Adaptación escolar y estrés en los estudiantes del primer semestre de la facultad ciencias de la salud, Universidad Nacional de Chimborazo, Período 2016.
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2016-09
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Universidad de Guayaquil, Facultad de Ciencias Psicológicas
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Esta investigación estudió la relación entre la adaptación escolar y el estrés en los estudiantes de primer semestre de las carreras Psicología Clínica, Enfermería y Terapia Física y Deportiva
pertenecientes a la Facultad Ciencias de la Salud de la Universidad Nacional de Chimborazo en el período 2016. Se centró en la comprobación de la hipótesis de estudio, para realizar una predicción de la relación entre las variables estudiadas, adaptación escolar y estrés, en el grupo de sujetos sometidos a investigación. El diseño fue no experimental y correlacional: Se emplearon métodos empíricos como la encuesta, la observación y la prueba psicológica. Se utilizaron métodos estadísticos para el procesamiento de los resultados. La muestra se seleccionó considerando criterios de inclusión y exclusión. Los resultados obtenidos destacaron que la adaptación escolar de los estudiantes fue baja. Hubo predominio de hipolaboriosidad, aversión a la instrucción, insatisfacción escolar, aversión al profesor e hipomotivación en más del 50% de los casos. Se detectó además que el 65% de la muestra tenía un nivel de estrés leve y el 13% moderado. En más del 50% de los casos hubo reacciones psicológicas como pérdida de la concentración, preocupación excesiva, depresión, inquietud, nerviosismo, ansiedad, angustia e irritabilidad; reacciones físicas como cansancio, fatiga, poco o mucho deseo de alimentarse y reacciones comportamentales como aislamiento y alteraciones en el sueño. Estos resultados afirmaron que hubo una relación directa en la muestra estudiada entre la adaptación escolar, que fue baja, y el estrés que reveló presencia de manifestaciones con una frecuencia alta.
This research work examined the relationship between school adjustment and stress in first semester students in Clinical Psychology, Nursing, Physical Therapy, and Sports majors in the Health Sciences College at National University of Chimborazo in the period 2016. It focused on testing the study hypothesis, to make a prediction of the relationship between the variables studied, school adjustment and stress, in the group of subjects under investigation. The design was not experimental and correlational: empirical methods as the survey, observation and psychological tests were used. Statistical methods for processing the results were used. The sample was selected considering inclusion and exclusion criteria. The results found that the school adjustment of students was low and that there was a predominance of intensive labor to instruction, school dissatisfaction, aversion to instruction and professors, and upper-motivation in more than 50% of the cases. The results indicated that 65% of the sample had slight stress levels while, 13% of the students had moderate stress levels. In more than 50% of the cases there were psychological reactions such as loss of concentration, excessive worry, depression, restlessness, nervousness, anxiety, anguish and irritability, physical reactions such as tiredness, fatigue, little or much desire to eat, and behavioral reactions like isolation and sleep disturbances. These results stated that there was a direct link in the sample between school adjustment, which was low, and stress that revealed the presence of high frequency demonstrations.
This research work examined the relationship between school adjustment and stress in first semester students in Clinical Psychology, Nursing, Physical Therapy, and Sports majors in the Health Sciences College at National University of Chimborazo in the period 2016. It focused on testing the study hypothesis, to make a prediction of the relationship between the variables studied, school adjustment and stress, in the group of subjects under investigation. The design was not experimental and correlational: empirical methods as the survey, observation and psychological tests were used. Statistical methods for processing the results were used. The sample was selected considering inclusion and exclusion criteria. The results found that the school adjustment of students was low and that there was a predominance of intensive labor to instruction, school dissatisfaction, aversion to instruction and professors, and upper-motivation in more than 50% of the cases. The results indicated that 65% of the sample had slight stress levels while, 13% of the students had moderate stress levels. In more than 50% of the cases there were psychological reactions such as loss of concentration, excessive worry, depression, restlessness, nervousness, anxiety, anguish and irritability, physical reactions such as tiredness, fatigue, little or much desire to eat, and behavioral reactions like isolation and sleep disturbances. These results stated that there was a direct link in the sample between school adjustment, which was low, and stress that revealed the presence of high frequency demonstrations.
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