Estrés académico y adaptación a la vida universitaria en estudiantes de Lima, Arequipa y Piura
Date
2019-08-21
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Pontificia Universidad Católica del Perú
Abstract
El presente estudio tuvo como objetivo analizar las posibles relaciones entre el estrés
académico (con sus indicadores) y la adaptación a la vida universitaria (y sus áreas) en
un grupo de 1213 estudiantes de 6 universidades de 3 ciudades del Perú (Lima, Arequipa
y Piura). Así, se halló que el 86.9% de los estudiantes reportaban un nivel de preocupación
en una intensidad de mediana a alta. Además, se encontró correlaciones entre las variables
psicológicas y sus respectivas áreas, todas significativas y de tamaño mediano a grande.
Asimismo, se realizaron 4 modelos de análisis de regresión lineal para los predictores de
adaptación a la vida universitaria, encontrándose modelos medianos y grandes; cada
modelo tomaba en cuenta componentes diferenciados del estrés académico y la categoría
AB (universidad de ciudad pequeña y no licenciada vs universidad de ciudad mediana a
grande y licenciada). Así, el primer modelo de adaptación a la vida universitaria incluía
intensidad del estrés y categoría AB (R2 =.16, f 2= .19, p< .001); el segundo, estresores y
categoría AB (R2= .12, f 2= .14, p< .001), el tercero, reacciones al estrés y categoría AB
(R2 =.47, f 2= .89, p< .001), y finalmente, reacción física, psicológica, comportamental y
categoría AB (R2 =.53, f 2= 1.13, p< .001). De esta manera se ve la importancia de a y b
sobre el proceso de AVU. Se espera que los resultados sean de aporte para futuras
investigaciones (peruanas y latinoamericanas) realizadas sobre dichas variables
psicológicas e impulsen iniciativas para la promoción de la salud en las universidades.
The purpose of the present study is to analyze the possible relationships between academic stress (with its indicators) and the adaptation to university life, and its areas, in a group of 1213 students from 6 universities in 3 cities of Peru: Lima, Arequipa and Piura. Thus, it was found that 86.9% of the students reported a level of concern at a medium to high intensity. In addition, correlations were found between the psychological variables and their respective areas, all significant and of medium to large size. Likewise, 4 models of linear regression analysis were carried out for predictors of adaptation to university life, with medium and large models found; each model took into account differentiated components of academic stress and category AB (university of small and unlicensed city vs. university of medium to large city and licensed). Thus, the first model of adaptation to university life included stress intensity and category AB (R2 = .16, f 2= .19, p <.001); the second, stressors and category AB (R2= .12, f 2= .14, p <.001), the third, reactions to stress and category AB (R2 = .47, f 2= .89, p <.001), and finally, physical, psychological, behavioral and category AB (R2 = .53, f 2= 1.13, p <.001). In this way we see the importance of a and b over the AVU process. It is expected that the results will be of contribution for future investigations (Peruvian and Latin American) made on these psychological variables and promote initiatives for the promotion of health in the universities.
The purpose of the present study is to analyze the possible relationships between academic stress (with its indicators) and the adaptation to university life, and its areas, in a group of 1213 students from 6 universities in 3 cities of Peru: Lima, Arequipa and Piura. Thus, it was found that 86.9% of the students reported a level of concern at a medium to high intensity. In addition, correlations were found between the psychological variables and their respective areas, all significant and of medium to large size. Likewise, 4 models of linear regression analysis were carried out for predictors of adaptation to university life, with medium and large models found; each model took into account differentiated components of academic stress and category AB (university of small and unlicensed city vs. university of medium to large city and licensed). Thus, the first model of adaptation to university life included stress intensity and category AB (R2 = .16, f 2= .19, p <.001); the second, stressors and category AB (R2= .12, f 2= .14, p <.001), the third, reactions to stress and category AB (R2 = .47, f 2= .89, p <.001), and finally, physical, psychological, behavioral and category AB (R2 = .53, f 2= 1.13, p <.001). In this way we see the importance of a and b over the AVU process. It is expected that the results will be of contribution for future investigations (Peruvian and Latin American) made on these psychological variables and promote initiatives for the promotion of health in the universities.
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Keywords
Stress (Psicología), Adaptación (Psicología), Estudiantes universitarios--Investigaciones.
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