spirituality and health elective rooted in T.R.U.S.T. and contemplative education. J. Holist. Nurs. 2020, 38, 122–130. [CrossRef] 40. Skrzypi ´nska, K. Does Spiritual Intelligence (SI) Exist? A theoretical Investigation of a Tool Useful for Finding the Meaning of Life. J. Relig. Health 2021, 60, 500–516. [CrossRef] 41. Tizro, F.; Mousazadeh, T.; Kazemi, R. Comparing the Effect of Spiritual Intelligence and Personal Intelligence Training on compatibility, accountability, and Legitimacy in 14-16-year-old students. Avicenna J. Neuro Psycho Physiol. 2020, 7, 100–108. [CrossRef] 42. Dhal, P. Integral education: A means for social transformation. In Proceedings of the Integrating Spirituality and Organizational Leadership, New Delhi, India, 8–10 January 2021. 43. Nurfarojandari, A.; Maftuhah, M. Student Academic Achievment: The Role of Emotional and Spiritual Intelligence. In Proceedings of the 5th International Conference on Education in Muslim Society, Jakarta, Indonesia, 30 September–1 October 2019. 44. Suhifatullah, M.; Sutarman, S.; Thoyib, M. Character education strategies in improving students’ spiritual intelligence. Int. Res. J. Manag. IT Soc. Sci. 2021, 8, 155–162. [CrossRef] 45. Al Eid, N.; Arnout, B.; Almoied, A. Leader´s spirtual intelligence and religiousness: Skills, factors affecting, and their effects on performance (a qualitative study by grounded theory). J. Public Aff. 2021, 21, e219. [CrossRef] 46. Connelly, W. Ritual and thought: Spirituality and method in philosophy of religion. Religions 2021, 12, 1045. [CrossRef] 47. Wenham, J.; Best, M.; Kissane, D. Systematic review of medical education on spirituality. Int. Méd. J. 2021, 51, 1781–1790. [CrossRef] 48. Lin, C.; Tu, H. Problem-based learning and capstone course teaching strategies for university social responsibility: The case of a packaging design course. Int. J. Learn. Teach. Educ. Res. 2021, 20, 249–270. [CrossRef] 49. Cramer, T.; Ganimian, A.; Morris, P.; Cappella, E. The role of teachers’ commitment to implement in delivering evidence-based social-emotional learning programs. J. Sch. Psychol. 2021, 88, 85–100. [CrossRef] 50. Sadiku, M.; Musa, S. A Primer on Multiple Intelligences; Springer: Cham, Switzerland, 2021; pp. 55–68. 51. Martín-Sánchez, A.; Rodriguez, M.; Ceniceros-Estévez, J. Definition and Competences of Spiritual Intelligence. Qualitative Study. Acción Psicol. 2020, 17, 83–102. [CrossRef] 52. Smith, J. Role of spiritual intelligence in public policy in the African American Pentecostal church. J. Pentecostal Theol. 2021, 30, 145–161. [CrossRef] 53. Becerra, B.; Becerra, D. Diseño y validación de la escala de inteligencia espiritual en una muestra de trabajadores de la salud. Ica, Perú. Rev. Méd. Panacea 2020, 9, 23–30. [CrossRef] 54. Frykberg, S. Using Spiritual Intelligence as a Framework to Link Electroacoustic Music and Spirituality. Organ. Sound 2020, 25, 302–306. [CrossRef] 55. Iriarte-Pupo, A.; Barreto, C.; Campo-Landines, K.; De La Ossa, E. La inteligencia espiritual como estrategia para afrontar de manera constructiva el estrés laboral docente. Rev. Electrónica Interuniv. Form. Profr. 2021, 24, 102–113. [CrossRef] 56. Saini, G.; Seema. Ramification of mindfulness, subjective vitality on spiritual intelligence and impeding effect of stress in professionals during COVID-19. J. Stat. Manag. Syst. 2021, 24, 193–208. [CrossRef] 57. Aboura, S. The influence of climate factors and government interventions on the COVID-19 pandemic: Evidence from 134 countries. Environ. Res. 2022, 208, 112484. [CrossRef] 58. Baig, M.; Jameel, T.; Alzahrani, H.; Mirza, A.; Gazzaz, J.; Ahmad, T.; Baig, F.; Almurashi, H. Predictors of misconceptions, knowledge, attitudes, and practices of COVID-19 pandemic among a sample of Saudi population. PLoS ONE 2020, 15, e0243526. [CrossRef] [PubMed] 59. Amaya-Castellanos, C. Comportamientos individual y social: Estrategias para mantener acciones preventivas en tiempos de epidemia. Salud UIS 2020, 52, 337–340. [CrossRef] 60. Ramkissoon, H. COVID-19 Place confinement, pro-social, pro-environmental behaviors, and residents’ wellbeing: A new conceptual framework. Front. Psychol. 2020, 11, 2248. [CrossRef] 61. Severino-González, P.; Acuña-Moraga, O.; Astete-Tapia, K.; Medel-Maturana, J. Social responsibility and sustainable consumption: The case of higher education students from Talca (Chile). Inf. Tecnol. 2021, 32, 143–150. [CrossRef] 62. De Freitas, E.; Sinclair, N. The Quantum Mind: Alternative Ways of Reasoning with Uncertainty. Can. J. Sci. Math. Technol. Educ. 2018, 18, 271–283. [CrossRef] 63. Vert, M.; Sharpanskykh, A.; Curran, R. Adaptative resilience of complex safety-critical sociotechnical systems: Toward a unified conceptual framework and its formalization. Sustainability 2021, 1, 13915. [CrossRef] 64. Díaz, H.; Maureira, F.; Cohen, E.; Córdova, F.; Palominos, F.; Otárola, J.; Cañete, L. Individual Differences in the Order/Chaos Balance of the Brain Self-Organization. Ann. Data Sci. 2015, 2, 421–438. [CrossRef] 65. Nina, B.; Nadejda, B. Metacognitive strategies in higher education: Development of spiritual intelligence strategies within training of the academic staff. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications; Management Association, Ed.; IGI Global: Hershey, PA, USA, 2018; Volume 1, pp. 448–475. 66. Doetzel, N. Cultivating Spiritual Intelligence: Honoring Heart Wisdom and First Nations Indigenous Ways of Knowing. Interchange 2018, 49, 521–526. [CrossRef] 67. Ortiz, P. El Sistema de la Personalidad; Orión: Lima, Perú, 1994; pp. 78–221. 68. Ortiz, P. Educación y Formación de la Personalidad; Fondo Editorial UCH: Lima, Perú, 2008; pp. 150–253. 69. Contreras-Pulache, H.; Espinoza-Lecca, E.; Sevillano-Jimenez, J. Apuntes sobre la evolución histórica de la obra de Pedro Ortiz Cabanillas y su Teoría Sociobiológica Informacional. Rev. Peru. Med. Exp. Salud Pública 2018, 35, 699–706. [CrossRef] [PubMed] 70. Contreras-Pulache, H.; Espinoza-Lecca, E.; Moya-Salazar, J. Biographical approach to Pedro Ortiz Cabanillas (1933–2011) and his informational sociobiological theory in the context of peruvian scientific neurology. Int. J. Morphol. 2019, 37, 1316–1324. [CrossRef] 71. Moya-Salazar, J.; Contreras-Pulache, L.; Lam-Figueroa, N.; Contreras-Pulache, H. An informational sociobiological explanation of the constitution of the human body. F1000Research 2021, 10, 1253. [CrossRef] 72. Severino-González, P.; Sarmiento-Peralta, G.; Villar-Olaeta, J.; Ramírez-Molina, R. Consumo sustentable socialmente responsable: El caso de estudiantes universitarios de una ciudad de Perú. Form. Univ. 2022, 15, 219–230. [CrossRef] 73. Lillo-Viedma, F.; Severino-González, P.; Santander-Ramírez, V.; García, L.Y.; Guiñez-Cabrera, N.; Astorga-Bustos, N. Corporate Social Responsibility and Social Network Analysis: Unionized Workers’ Perceptions. Sustainability 2022, 14, 4320. [CrossRef] 74. Ardiles, R.; Jorquera, M.; Ávalos, L.; Muñoz, M. Traducción, adaptación, validez y confiabilidad del “Cuestionario de Espiritualidad SQ”, Versión Chile. Ágora Enferm. 2020, 24, 257–264. 75. Ruiz, M.; Díaz, A.; Ubillús, M.; Aguí, A.; Rojas, V. Perception of knowledge and attitudes towards COVID-19 in a group of citizens in the urban area of Huánuco. Rev. Fac. Med. Hum. 2021, 21, 292–300. [CrossRef] 76. Hair, J.; Risher, J.; Sarstedt, M.; Ringle, C. When to use and how to report the results of PLS-SEM. Eur. Bus. Rev. 2019, 31, 2–24. [CrossRef] 77. Hernández-Sampieri, R.; Mendoza, C. Metodología de la Investigación. Las Rutas Cuantitativa, Cualitativa y Mixta; Mc Graw Hill Education: Ciudad de México, México, 2018; pp. 104–185. 78. Singla, H.; Mehta, M.; Mehta, P. Modeling spiritual intelligence on quality of work life of college teachers: A mediating role of psychological capital. Int. J. Qual. Serv. Sci. 2021, 13, 341–358. [CrossRef] 79. Severino-González, P.; Sarmiento-Peralta, G.; Alcaino-Oyarce, M.; Maldonado-Becerra, C. Prosocialidad y estudiantes universitarios: Entre una política educativa transformadora y la docencia basada en responsabilidad social. Form. Univ. 2022, 15, 49–58. [CrossRef] 80. Acuña-Moraga, O.; Severino-González, P.; Sarmiento-Peralta, G.; Stuardo-Solar, C. Consumo sustentable en Chile: Una aproximación a los objetivos de desarrollo sostenible (ODS). Inf. Technol. 2022, 33, 181–190. [CrossRef] 81. Singh, H.; Bailey, F.; Eppard, J.; McKeown, K. Partners in learning:‘An exploration of multi-cultural faculty and Emirati students’ perspectives of university learning experiences’. Learn. Cult. Soc. Interact. 2021, 31, 100564. [CrossRef] 82. Atkinson, C.; Buie, H.; Sandstrom, G.; Aknin, L.; Croft, A. Testing the GRIP: An Empirical Examination of the Gender Roles Inhibiting Prosociality Model. Sex Roles 2021, 85, 440–462. [CrossRef] 83. Esparza-Reig, J.; González-Sala, F.; Martí-Vilar, M. Social support and resilience to foster prosocial behaviours during the COVID-19 pandemic confinement: An explanatory model (Apoyo social y resiliencia para fomentar las conductas prosociales durante el confinamiento por la COVID-19: Un modelo explicativo). Stud. Psychol. 2021, 42, 701–719. [CrossRef] 84. Gnatik, E. New normality of the covid-19 era: Opportunities, limitations, risks. RUDN J. Soc. 2021, 21, 769–782. [CrossRef] 85. Krzyzanowski, M. Normalization and the discursive construction of “new” norms and “new” normality: Discourse in the paradoxes of populism and neoliberalism. Soc. Semiot. 2020, 30, 431–448. [CrossRef] 86. Giussani, L. El Sentido Religioso. Curso Básico de Cristianismo; Ediciones Encuentro: Madrid, España, 2013; Volume I, pp. 29–557. 87. Hendijani, M.; Seyyed, N.; Oboudi, M.; Ramezani, S. Spiritual intelligence and social entrepreneurial intentions among students: The mediating role of entrepreneurial passion. In Entrepreneurship Education and Research in the Middle East and North Africa (MENA); Faghih, N., Zali, M., Eds.; Springer: Cham, Switzerland, 2018; pp. 169–191. 88. Akhtar, S.; Arshad, M.; Mahmood, A.; Ahmed, A. Gaining recognition of Islamic spiritual intelligence for organizational sustainability. Int. J. Ethics Syst. 2018, 34, 70–77. [CrossRef] 89. Smudde, P.M. Internal public relations´ role with workplace, spirituality, and religion. Public Relat. Rev. 2021, 47, 102121. [CrossRef] 90. Romero-Argueta, J.; Coreas-Flores, E.; Severino-González, P. Responsabilidad social del estudiante universitario en El Salvador: Género y territorio. Rev. Cienc. Soc. 2020, 26, 426–441. 91. Caccia, A.; Elgier, A. Resiliencia y satisfacción con la vida en adolescentes según nivel de espiritualidad. PSOCIAL 2020, 6, 62–71. |
dc.relation.citationendpage.spa.fl_str_mv |
14 |
dc.relation.citationstartpage.spa.fl_str_mv |
1 |
dc.relation.citationissue.spa.fl_str_mv |
19 |
dc.relation.citationvolume.spa.fl_str_mv |
19 |
dc.rights.eng.fl_str_mv |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. |
dc.rights.license.spa.fl_str_mv |
Atribución 4.0 Internacional (CC BY 4.0) |
dc.rights.uri.spa.fl_str_mv |
https://creativecommons.org/licenses/by/4.0/ |
dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
rights_invalid_str_mv |
Atribución 4.0 Internacional (CC BY 4.0) © 2022 by the authors. Licensee MDPI, Basel, Switzerland. https://creativecommons.org/licenses/by/4.0/ http://purl.org/coar/access_right/c_abf2 |
eu_rights_str_mv |
openAccess |
dc.format.extent.spa.fl_str_mv |
14 páginas |
dc.format.mimetype.spa.fl_str_mv |
application/pdf |
dc.publisher.spa.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
dc.publisher.place.spa.fl_str_mv |
Switzerland |
dc.source.spa.fl_str_mv |
https://www.mdpi.com/1660-4601/19/19/11911 |
institution |
Corporación Universidad de la Costa |
bitstream.url.fl_str_mv |
https://repositorio.cuc.edu.co/bitstreams/6803b06f-e9b4-4030-a6dc-ba880eeed733/download https://repositorio.cuc.edu.co/bitstreams/78fd9508-a7b7-45ee-82ea-e93e6ef010df/download https://repositorio.cuc.edu.co/bitstreams/933de7e9-ff99-40e8-b899-b61e3d3f34f0/download https://repositorio.cuc.edu.co/bitstreams/6df627a7-f271-493c-ac3c-7a10a2558377/download |
bitstream.checksum.fl_str_mv |
bfeb672e70a59d62c43f9fa0e3529f96 2f9959eaf5b71fae44bbf9ec84150c7a cfa222579e39cc5d85b3a07b0d048b9e 8a856fe24e83d8326f51e7e0ae9b3ca4 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositorio de la Universidad de la Costa CUC |
repository.mail.fl_str_mv |
repdigital@cuc.edu.co |
_version_ |
1811760693975711744 |
spelling |
Atribución 4.0 Internacional (CC BY 4.0)© 2022 by the authors. Licensee MDPI, Basel, Switzerland.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Severino-González, PedroToro-Lagos, VictoriaSantinelli Ramos, Miguel ÁngelRomero-Argueta, José Sarmiento Peralta, Giusseppe GeraldesKinney, Ian S.Ramírez Molina, Reynier Israelvillar olaeta, javier2022-09-30T00:50:07Z2022-09-30T00:50:07Z2022-09-21Severino-González, P.; Toro-Lagos, V.; Santinelli-Ramos, M.A.; Romero-Argueta, J.; Sarmiento-Peralta, G.; Kinney, I.S.; Ramírez-Molina, R.; Villar-Olaeta, F. Social Responsibility and Spiritual Intelligence: University Students’ Attitudes during COVID-19. Int. J. Environ. Res. Public Health 2022, 19, 11911. https://doi.org/10.3390/ ijerph1919119111661-7827https://hdl.handle.net/11323/955110.3390/ ijerph1919119111660-4601Corporación Universidad de la CostaREDICUC – Repositorio CUChttps://repositorio.cuc.edu.co/Human behavior during COVID-19 has led to the study of attitude and preferences among the population in different circumstances. In this sense, studying human behavior can contribute to creating policies for integral education, which should consider the convergence between social responsibility and spiritual intelligence. This can lead to the sensitization of practices and attitude modification within society. The purpose of our research was to explore the spiritual intelligence attitudes of university students from the perspective of social responsibility, considering the sociodemographic characteristics of the research subjects during the COVID-19 pandemic. Our research design is quantitative and sectional, due to the use of two quantitative scales. The participants were university students from a city located in south-central Chile. A total of 415 participations were collected, of which 362 applications were valid. Statistically significant differences were found according to gender and age. Women and the student cohort between 18 and 24 years of age placed more importance on spiritual necessities. We thus highlight the necessity to have adequate spaces for spiritual intelligence training given its links with socially responsible behavior and, finally, the development of explanatory studies to determine its causalities. In practice, these results contribute to designing an educational policy on the formation of integral spiritual intelligence for future professionals.14 páginasapplication/pdfengMultidisciplinary Digital Publishing Institute (MDPI)Switzerlandhttps://www.mdpi.com/1660-4601/19/19/11911Social responsibility and spiritual intelligence: university students’ attitudes during COVID-19Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85International Journal of Environmental Research and Public Health1. Rafikov, I.; Akhmetova, E.; Yapar, O. Prospects of Morality-Based Education in the 21st Century. J. Islam. Thought Civiliz. 2021, 11, 2–20. [CrossRef]2. Santosa, H.; Basuki, A.; Salahudin, A. Building entrepreneurship readiness of vocational students through values-based education in Indonesia. Int. J. Innov. Creativity Chang. 2020, 1, 371–383.3. Arcos-Alonso, A.; Elías-Ortega, A.; Arcos-Alonso, A. Intergenerational service-learning, sustainability and university social responsibility: A pilot study. Cypriot J. Educ. Sci. 2020, 15, 1629–1641. [CrossRef]4. Mendieta, M. La educación del siglo XXI basada en competencias, fomento de valores y desarrollo de la dimensión afectiva. Rev. Torreón Univ. 2021, 10, 19–25. [CrossRef]5. Balci, T.; Yanike, M. The Relationship between Physical Education and Sport Values with Self-Reported Personal and Social Responsibility Behaviours. Afr. Educ. Res. J. 2020, 8, 897–905. [CrossRef]6. Toker, A. Core Values in Education from the Perspective of Future Educators. SAGE Open 2021, 1, 2–14. [CrossRef]7. Sarmiento-Peralta, G.; Severino-González, P.; Santander-Ramírez, V. Responsabilidad social: Voluntariado universitario y comportamiento virtuoso. El caso de una ciudad de Perú. Form. Univ. 2021, 14, 19–28. [CrossRef]8. Aranda, D. La Enseñanza Bíblico Teológica en la Formación Integral del Liderazgo Cristiano, la Cosmovisión Bíblica del Profesional y la Comprensión Teológica Informada. Bachelor’s Thesis, Universidad Seminario Evangélico de Lima, Lima, Peru, 2021.9. Ratna, S. Individual social responsibility (ISR) indicator in education. Asian J. Adv. Res. 2020, 4, 16–21.10. Rubio-Rodríguez, G.; Blandón, A. El profesorado y la responsabilidad social universitaria: Un análisis cualitativo de redes. Form. Univ. 2021, 14, 3–12. [CrossRef]11. Burgos, J.; Carnero, M. Assessment of Social Responsibility in Education in Secondary Schools. Sustainability 2020, 12, 4849. [CrossRef]12. Jones, E.; Leask, B.; Brandenburg, U.; Wit, H. Global Social Responsibility and the Internationalization of Higher Education for Society. J. Stud. Int. Educ. 2021, 25, 330–347. [CrossRef]13. Alborzi, Z.; Banisi, P.; Zomorrody, S. Determining the Effect of Acceptance and Commitment-Based Education on Responsibility and Happiness of the Students of Tehran University of Science and Technology. Ann. Roman. Soc. Cell Biol. 2021, 25, 3637–3644.14. Flores-Fernandez, L.; Severino-González, P.; Sarmiento-Peralta, G.; Sánchez-Henríquez, J. Responsabilidad social universitaria: Diseño y validación de escala desde la perspectiva de los estudiantes de Perú. Form. Univ. 2022, 15, 87–96. [CrossRef]15. Verenzuela, M. Visión Humanista del Docente de Ciencias de la Salud desde su Formación Profesional Caso: Maestría Educación Superior UPEL Maracay. DIALÓGICA 2021, 17, 149–177.16. Varnier, T.; Romera, L.; Tavares, O. Relationships between integral education, education in values and Olympic education. J. Hum. Sport Exerc. 2020, 16, 106–113. [CrossRef]17. Gallifa, J. Basic Integral Theory and Integral Education. Int. J. Educ. Teach. 2021, 1, 1–12. [CrossRef]18. Martín-Fiorino, V.; Muñoz-Buitrago, D. Investigación, educación y sociedad: Una mirada desde los desafíos éticos. Utopía Y Prax. Latinoam. 2021, 26, 70–84.19. Lopera-Molano, D.; Lopera-Molano, A. Diseñar comunidades en paz: Enfoques participativos de investigación-acción anclados a una educación regional en Colombia. Gatew. Int. J. Community Res. Engag. 2020, 13, 1–15. [CrossRef]20. Cersosimo, G.; Marra, P. In the Time of COVID-19: Love and Transformations in the Family. Ital. Sociol. Rev. 2020, 10, 711–736. [CrossRef]21. Van Tongeren, D.R.; Showalter Van Tongeren, S.A. Finding meaning amidst COVID-19: An existential positive psychology model of suffering. Front. Psychol. 2021, 12, 641747. [CrossRef]22. Hossain, F.; Clatty, A. Self-care strategies in response to nurses’ moral injury during COVID-19 pandemic. Nurs. Ethics 2021, 28, 23–32. [CrossRef] [PubMed]23. Severino-González, P.; Gallardo-Vázquez, D.; Ortuya-Poblete, C.; Romero-Argueta, J.; Tunjo-Buitrago, E.; Arenas-Torres, F.; Sarmiento-Peralta, G. Social Responsibility: Sustainable Development Goals and COVID-19—Perception Scale of Students from Higher Education Institutions. Int. J. Environ. Res. Public Health 2022, 19, 5323. [CrossRef] [PubMed]24. Harrichand, J.J.; Litam, S.D.A.; Ausloos, C.D. Infusing self-care and wellness into CACREP curricula: Pedagogical recommendations for counselor educators and counselors during COVID-19. Int. J. Adv. Counselling 2021, 43, 372–385. [CrossRef] [PubMed]25. Moradi, F.; Ghadiri-Anari, A.; Enjezab, B. COVID-19 and self-care strategies for women with gestational diabetes mellitus. Diabetes Metab. Syndr. Clin. Res. Rev. 2020, 14, 1535–1539. [CrossRef] [PubMed]26. Al-Youbi, A.O.; Al-Hayani, A.; Rizwan, A.; Choudhry, H. Implications of COVID-19 on the labor market of Saudi Arabia: The role of universities for a sustainable workforce. Sustainability 2020, 12, 7090. [CrossRef]27. Severino-González, P.; Romero-Argueta, J.; Lira-Ramos, H.; Imperatore, S.; Ortiz-Medina, I. Responsabilidad social universitaria y competencias socioemocionales. Escala de percepción de los estudiantes de El salvador. Interciencia 2022, 47, 126–132.28. Safa, K.; Sharifi, T.; Ghasemi, M. A Study of the Effectiveness of Group Spiritual Intelligence Training on Self-Efficacy and Social Responsibility of Secondary School Girls in Shahrekord. Soc. Behav. Res. Health 2021, 1, 81–90.29. Rashidi, S.; Vahabi, A.; Sayyadi, M.; Ahmadian, M.; Latifi, S.; Kashefi, H.; Tayyeri, F. Evaluation of Spiritual Intelligence rate and related factors in women of Sanandaj city, 2017. Zanko J. Med. Sci. 2021, 21, 18–27.30. Parattukudi, A.; Maxwell, H.; Dubois, S.; Bédard, M. Women’s Spiritual Intelligence is Associated with Fewer Depression Symptoms: Exploratory Results from a Canadian Sample. J. Relig. Health 2022, 61, 433–442. [CrossRef]31. Becerra, B.; Becerra, D. Inteligencia Consciencial en adultos peruanos en tiempos de pandemia por COVID-19. Rev. Cuba. De Enfermería 2021, 37, 1–20.32. Šilingiene, V.; Šk ˙ erien ˙ e, S. Expression of leaders’ spiritual intelligence in a context of service organizations: A gender approach. ˙ Procedia-Soc. Behav. Sci. 2015, 213, 758–763. [CrossRef]33. Seifi, S.; Ramyani, M.; Faramarzi, M.; Sum, S. Personality traits are associated with spiritual intelligence in medical and dental students: A study in a medical sciences university in Iran. J. Méd. Sci. 2018, 38, 144–149. [CrossRef]34. Ahmadi, M.; Estebsari, F.; Poormansouri, S.; Jahani, S.; Sedighie, L. Perceived professional competence in spiritual care and predictive role of spiritual intelligence in Iranian nursing students. Nurse Educ. Pract. 2021, 57, 103227. [CrossRef] [PubMed]35. Feng, M.; Xiong, X.Y.; Li, J.J. Spiritual intelligence scale—Chinese form: Construction and initial validation. Curr. Psychol. 2019, 38, 1318–1327. [CrossRef]36. Comoli, M.; Gelmini, L.; Minutiello, V.; Tettamanzi, P. University social responsibility: The case of Italy. Adm. Sci. 2021, 11, 124. [CrossRef]37. Garbizo, N.; Ordaz, M.; Lezcano, A. El profesor universitario ante el reto de educar: Su formación integral desde la Responsabilidad Social Universitaria. Rev. Estud. Exp. Educ. 2020, 19, 151–168. [CrossRef]38. Binetti, G. Steiner Education: Freedom, spirituality and creativity. Ph.D. Thesis, University of Glasgow, Glasgow, UK, 2020.39. Scott, K. Spiritual care in holistic nursing education: A spirituality and health elective rooted in T.R.U.S.T. and contemplative education. J. Holist. Nurs. 2020, 38, 122–130. [CrossRef]40. Skrzypi ´nska, K. Does Spiritual Intelligence (SI) Exist? A theoretical Investigation of a Tool Useful for Finding the Meaning of Life. J. Relig. Health 2021, 60, 500–516. [CrossRef]41. Tizro, F.; Mousazadeh, T.; Kazemi, R. Comparing the Effect of Spiritual Intelligence and Personal Intelligence Training on compatibility, accountability, and Legitimacy in 14-16-year-old students. Avicenna J. Neuro Psycho Physiol. 2020, 7, 100–108. [CrossRef]42. Dhal, P. Integral education: A means for social transformation. In Proceedings of the Integrating Spirituality and Organizational Leadership, New Delhi, India, 8–10 January 2021.43. Nurfarojandari, A.; Maftuhah, M. Student Academic Achievment: The Role of Emotional and Spiritual Intelligence. In Proceedings of the 5th International Conference on Education in Muslim Society, Jakarta, Indonesia, 30 September–1 October 2019.44. Suhifatullah, M.; Sutarman, S.; Thoyib, M. Character education strategies in improving students’ spiritual intelligence. Int. Res. J. Manag. IT Soc. Sci. 2021, 8, 155–162. [CrossRef]45. Al Eid, N.; Arnout, B.; Almoied, A. Leader´s spirtual intelligence and religiousness: Skills, factors affecting, and their effects on performance (a qualitative study by grounded theory). J. Public Aff. 2021, 21, e219. [CrossRef]46. Connelly, W. Ritual and thought: Spirituality and method in philosophy of religion. Religions 2021, 12, 1045. [CrossRef]47. Wenham, J.; Best, M.; Kissane, D. Systematic review of medical education on spirituality. Int. Méd. J. 2021, 51, 1781–1790. [CrossRef]48. Lin, C.; Tu, H. Problem-based learning and capstone course teaching strategies for university social responsibility: The case of a packaging design course. Int. J. Learn. Teach. Educ. Res. 2021, 20, 249–270. [CrossRef]49. Cramer, T.; Ganimian, A.; Morris, P.; Cappella, E. The role of teachers’ commitment to implement in delivering evidence-based social-emotional learning programs. J. Sch. Psychol. 2021, 88, 85–100. [CrossRef]50. Sadiku, M.; Musa, S. A Primer on Multiple Intelligences; Springer: Cham, Switzerland, 2021; pp. 55–68.51. Martín-Sánchez, A.; Rodriguez, M.; Ceniceros-Estévez, J. Definition and Competences of Spiritual Intelligence. Qualitative Study. Acción Psicol. 2020, 17, 83–102. [CrossRef]52. Smith, J. Role of spiritual intelligence in public policy in the African American Pentecostal church. J. Pentecostal Theol. 2021, 30, 145–161. [CrossRef]53. Becerra, B.; Becerra, D. Diseño y validación de la escala de inteligencia espiritual en una muestra de trabajadores de la salud. Ica, Perú. Rev. Méd. Panacea 2020, 9, 23–30. [CrossRef]54. Frykberg, S. Using Spiritual Intelligence as a Framework to Link Electroacoustic Music and Spirituality. Organ. Sound 2020, 25, 302–306. [CrossRef]55. Iriarte-Pupo, A.; Barreto, C.; Campo-Landines, K.; De La Ossa, E. La inteligencia espiritual como estrategia para afrontar de manera constructiva el estrés laboral docente. Rev. Electrónica Interuniv. Form. Profr. 2021, 24, 102–113. [CrossRef]56. Saini, G.; Seema. Ramification of mindfulness, subjective vitality on spiritual intelligence and impeding effect of stress in professionals during COVID-19. J. Stat. Manag. Syst. 2021, 24, 193–208. [CrossRef]57. Aboura, S. The influence of climate factors and government interventions on the COVID-19 pandemic: Evidence from 134 countries. Environ. Res. 2022, 208, 112484. [CrossRef]58. Baig, M.; Jameel, T.; Alzahrani, H.; Mirza, A.; Gazzaz, J.; Ahmad, T.; Baig, F.; Almurashi, H. Predictors of misconceptions, knowledge, attitudes, and practices of COVID-19 pandemic among a sample of Saudi population. PLoS ONE 2020, 15, e0243526. [CrossRef] [PubMed]59. Amaya-Castellanos, C. Comportamientos individual y social: Estrategias para mantener acciones preventivas en tiempos de epidemia. Salud UIS 2020, 52, 337–340. [CrossRef]60. Ramkissoon, H. COVID-19 Place confinement, pro-social, pro-environmental behaviors, and residents’ wellbeing: A new conceptual framework. Front. Psychol. 2020, 11, 2248. [CrossRef]61. Severino-González, P.; Acuña-Moraga, O.; Astete-Tapia, K.; Medel-Maturana, J. Social responsibility and sustainable consumption: The case of higher education students from Talca (Chile). Inf. Tecnol. 2021, 32, 143–150. [CrossRef]62. De Freitas, E.; Sinclair, N. The Quantum Mind: Alternative Ways of Reasoning with Uncertainty. Can. J. Sci. Math. Technol. Educ. 2018, 18, 271–283. [CrossRef]63. Vert, M.; Sharpanskykh, A.; Curran, R. Adaptative resilience of complex safety-critical sociotechnical systems: Toward a unified conceptual framework and its formalization. Sustainability 2021, 1, 13915. [CrossRef]64. Díaz, H.; Maureira, F.; Cohen, E.; Córdova, F.; Palominos, F.; Otárola, J.; Cañete, L. Individual Differences in the Order/Chaos Balance of the Brain Self-Organization. Ann. Data Sci. 2015, 2, 421–438. [CrossRef]65. Nina, B.; Nadejda, B. Metacognitive strategies in higher education: Development of spiritual intelligence strategies within training of the academic staff. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications; Management Association, Ed.; IGI Global: Hershey, PA, USA, 2018; Volume 1, pp. 448–475.66. Doetzel, N. Cultivating Spiritual Intelligence: Honoring Heart Wisdom and First Nations Indigenous Ways of Knowing. Interchange 2018, 49, 521–526. [CrossRef]67. Ortiz, P. El Sistema de la Personalidad; Orión: Lima, Perú, 1994; pp. 78–221.68. Ortiz, P. Educación y Formación de la Personalidad; Fondo Editorial UCH: Lima, Perú, 2008; pp. 150–253.69. Contreras-Pulache, H.; Espinoza-Lecca, E.; Sevillano-Jimenez, J. Apuntes sobre la evolución histórica de la obra de Pedro Ortiz Cabanillas y su Teoría Sociobiológica Informacional. Rev. Peru. Med. Exp. Salud Pública 2018, 35, 699–706. [CrossRef] [PubMed]70. Contreras-Pulache, H.; Espinoza-Lecca, E.; Moya-Salazar, J. Biographical approach to Pedro Ortiz Cabanillas (1933–2011) and his informational sociobiological theory in the context of peruvian scientific neurology. Int. J. Morphol. 2019, 37, 1316–1324. [CrossRef]71. Moya-Salazar, J.; Contreras-Pulache, L.; Lam-Figueroa, N.; Contreras-Pulache, H. An informational sociobiological explanation of the constitution of the human body. F1000Research 2021, 10, 1253. [CrossRef]72. Severino-González, P.; Sarmiento-Peralta, G.; Villar-Olaeta, J.; Ramírez-Molina, R. Consumo sustentable socialmente responsable: El caso de estudiantes universitarios de una ciudad de Perú. Form. Univ. 2022, 15, 219–230. [CrossRef]73. Lillo-Viedma, F.; Severino-González, P.; Santander-Ramírez, V.; García, L.Y.; Guiñez-Cabrera, N.; Astorga-Bustos, N. Corporate Social Responsibility and Social Network Analysis: Unionized Workers’ Perceptions. Sustainability 2022, 14, 4320. [CrossRef]74. Ardiles, R.; Jorquera, M.; Ávalos, L.; Muñoz, M. Traducción, adaptación, validez y confiabilidad del “Cuestionario de Espiritualidad SQ”, Versión Chile. Ágora Enferm. 2020, 24, 257–264.75. Ruiz, M.; Díaz, A.; Ubillús, M.; Aguí, A.; Rojas, V. Perception of knowledge and attitudes towards COVID-19 in a group of citizens in the urban area of Huánuco. Rev. Fac. Med. Hum. 2021, 21, 292–300. [CrossRef]76. Hair, J.; Risher, J.; Sarstedt, M.; Ringle, C. When to use and how to report the results of PLS-SEM. Eur. Bus. Rev. 2019, 31, 2–24. [CrossRef]77. Hernández-Sampieri, R.; Mendoza, C. Metodología de la Investigación. Las Rutas Cuantitativa, Cualitativa y Mixta; Mc Graw Hill Education: Ciudad de México, México, 2018; pp. 104–185.78. Singla, H.; Mehta, M.; Mehta, P. Modeling spiritual intelligence on quality of work life of college teachers: A mediating role of psychological capital. Int. J. Qual. Serv. Sci. 2021, 13, 341–358. [CrossRef]79. Severino-González, P.; Sarmiento-Peralta, G.; Alcaino-Oyarce, M.; Maldonado-Becerra, C. Prosocialidad y estudiantes universitarios: Entre una política educativa transformadora y la docencia basada en responsabilidad social. Form. Univ. 2022, 15, 49–58. [CrossRef]80. Acuña-Moraga, O.; Severino-González, P.; Sarmiento-Peralta, G.; Stuardo-Solar, C. Consumo sustentable en Chile: Una aproximación a los objetivos de desarrollo sostenible (ODS). Inf. Technol. 2022, 33, 181–190. [CrossRef]81. Singh, H.; Bailey, F.; Eppard, J.; McKeown, K. Partners in learning:‘An exploration of multi-cultural faculty and Emirati students’ perspectives of university learning experiences’. Learn. Cult. Soc. Interact. 2021, 31, 100564. [CrossRef]82. Atkinson, C.; Buie, H.; Sandstrom, G.; Aknin, L.; Croft, A. Testing the GRIP: An Empirical Examination of the Gender Roles Inhibiting Prosociality Model. Sex Roles 2021, 85, 440–462. [CrossRef]83. Esparza-Reig, J.; González-Sala, F.; Martí-Vilar, M. Social support and resilience to foster prosocial behaviours during the COVID-19 pandemic confinement: An explanatory model (Apoyo social y resiliencia para fomentar las conductas prosociales durante el confinamiento por la COVID-19: Un modelo explicativo). Stud. Psychol. 2021, 42, 701–719. [CrossRef]84. Gnatik, E. New normality of the covid-19 era: Opportunities, limitations, risks. RUDN J. Soc. 2021, 21, 769–782. [CrossRef]85. Krzyzanowski, M. Normalization and the discursive construction of “new” norms and “new” normality: Discourse in the paradoxes of populism and neoliberalism. Soc. Semiot. 2020, 30, 431–448. [CrossRef]86. Giussani, L. El Sentido Religioso. Curso Básico de Cristianismo; Ediciones Encuentro: Madrid, España, 2013; Volume I, pp. 29–557.87. Hendijani, M.; Seyyed, N.; Oboudi, M.; Ramezani, S. Spiritual intelligence and social entrepreneurial intentions among students: The mediating role of entrepreneurial passion. In Entrepreneurship Education and Research in the Middle East and North Africa (MENA); Faghih, N., Zali, M., Eds.; Springer: Cham, Switzerland, 2018; pp. 169–191.88. Akhtar, S.; Arshad, M.; Mahmood, A.; Ahmed, A. Gaining recognition of Islamic spiritual intelligence for organizational sustainability. Int. J. Ethics Syst. 2018, 34, 70–77. [CrossRef]89. Smudde, P.M. Internal public relations´ role with workplace, spirituality, and religion. Public Relat. Rev. 2021, 47, 102121. [CrossRef]90. Romero-Argueta, J.; Coreas-Flores, E.; Severino-González, P. Responsabilidad social del estudiante universitario en El Salvador: Género y territorio. Rev. Cienc. Soc. 2020, 26, 426–441.91. Caccia, A.; Elgier, A. Resiliencia y satisfacción con la vida en adolescentes según nivel de espiritualidad. PSOCIAL 2020, 6, 62–71.1411919Social responsibilitySpiritual intelligenceCOVID-19EducationalUniversity studentsPublicationORIGINALSocial Responsibility and Spiritual Intelligence.pdfSocial Responsibility and Spiritual Intelligence.pdfArtículoapplication/pdf410605https://repositorio.cuc.edu.co/bitstreams/6803b06f-e9b4-4030-a6dc-ba880eeed733/downloadbfeb672e70a59d62c43f9fa0e3529f96MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/78fd9508-a7b7-45ee-82ea-e93e6ef010df/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTSocial Responsibility and Spiritual Intelligence.pdf.txtSocial Responsibility and Spiritual Intelligence.pdf.txtExtracted texttext/plain62411https://repositorio.cuc.edu.co/bitstreams/933de7e9-ff99-40e8-b899-b61e3d3f34f0/downloadcfa222579e39cc5d85b3a07b0d048b9eMD53THUMBNAILSocial Responsibility and Spiritual Intelligence.pdf.jpgSocial Responsibility and Spiritual Intelligence.pdf.jpgGenerated Thumbnailimage/jpeg16188https://repositorio.cuc.edu.co/bitstreams/6df627a7-f271-493c-ac3c-7a10a2558377/download8a856fe24e83d8326f51e7e0ae9b3ca4MD5411323/9551oai:repositorio.cuc.edu.co:11323/95512024-09-17 10:14:29.528https://creativecommons.org/licenses/by/4.0/© 2022 by the authors. Licensee MDPI, Basel, Switzerland.open.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.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 |