Relación entre los enfoques de aprendizaje y el estrés académico en una muestra de estudiantes de la Universidad Central “Marta Abreu” de Las Villas
Fecha
2014-07-02
Autores
Duarte Mette, Evelyse Lissete Rosa
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La investigación estuvo dirigida a determinar la relación existente entre los enfoques de aprendizaje y el estrés académico en una muestra de estudiantes de la Universidad Central de las Villas, la cual fue realizada durante un periodo comprendido entre noviembre y mayo de 2014. Para ello, se asumió el paradigma cuantitativo de investigación con alcance descriptivo-correlacional. Se utilizó el muestreo probabilístico aleatorio simples, quedando la muestra conformada por 253 estudiantes. Se empleó el Cuestionario de Procesos de Estudio y el Inventario SISCO del Estrés Académico.
El estudio contó con tres etapas: una primera de identificación de los enfoques de aprendizaje empleados por los estudiantes, una etapa de exploración del estrés académico y por último, la etapa de establecimiento de las correlaciones entre ambos procesos. Se emplearon procedimientos como los estadísticos descriptivos, pruebas de comparación de las medias y pruebas correlacionales.
Los resultados indicaron, que los estudiantes utilizan predominantemente el enfoque profundo pero se evidencia una incidencia en niveles moderados del uso de estrategias superficiales. Se evidencia presencia de estrés académico en la mayoría de los estudiantes en niveles moderados con predominio de reacciones psicológicas. El empleo de enfoque profundo se relaciona con el empleo de determinadas estrategias de afrontamiento, pudiendo ser un factor protector del estrés académico y en la aparición de reacciones al estrés académico, mientras el enfoque superficial se relaciona con la presencia de estrés académico, con reacciones al estrés académico, pudiendo ser un obstaculizador en la búsqueda de información.
The investigation was directed to determine the existing relationship between the schools of learning and academic stress in a sample of students from the Central University of Las Villas, whih was carried out during the period November to May, 2014. For this investigation, a quantitative paradigm was assumed with a descriptive – correlational reach. A probabilistic sample was used, leaving the sample comformed of 253 students. The Study Processes Questionnaire and SISCO Inventory of Academic Stress were used. The study was divided into 3 stages: the stage of identification of the schools of learning used by the students, the stage of exploration of academic stress and finally, the stage of establishing the correlations between both processes. Procedures such as descriptive statistics, comparative tests of means and tests of correlation were used. The results indicate that the students predominantly used the profound school but an incidence in the moderate levels of the use of superficial strategies was evident. Academic stress was present in the majority of students in moderate levels with a predominance of psychological reactions. The use of the profound school is related with the use of determined strategies of confrontation, being a protective factor of academic stress and in the appearance of reactions to academic stress, while the superficial school is related with the presence of academic stress, with reactions to academic stress being an obstacle in the search of information.
The investigation was directed to determine the existing relationship between the schools of learning and academic stress in a sample of students from the Central University of Las Villas, whih was carried out during the period November to May, 2014. For this investigation, a quantitative paradigm was assumed with a descriptive – correlational reach. A probabilistic sample was used, leaving the sample comformed of 253 students. The Study Processes Questionnaire and SISCO Inventory of Academic Stress were used. The study was divided into 3 stages: the stage of identification of the schools of learning used by the students, the stage of exploration of academic stress and finally, the stage of establishing the correlations between both processes. Procedures such as descriptive statistics, comparative tests of means and tests of correlation were used. The results indicate that the students predominantly used the profound school but an incidence in the moderate levels of the use of superficial strategies was evident. Academic stress was present in the majority of students in moderate levels with a predominance of psychological reactions. The use of the profound school is related with the use of determined strategies of confrontation, being a protective factor of academic stress and in the appearance of reactions to academic stress, while the superficial school is related with the presence of academic stress, with reactions to academic stress being an obstacle in the search of information.
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Estrés Académico, Relaciones Interpersonales, Estudiantes Universitarios, Aprendizaje, Academic Stress, Relationships, University Students, Learning