Escala de Estresores Académicos para la evaluación de los estresores académicos en estudiantes universitarios

Cabanach, Ramón González; Souto-Gestal, Antonio; Franco, Victoria

doi:10.1016/j.rips.2016.05.001

Cited by 71 publications

(70 citation statements)

References 21 publications

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“…Likewise, students' level of motivation in the search of their own knowledge is moderate to low and they do not assist tutorials very frequently (see Torrecilla-Sánchez, Burguera-Condon, Olmos-Miguélañez, & Pérez-Herrero, 2018). This is a negative aspect, as motivation is vital for them to have an active role in class (Valle et al, 2015), along with other indicators (Cabanach, Souto-Gestal, & Franco, 2016;Casanova, Cervero, Núñez, Almeida, & Bernardo, 2018;García-Ripa, Sánchez-García, & Risquez, 2018;Garzón Umerenkova & Gil Flores, 2017;Vizoso-Gómez & Arias-Gundín, 2018).…”

Section: Discussionmentioning

confidence: 99%

Teacher Satisfaction in Spain with the European Higher Education Area: Arts and Humanities

Quevedo-Blasco

2019

Univ Psychol

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In Spain reforms to university educational policy have been made in order to adapt to the European Higher Education Area (EHEA). Therefore, the objective of this study was to find out the level of satisfaction of Arts and Humanities university teaching staff towards the implementation of the EHEA. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. The sample consisted of 1605 Spanish teachers of Arts and Humanities from public universities (with an average age of 48 years, of which 52 % were women and 48 % men). They were applied an ad hoc survey (α = 0.82) consisting of questions (grouped into eight sections) about the degree of satisfaction towards different aspects of the EHEA. In the results can be observed that teachers are not completely satisfied with the way in which educational institutions have adapted university education to the EHEA and they have identified certain needs that limit the quality of Arts and Humanities teaching. In conclusion, the most of teachers thought that the implementation of the EHEA could be improved, although a small percentage believed that it had not been implemented correctly. RESUMENEn España se han hecho reformas en la política educativa universitaria con el objetivo de adaptarse al Espacio Europeo de Educación Superior (EEES). Por ello, la finalidad del estudio fue conocer la satisfacción del profesorado universitario de Artes y Humanidades hacia la implantación del EEES. Es un estudio descriptivo de poblaciones mediante encuesta con muestreo probabilístico, tipo transversal. La muestra estuvo compuesta por 1605 profesores españoles de Artes y Humanidades de universidades públicas (con una edad media de 48 años, de los cuales 52 % eran mujeres y 48 % hombres). Se les aplicó una encuesta elaborada ad hoc (α = 0.82) formada por preguntas (agrupadas en ocho secciones) sobre el grado de satisfacción hacia diferentes aspectos del EEES. En los resultados se puede observar que los profesores no están completamente satisfechos con el modo en que las instituciones educativas han adaptado las enseñanzas universitarias al EEES y han detectado necesidades que limitan la calidad Raúl Quevedo-Blasco, Gualberto Buela-Casal. | Universitas Psychologica | V. 18 | No. 5 | 2019 | 2 de las enseñanzas de Artes y Humanidades. En conclusión, la mayoría de los profesores creen que la aplicación del EEES se podría mejorar, aunque un pequeño porcentaje informan que no se ha aplicado correctamente.

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Section: Discussionmentioning

confidence: 99%

Teacher Satisfaction in Spain with the European Higher Education Area: Arts and Humanities

Quevedo-Blasco

2019

Univ Psychol

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“…Esta carga de trabajo percibida tiene una importante influencia tanto en el nivel de rendimiento académico alcanzado, como sobre el bienestar psicológico, ya que es uno de los principales factores generadores de estrés académico (Cabanach, Souto-Gestal y Franco, 2016).…”

Section: Discussionunclassified

Rendimiento, contexto académico y salud percibida en estudiantes de psicología antes y después del EEES

López-Núñez

Valdehita

Ramiro

2018

REDU

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<p>El Espacio Europeo de Educación Superior (EEES) ha implicado una serie de modificaciones a nivel estructural y metodológico cuyos resultados sobre el rendimiento académico y la salud de los estudiantes no se han estudiado suficientemente. El objetivo de este trabajo es evaluar el rendimiento, el contexto percibido y la salud auto informada de una muestra de estudiantes de Psicología de licenciatura y grado, para ver cómo se relacionan estas variables e influyen en sus resultados académicos y bienestar. Metodología. La muestra estuvo compuesta por 811 estudiantes (487 de licenciatura y 324 de grado). Para la evaluación de las variables indicadas se utilizaron los siguientes instrumentos: cuestionario de Contexto Académico, el cuestionario GHQ-28 para evaluar la salud percibida, y el Cuestionario de hábitos de sueño CHAS, además se recabó el rendimiento académico. Resultados. Los estudiantes del EEES obtienen un mejor rendimiento que los de licenciatura, aunque la diferencia no es muy elevada. Así mismo muestran estar más insatisfechos con los resultados obtenidos, tienen peor salud psicológica, peor calidad de sueño, mayor ansiedad e insomnio, mayor disfunción social y más bajas médicas por estrés y ansiedad. Conclusiones. La adaptación al EEES parece que no cumple con sus objetivos de mejora de la calidad de la enseñanza además de tener un impacto negativo en la salud y bienestar físico y psicológico de los estudiantes.</p>

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“…In spite of its demonstrated prevalence and relevance in adolescence, various authors point out serious gaps and problems in the assessment of academic stress in this developmental stage. Some of the most important shortcomings are (a) dissatisfaction with the assessment instruments currently available [16] and (b) the low number of studies focused on secondary education, compared to the university, and inconsistencies in their conclusions about the relationships among gender, educational level, and academic stress [17,18].…”

Section: Introductionmentioning

confidence: 99%

“…Focusing on the first question, recent studies refer to limitations of the instruments available in Spanish [11] alleging that they (a) are generic in nature and decontextualized from the school setting, (b) have a one-dimensional nature and provide little information for intervention in this area, and (c) focus on partial aspects of academic stress. Thus, several authors emphasize that few instruments consider the broad range of potentially stress-producing academic conditions [16,19], and that there is a need for instruments with contrasted validity and reliability [11]. Noteworthy shortcomings are identified in the validation of the available instruments, such as not using confirmatory techniques to show the consistency and stability of their structure across different samples [20].…”

Section: Introductionmentioning

confidence: 99%

Analyzing academic stress in adolescence and their relationship with students’ psychological and physical well-being: Development and validation of the Questionnaire of Academic Stress in Secondary Education

Ros¹,

Pérez-González²,

Jm³

2018

Preprint

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This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education –QASSE-, designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students’ physical and psychological well-being. Participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation process, EFA and CFA supported QASSE multifactorial structure with four first-order factors -academic overload, interaction with classmates, family pressure, and future-oriented perspective- and a second-order factor of academic stress, showing a significant and intense relationship with adolescents’ psychological and physical well-being. Results also highlight the effects of the gender*educational level interaction on the students’ stress, with girls showing higher levels of stress in the transition courses between educational phases (sophomore and junior years). The QASSE demonstrates good validity and reliability, showing potential for both research and educational application. The results show the high impact of the QASSE dimensions on psychological and physical well-being in adolescence, highlighting its special usefulness for designing and adjusting educational prevention and intervention actions in this area to the students’ specific characteristics and needs

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Escala de Estresores Académicos para la evaluación de los estresores académicos en estudiantes universitarios

Cited by 71 publications

References 21 publications

Teacher Satisfaction in Spain with the European Higher Education Area: Arts and Humanities

Teacher Satisfaction in Spain with the European Higher Education Area: Arts and Humanities

Rendimiento, contexto académico y salud percibida en estudiantes de psicología antes y después del EEES

Analyzing academic stress in adolescence and their relationship with students’ psychological and physical well-being: Development and validation of the Questionnaire of Academic Stress in Secondary Education

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