Las Redes Sociales y su Influencia en la Salud Mental de los Estudiantes Universitarios: Una Revisión Sistemática

Martínez-Líbano, Jonathan

doi:10.30827/digibug.72270

Cited by 7 publications

(4 citation statements)

References 74 publications

(83 reference statements)

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“…It generates high EE, which can cause serious long-term consequences for mental health [47]. The results presented are consistent with a recent systematic review which found that high levels of internet and social network use in university students were correlated with the presence of the fear of missing out (FOMO), anxiety, depression, stress, internet addiction, learning disabilities, and sleep disorders [48].…”

Section: Discussionsupporting

confidence: 88%

“…The Exhaustion Interpretation Table (EES-Int) [43] includes a scale that was created in 2021 to interpret the results of the ECE. The score of the ECE is interpreted through the EES-Int Scale in four levels: low (10)(11)(12)(13)(14)(15)(16)(17)(18)(19), medium (20)(21)(22)(23)(24)(25)(26)(27)(28)(29), high (30)(31)(32)(33)(34)(35)(36)(37)(38)(39), and very high (40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50). It describes the indicators of emotional exhaustion under each score level's cognitive, affective, and social-interactional processes.…”

Section: Instrumentsmentioning

confidence: 99%

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Emotional Exhaustion Variables in Trainee Teachers during the COVID-19 Pandemic

Martínez-Líbano

Cabrera

2023

EJIHPE

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Introduction: emotional exhaustion among trainee teachers is a relevant topic since it could have repercussions regarding the lives of their future pupils. Our objective was to determine the degree of trainee teachers’ emotional exhaustion and associated variables during the COVID-19 pandemic. Methods: the design was cross-sectional and descriptive. Questionnaires with sociodemographic variables, perceptions of mental health, and the Emotional Exhaustion Scale (ECE) (α = 0.890; ω = 0.893) validated for the Chilean context were answered by 204 trainee teachers. The results were analyzed using SPSS software version 25 and the Emotional Exhaustion Interpretation Table (EES-Int). Results: the results show that 92.2% of the trainee teachers presented a worsening in their mental health, stress (66.2%), irritability (38.2%), anxiety (37.7%), and depressive symptoms (32.8%). Online classes (73.04%) and the pandemic (67.6%) were the main influencing factors. Education students who perceived their mental health had worsened became 6.63 times more likely to develop emotional exhaustion [AOR = 6.63; 95% CI: 1.78, 24.69]. In addition, education students with a high perception of academic stress were 7.45 more likely to develop emotional exhaustion [AOR = 7.45; 95% CI: 1.98, 28.09]. Conclusion: we can conclude that trainee teachers have high levels of emotional exhaustion and their perception of their mental health and the academic stress they are being subjected to during the COVID-19 pandemic may lead them to present symptoms of frequent or permanent problems with concentration, attention, recall of information, dissatisfaction with their performance, and frequent learning difficulties. From the affective dimension, they present frequent or permanent anxiety, restlessness, irritability, indifference, low mood, and psychomatization. From the socio-interactional dimension, they present frequent or permanent social withdrawal, interpersonal problems, problems at work or school, and family and relationship problems. Increasing the sample to delve into emotional exhaustion by subject area is necessary. For future studies, research should be conducted on the causes of emotional exhaustion by subject area and the coping strategies of trainee teachers to understand differences and provide input on emotional support in practice.

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Section: Discussionsupporting

confidence: 88%

Section: Instrumentsmentioning

confidence: 99%

Emotional Exhaustion Variables in Trainee Teachers during the COVID-19 Pandemic

Martínez-Líbano

Cabrera

2023

EJIHPE

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“…La calidad de los estudios (tabla 2), estuvo determinada mediante la escala Newcastle-Otawa (NOS) adaptada para estudios transversales, la NOS se encarga de evaluar la calidad considerando el contenido, diseño e interpretación con confiabilidad y validez. Esta escala valora tres dimensiones: selección, comparabilidad y resultado, distribuidas en siete categorías a las cuales se les puede asignar un total de nueve estrellas si el estudio cumple con los criterios establecidos, una asignación máxima de cuatro, dos y tres estrellas para las dimensiones selección, comparabilidad y resultados respectivamente (Martínez et al, 2022).…”

Section: Pág 1839unclassified

Revisión Sistemática Sobre Salud Mental Y Rendimiento Académico

Cancino Cedeño,

Párraga Mendoza,

Castillo Peña

2024

Ciencia Latina

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Los jóvenes que cursan estudios de pregrado en la actualidad presentan un gran índice de trastornos mentales derivados de diversos factores que afectan su rendimiento académico y su calidad de vida. En este sentido, el objetivo de este artículo fue analizar la información sobre salud mental y rendimiento académico, mediante una revisión sistemática que consistió en la búsqueda y selección de estudios desarrollados entre los años 2017 – 2022 en estudiante universitarios, se consideró la base de datos Science Direct, el modelo PRISMA y la escala Newcastle-Otawa (NOS) para la valoración de la calidad de los estudios. Como resultado se seleccionaron un total de 15 artículos detallados en una matriz que identifica 7 aspectos característicos de los mismos y que permitieron concluir que los problemas de salud mental con mayor prevalencia son ansiedad, estrés y depresión cuyo principal efecto se refleja en el rendimiento académico bajo o medio de los universitarios.

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“…La tarea psicosocial de la etapa de la adolescencia supone el desarrollo de una identidad socialmente validada (Davis, 2013;. Los adolescentes contemporáneos, utilizan de manera intensiva (Martinez-Libano et al, 2022). las redes sociales como espacio de socialización (Arab y Díaz, 2015;Oliva Marañon, 2012;Quirós-Ramírez, 2018).…”

Section: Conclusión Y Discusiónunclassified