| dc.description.abstract | Depression, anxiety, and stress are conditions that can manifest in people from different
societies. High and frequent levels of depressive, anxious, and stress symptoms can cause
clinically significant discomfort for the person who suffers from them, affecting the different
spheres of their life. Teachers are highly vulnerable to suffering from the aforementioned
pathologies due to the peculiarities that their profession requires, as it is characterized by a
predisposition to triggering this type of symptomology. The objective of this study was to
describe the general levels of depressive, anxious, and stress symptoms according to
different sociodemographic characteristics, for which the self-applicable DASS-21 reactive,
by authors Lovibond and Lovibond, and a sociodemographic form created by the
investigators was used. The study had a quantitative approach, with a non-experimental
cross-sectional design and a descriptive scope. To meet the research objective, a nonprobabilistic
sample
was
taken
by
quotas,
with
the
participation
of
92
teachers;
considering
each
area of knowledge within the University of Cuenca as a stratum. As a result of this
research, it was found that the presence of depressive, anxious, and stress symptoms in
university teachers is 30.3%, 41.3%, and 31.5%, respectively, highlighting the moderate
level of symptomology. These results are explained due to the sum of social factors and the
working conditions specific to teaching. It is concluded that in the three emotional states, the
absence predominated over the presence of symptomology. | |
