Estrés Académico y su relación con la Resiliencia en Adolescentes

Abstract

El estrés académico es conocido como un aumento de la tensión en los estudiantes debido a diferentes factores presentes al momento del aprendizaje, causando daños en la salud mental de los mismos. Por otro lado, la resiliencia es la capacidad de afrontamiento de dificultades que posee la persona la cual podría tener relación con el estrés académico. Siendo el objetivo del presente estudio determinar si existe una relación entre estas variables en adolescentes. Para lo cual, se contó con 120 estudiantes adolescentes participantes de la ciudad de Salcedo - Ecuador, de entre 14 y 17 años, se utilizó el Inventario Sistémico Cognoscitivista (Inventario SISCO SV-21) y la Escala de Resiliencia de Wagnild & Young. En los resultados se encontró que la mayoría de los adolescentes presentaron niveles de estrés académico entre moderado y severo, además se observaron diferencias significativas en el género puesto que el género femenino presentó mayor estrés, por otro lado, se halló que la mayoría de adolescentes presentaron grados de resiliencia entre muy bajo y medio. Finalmente, se obtuvo una correlación positiva leve entre las dos variables, lo que quiere decir que mientras el estrés académico sube, la resiliencia también lo hace

Coping with the Stress through Individual and Contextual Resilient Factors in Primary School Settings

“…In addition, the transition from preschool education to primary education involves the incorporation of situations that generally generate stress for all students, such as the incorporation of exams, changes in teachers and methodologies, a greater number of teachers, or homework to do at home. These results agree with previous studies [38,39,41], which lead us to support the idea that transitions between educational stages and adaptation to them are moments that generate greater stress for students. On the other hand, with respect to the sex of the children, no differences were found in the level of stress perceived by boys and girls, although the mean for girls was higher.…”

“…The correlational analysis raised in this study confirmed this negative association. Furthermore, significant negative correlations were obtained with both general and individual and contextual resilient factors, coinciding with previous studies [5,38,[57][58][59].…”

“…Regarding resilient contextual factors, it is observed that the three types of perceived support (teachers, parents, and peers) correlate significantly and negatively with school stress. These data are in line with the findings of other studies that point to the importance of these social supports (family, school, and peers) as fundamental aspects of both school stress [28,30,33], and the development of children's resilience [38,62]. In the present study, a detailed analysis has been conducted in order to find out in which situations each type of support is more significant for children (taking into account the types of stressful situations).…”

“…Regarding their age, studies suggest that the older the student is, the greater the use of coping strategies is, which can be translated into better management of school stress [37]. Moreover, several authors point out that the most stressful situation is the change of educational stage, the uncertainty and adaptation to it, since for many children it means a change of center, with new classmates and teachers, and new methodologies [38][39][40][41].…”