Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019
The following study aims to determine the relationship between academic stress and academic self-efficacy of the Physiotherapy students belonging to the 1st and 8th semester at the Pontificia Universidad Católica del Ecuador. This quantitative study is a correlational (non-experimental design) and a...
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| Publicado en: | Revista Muro de la Investigación |
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| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2022
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| author | Naranjo Espin, Santiago Alejandro Cunza Aranzába, Denis Frank |
| author_browse | Cunza Aranzába, Denis Frank Naranjo Espin, Santiago Alejandro |
| author_facet | Naranjo Espin, Santiago Alejandro Cunza Aranzába, Denis Frank |
| author_sort | Naranjo Espin, Santiago Alejandro |
| collection | Revistas |
| container_title | Revista Muro de la Investigación |
| description | The following study aims to determine the relationship between academic stress and academic self-efficacy of the Physiotherapy students belonging to the 1st and 8th semester at the Pontificia Universidad Católica del Ecuador. This quantitative study is a correlational (non-experimental design) and a cross-sectional one. A sample of 98 students was used in this research. Regarding the data collection instruments, the SISCO Inventory of Academic Stress and the Academic and Social Self-Efficacy Scale has been chosen. The results of the correlations showed that there is not a significant relationship between academic stress and academic self-efficacy (r = -.180; p> .05). On the other hand, there is a negative and significant relationship between attention and stressor stimuli (r = -.234; p <.05), symptoms and attention (r = -.403; p <.01), symptoms and academic self-efficacy (r = -.305; p <.01), academic stress and attention (r = -.280; p <.01). A significant correlation exists between coping strategies and excellence (r = .231; p <.05), coping strategies and academic self-efficacy (r = .236; p <.05). Notwithstanding, in the dimensions where there is not a significant relationship (p> .05), are stressor stimuli and communication, stressor stimuli and excellence, stressor stimuli and academic self-efficacy, symptoms and communication, symptoms and excellence, coping and communication strategies, coping and attention strategies, academic stress and communication, academic stress and excellence. From the results obtained, we conclude that there is no significant relationship between academic stress and academic self-efficacy in the university students studied. |
| format | Online |
| id | oai:ojs.pkp.sfu.ca:article/1694 |
| institution | UPeU |
| issn | 2523-2886 2521-2079 |
| language | Spanish |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Revista Muro de la Investigación |
| spelling | oai:ojs.pkp.sfu.ca:article/16942022-04-18T21:15:31Z Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 Estrés académico y autoeficacia académica en estudiantes de 1ero y 8vo semestre de la Pontificia Universidad Católica del Ecuador, 2019 Naranjo Espin, Santiago Alejandro Cunza Aranzába, Denis Frank Estrés académico, autoeficacia académica, estímulos estresores, síntomas, estrategias de afrontamiento, comunicación, atención, excelencia. Academic stress, academic self-efficacy, stressor stimuli, symptoms, coping strategies, communication, attention, excellence. The following study aims to determine the relationship between academic stress and academic self-efficacy of the Physiotherapy students belonging to the 1st and 8th semester at the Pontificia Universidad Católica del Ecuador. This quantitative study is a correlational (non-experimental design) and a cross-sectional one. A sample of 98 students was used in this research. Regarding the data collection instruments, the SISCO Inventory of Academic Stress and the Academic and Social Self-Efficacy Scale has been chosen. The results of the correlations showed that there is not a significant relationship between academic stress and academic self-efficacy (r = -.180; p> .05). On the other hand, there is a negative and significant relationship between attention and stressor stimuli (r = -.234; p <.05), symptoms and attention (r = -.403; p <.01), symptoms and academic self-efficacy (r = -.305; p <.01), academic stress and attention (r = -.280; p <.01). A significant correlation exists between coping strategies and excellence (r = .231; p <.05), coping strategies and academic self-efficacy (r = .236; p <.05). Notwithstanding, in the dimensions where there is not a significant relationship (p> .05), are stressor stimuli and communication, stressor stimuli and excellence, stressor stimuli and academic self-efficacy, symptoms and communication, symptoms and excellence, coping and communication strategies, coping and attention strategies, academic stress and communication, academic stress and excellence. From the results obtained, we conclude that there is no significant relationship between academic stress and academic self-efficacy in the university students studied. El presente estudio tuvo el objetivo de determinar la relación entre estrés académico y autoeficacia académica en estudiantes de Fisioterapia de 1ero y 8vo semestre de la Pontificia Universidad Católica del Ecuador. Esta investigación fue de enfoque cuantitativo, de tipo correlacional, de diseño no experimental, de corte transversal. Se utilizó una muestra de 98 estudiantes. En cuanto a los instrumentos utilizados para la recolección de datos, se empleó el Inventario SISCO del Estrés Académico y la Escala de Autoeficacia en Conductas Académicas (EACA). Los resultados de las correlaciones mostraron que no hay una relación significativa entres estrés académico y autoeficacia académica (r= -.180; p> .05). Por otro lado, se encontró que existe relación negativa y significativa entre atención y estímulos estresores (r= -.234; p< .05), síntomas y atención (r= -.403; p< .01), síntomas y autoeficacia académica (r= -.305; p< .01), estrés académico y atención (r= -.280; p< .01). Se encontró correlación significativa entre estrategias de afrontamiento y excelencia (r= .231; p< .05), estrategias de afrontamiento y autoeficacia académica (r= .236; p< .05). A partir de los resultados obtenidos se concluye que no hay una relación significativa entre estrés académico y autoeficacia académica en los estudiantes universitarios estudiados. Universidad Peruana Unión 2022-04-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.upeu.edu.pe/r-Muro-investigaion/article/view/1694 10.17162/rmi.v7i1.1694 Revista Muro de la Investigación; Vol. 7 Núm. 1 (2022): Revista Muro de la Investigación 2523-2886 2521-2079 10.17162/rmi.v7i1 spa https://revistas.upeu.edu.pe/r-Muro-investigaion/article/view/1694/1956 Derechos de autor 2022 Santiago Alejandro Naranjo Espin, Denis Frank Cunza Aranzába |
| spellingShingle | Estrés académico, autoeficacia académica, estímulos estresores, síntomas, estrategias de afrontamiento, comunicación, atención, excelencia. Academic stress, academic self-efficacy, stressor stimuli, symptoms, coping strategies, communication, attention, excellence. Naranjo Espin, Santiago Alejandro Cunza Aranzába, Denis Frank Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 |
| title | Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 |
| title_alt | Estrés académico y autoeficacia académica en estudiantes de 1ero y 8vo semestre de la Pontificia Universidad Católica del Ecuador, 2019 |
| title_full | Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 |
| title_fullStr | Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 |
| title_full_unstemmed | Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 |
| title_short | Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019 |
| title_sort | academic stress and academic self efficacy in students of 1st and 8th semester of the pontificia universidad catolica del ecuador 2019 |
| topic | Estrés académico, autoeficacia académica, estímulos estresores, síntomas, estrategias de afrontamiento, comunicación, atención, excelencia. Academic stress, academic self-efficacy, stressor stimuli, symptoms, coping strategies, communication, attention, excellence. |
| topic_facet | Estrés académico, autoeficacia académica, estímulos estresores, síntomas, estrategias de afrontamiento, comunicación, atención, excelencia. Academic stress, academic self-efficacy, stressor stimuli, symptoms, coping strategies, communication, attention, excellence. |
| url | https://revistas.upeu.edu.pe/r-Muro-investigaion/article/view/1694 |
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