Background: Recently, the appearance of the SARS CoV-2 virus caused university students to experience cessation of their academic activity while they were subjected to mandatory confinement (exceptional situation). The objective of the present retrospective study was to analyze stress, anxiety, and depression levels in university students in the period from March to May 2020, as well as to evaluate their coping strategies and the post-traumatic growth experienced. Method: A total of 239 students took part in this study (85.3% women and 14.7% men). Age was divided into 3 categories: 18-22, 23-27, 28 or older, with the age range between 18-22 years (83.7%) being the most frequent. Descriptive analysis and mean comparisons were performed. Results: Stress levels were higher in university students than those of depression and anxiety. Students employed more adaptive coping strategies, with 44.6% of the sample showing moderate levels of post-traumatic growth, while 10.4% of the students had high levels. On the other hand, students with higher levels of stress more frequently employed maladaptive coping strategies, without any differences in posttraumatic growth. Conclusion: These results show that it is necessary to promote more active coping strategies among students to encourage greater growth after stressful or traumatic situations.Antecedentes: La aparición del virus COVID-19 hizo que los universitarios experimentaran el cierre de su actividad académica mientras estaban sometidos al confinamiento obligatorio (situación excepcional). Por ello, el objetivo de este trabajo con carácter retrospectivo fue analizar los niveles de estrés, ansiedad y depresión en el alumnado universitario en el período de marzo a mayo del año 2020, evaluar sus estrategias de afrontamiento y si experimentaron crecimiento postraumático. Método: Participaron un total de 239 universitarios (85,3% mujeres y 14,7% hombres). La edad se dividió en 3 categorías: 18-22/23-27/28 o más, siendo la franja de edad comprendida entre los 18-22 años (83,7%) la más frecuente. Se realizaron análisis descriptivos y pruebas de comparación de medias entre las variables evaluadas. Resultados: Se observaron niveles de estrés significativamente superiores a los de depresión y ansiedad; el alumnado utilizó en mayor medida estrategias de afrontamiento adaptativas, presentando el 44,6% niveles moderados de crecimiento postraumático, y un 10,4% niveles elevados. Por otro lado, los estudiantes con mayores niveles de estrés utilizaron en mayor medida estrategias desadaptativas, sin presentar diferencias respecto al crecimiento postraumático. Conclusión: Existe la necesidad de promover entre el alumnado estrategias de afrontamiento más activas, con el fin de fomentar un mayor crecimiento tras situaciones estresantes.
Background: In adolescence, the individual's personality and social adjustment emerge, where psychological, physical, biological, and social factors determine health. Emotional intelligence (EI) is a psychological construct that improves individuals' quality of life. Therefore, this study aimed to identify the importance of EI in young adolescent students and its relationship with different psychological variables, presenting the most characteristic instruments for its measurement. Method: This review followed the PRISMA guidelines. Thus, 687 documents were obtained, which, after applying the established criteria, provided 24 studies for review. Results: The results comprise a total sample of 26510 adolescents, aged 10 to 19 years, revealing the importance of EI in the adolescent population for their well-being and improving their quality of life. Among the EI instruments, the most widely used was the Trait-Meta-Mood-Scale (TMMS-24). Conclusions: further studies should be conducted to verify these findings. Finally, future intervention programs should consider the results presented in this study to corroborate these findings.Antecedentes: En la adolescencia emerge la personalidad y el ajuste social del individuo, donde la salud está determinada por factores psicológicos, físicos, biológicos y sociales. La inteligencia emocional es un constructo psicológico que mejora la calidad de vida del individuo. Por ello, el objetivo de este estudio consistió en identificar la importancia de la IE en jóvenes adolescentes escolarizados y su relación con diferentes variables psicológicas, presentando los instrumentos más característicos para su medición. Método: El método utilizado para esta revisión siguió las directrices PRISMA. Así, se obtuvieron un total de 687 documentos que, tras aplicar los criterios establecidos, quedaron 24 estudios para su revisión. Resultados: Los resultados conforman una muestra total de 26510 adolescentes, con edades comprendidas entre los 10 y los 19 años, que revelan la
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