ESTRATEGIAS DE REGULACIÓN EMOCIONAL EN ESTUDIANTES UNIVERSITARIOS FRENTE A LAS EXIGENCIAS ACADÉMICAS EN VIRTUALIDAD
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2021
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
La presente sistematización propuso como pregunta eje ¿Cuáles fueron las respuestas emocionales y estrategias de regulación emocional de los estudiantes universitarios frente a las exigencias académicas en virtualidad? con el objetivo de describir las respuestas emocionales y estrategias de regulación emocional de los estudiantes durante el ciclo 2020-2021 para comprender más profundamente nuestras experiencias y así mejorarlas, aportando con información que mejore su regulación en el contexto virtual, consiguiendo datos necesarios, mediante bitácoras y grupos focales, permitiendo reflexionar críticamente, evidenciando e infiriendo, situaciones que causaron, en el estudiante, una actitud negativa hacia la educación virtual. Se identificaron sentimientos y emociones manifestadas a partir de las cargas excesivas y dificultades tecnológicas. Finalmente, se concluyó que es necesario que se implemente el uso de las estrategias de regulación emocional para promover la salud y así permitir que logren culminar con éxito la universidad
The present systematization of experiences proposed as a central question: What were the emotional responses and emotional regulation strategies of university students to academic demands in virtuality? The objective was to analyze the emotional responses and reactions of university students to academic demands in virtuality during the 2020-2021 cycle in order to understand more deeply our experiences and thus be able to improve it, providing information to improve its regulation in the virtual context. To obtain the necessary information, logs and focus groups were applied, which allowed the execution of the critical reflection, where it was possible to evidence and infer several situations that caused, in the student, a negative attitude towards virtual education; also, feelings and emotions that were manifested from the excessive loads and technological difficulties were identified. Finally, it was concluded that it is necessary to implement the use of emotional regulation strategies to promote health and thus allow them to successfully complete university
The present systematization of experiences proposed as a central question: What were the emotional responses and emotional regulation strategies of university students to academic demands in virtuality? The objective was to analyze the emotional responses and reactions of university students to academic demands in virtuality during the 2020-2021 cycle in order to understand more deeply our experiences and thus be able to improve it, providing information to improve its regulation in the virtual context. To obtain the necessary information, logs and focus groups were applied, which allowed the execution of the critical reflection, where it was possible to evidence and infer several situations that caused, in the student, a negative attitude towards virtual education; also, feelings and emotions that were manifested from the excessive loads and technological difficulties were identified. Finally, it was concluded that it is necessary to implement the use of emotional regulation strategies to promote health and thus allow them to successfully complete university
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Regulación emocional, estudiante, virtualidad, exigencias académicas