Estrés académico y estrategias de aprendizaje en estudiantes de una universidad pública
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Date
2024-08-20
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Universidad Nacional de Trujillo
Abstract
El presente estudio de investigación se llevó a cabo con la finalidad de determinar la relación entre el estrés académico y las estrategias de aprendizaje en estudiantes de enfermería. La investigación de enfoque cuantitativo y correlacional de corte transversal tuvo una muestra a 54 estudiantes, que cursaron el II y IV ciclo de la Facultad de Enfermería de la Universidad Nacional de Trujillo que cumplían con los criterios de inclusión establecidos. Para recopilar datos, se emplearon dos instrumentos, el Inventario SISCO del estrés académico (Barraza, 2007) y la Escala de estrategias de aprendizaje ACRA-Abreviada para alumnos universitarios (Fuente y Justicia, 2003). Se llevo a cabo el análisis estadístico utilizando el Coeficiente de Correlación de Pearson, determinando que el 57.41% de estudiantes obtuvieron un nivel moderado de estrés académico y respecto al uso de estrategias de aprendizaje con 64.8%. Demostrando que existe relación significativa (p= 0.018 < 0.05; r=-0.321) entre las variables estrés académico y estrategias de aprendizaje en los estudiantes universitarios
The present research study was carried out with the purpose of determining the relationship between academic stress and learning strategies in nursing students. The cross-sectional quantitative and correlational approach research had a sample of 54 students, who attended the II and IV cycle of the Faculty of Nursing of the National University of Trujillo who met the established inclusion criteria. To collect data, two instruments were used, the SISCO Inventory of Academic Stress (Barraza, 2007) and the ACRA-Abbreviated Learning Strategies Scale for university students (Fuente y Justicia, 2003). The statistical analysis was carried out using the Pearson Correlation Coefficient, determining that 57.41% of students obtained a moderate level of academic stress and regarding the use of learning strategies with 64.8%. Demonstrating that there is a significant relationship (p= 0.018 < 0.05; r=-0.321) between the academic stress variables and learning strategies in university students
The present research study was carried out with the purpose of determining the relationship between academic stress and learning strategies in nursing students. The cross-sectional quantitative and correlational approach research had a sample of 54 students, who attended the II and IV cycle of the Faculty of Nursing of the National University of Trujillo who met the established inclusion criteria. To collect data, two instruments were used, the SISCO Inventory of Academic Stress (Barraza, 2007) and the ACRA-Abbreviated Learning Strategies Scale for university students (Fuente y Justicia, 2003). The statistical analysis was carried out using the Pearson Correlation Coefficient, determining that 57.41% of students obtained a moderate level of academic stress and regarding the use of learning strategies with 64.8%. Demonstrating that there is a significant relationship (p= 0.018 < 0.05; r=-0.321) between the academic stress variables and learning strategies in university students
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Keywords
Estrés académico
Estresores
Aprendizaje académico
Estudiantes Universitarios