Dimensiones del estrés académico en estudiantes de bachillerato de una unidad educativa de Cuenca

Abstract

Academic Stress (EA), is a term used to assess the interaction of the individual within the school field, when the stressors are perceived as not having the necessary factors to deal with it arises the EA, so it is considered one of the biggest problems that violate the health and well-being of students. This study aimed to describe the dimensions of academic stress: to identify the demands of the school environment perceived as stressors, to know the main symptoms and strategies for coping with academic stress, and to describe stressors according to sociodemographic variables of high school students. The study had a quantitative approach, with a descriptive scope, the sample was composed of 180 students, 57 men (31.7%) and 123 women (68.3%) all of them from the U.E.O.C. From this sample 27.2% belongs to the first, 37.8% to second and 35.0% to third of Baccalaureate with an age range of 15 to 20 years. Arturo Barraza's SISCO tool (2007) was used; results based on the goals show that 77.1% of students had a moderate level of stress, 51.7% had very stressful at least one situation in their school environment, the most frequent stressors were overburdened with an average of 3.56; the most common reactions in descending order were psychological reactions with an average of 2.94 feelings of sadness and concentration problems, physical with an average of 2.82 (increase or reduction of food consumption). As for the coping strategies you employ was the assertive skill (defending our preferences, ideas or feelings without harming others) with an average of 3.35.