Romo-González T.^1,, Enríquez-Hernández CB.², Riego-Azuara NA.², Sánchez-Gracida OD.², López-Mora G.², Gantiva C.³, Esquivel-Velázquez M.⁴, Larralde C.⁴

Recent research performed on students of Universidad Veracruzana (UV), revealed a diversity of problems that affect both their academic performance and well-being. Previously, we developed a Psycho-Educative Intervention (PEI) to improve the Health and Wellness of the students of UV and evaluated their effects. To identify the mechanisms behind the effects of PEI, a Pearson’s correlation test was made among all the Variables scores of the participants Before and After PEI, as well as between Variables within Before PEI and within After PEI. A complex network associating all PE Variables was found, with Thinking as the principal hub and Communicating, Breathing, Transcending, Finding Meaning, Playing/Working and Self-Responsibility and Love as secondary hubs, ruling the PE Status of an individual. This organization of the Variables could facilitate the design of strategies to improve or degrade the PE Status of an individual depending on the protective or risky nature of the stimulus.

health, wellness, college students, psycho-educative intervention, psycho-emotional network