Prevalencia y fuentes de estrés académico en estudiantes de la Carrera de Laboratorio Clínico Área de la Salud Humana enero-julio del 2013
This research was developed in Loja city, which is located at south of Ecuador, during the academic semester March to July 2013, with 134 students of the School of Clinical Laboratory of the Department of Human Health at the National University of Loja, as a cross-sectional study; descriptive and an...
Furkejuvvon:
| Váldodahkki: | |
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| Materiálatiipa: | bachelorThesis |
| Giella: | spa |
| Almmustuhtton: |
2014
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| Fáttát: | |
| Liŋkkat: | http://dspace.unl.edu.ec/jspui/handle/123456789/10653 |
| Fáddágilkorat: |
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Lasit fáddágilkoriid | Čoahkkáigeassu: | This research was developed in Loja city, which is located at south of Ecuador, during the academic semester March to July 2013, with 134 students of the School of Clinical Laboratory of the Department of Human Health at the National University of Loja, as a cross-sectional study; descriptive and analytical; employing quantitative procedures. Assessment instruments ACADEMIC STRESS INVENTORY SISCO, QUESTIONNAIRE GENERAL HEALTH ASSESSMENT OF ACADEMIC SOURCES OF STRESS INVENTORY OF ACADEMIC STRESS RESPONSES, OF SUBJECTIVE WELL-BEING SCALE SANCHEZ CASANOVA, PSYCHOLOGICAL WELL-BEING SCALE, BIEPS-J. Were used daily self-report; and psychoeducational NEEDS QUESTIONNAIRE. The overall prevalence of academic stress is stable in 94.80% (91.20% men, 96.00% women); an association with age variable (p = 0.0342 <0.05) and level of study (X2 = 33.6222); similar to the normal curve assessing academic stress intensity distribution determined in 33.10% of the students academic stress levels IV and V; and a partnership with the variable level of study (p = 0.0227). The main causes of academic stress student Clinical Laboratory are related to the form of academic organization. The leading causes of academic stress are: "Academic Overload"; "Lack of time to meet the academic activities"; "Make a test"; "Exhibiting a theme in class"; and, "Wait a rating." The assessment of mental health showed deterioration in students who were rated academic stress (X = 50.56, X = 43.57, Z = 2.311) and a moderate correlation (r = 0.459, r2 = 0.211) between the assessment of the level of academic stress and mental health (general health). The main psychoeducational needs rated as "very necessary" are: "Training techniques, study skills and planning, learning strategies"; "Having personalized guidance of teachers and / or students in the faculty itself: tutoring"; "Career Guidance" and "Information, assistance and support regarding curriculum and psychoeducational characteristics required in each"; and "educational and psychological care to students with special needs: learning disabilities," 69.70%. On this basis the following conclusions and recommendations. Keywords: academic stress, causes of academic stress, mental health, subjective well-being, psycho-educational needs, psychological, psycho-educational needs, mental health, psychological well-being and responses to academic stress. |
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