Estrés Académico y Pruebas de Admisión: Retos del Acceso a la Educación Superior en Ecuador

Gabriela Haidee Jarrín-García; Mateo Alberto Álvarez-Maldonado

doi:10.70171/tev26p09

Autores/as

Gabriela Haidee Jarrín-García Pontificia Universidad Católica del Ecuador Autor/a https://orcid.org/0000-0003-0589-3613
Mateo Alberto Álvarez-Maldonado Universidad Nacional de Chimborazo Autor/a https://orcid.org/0009-0001-4405-5359

DOI:

https://doi.org/10.70171/tev26p09

Palabras clave:

admisión académica, estrés, examen de ingreso, universidad, tensión psicológica

Resumen

Justificación: los procesos de admisión a la universidad en Ecuador exponen a los estudiantes a los efectos negativos del estrés en la salud mental y el desempeño académico, siendo imperativo identificar los elementos implicados. Objetivo: determinar la prevalencia de los niveles de estrés académico en una muestra de aspirantes a la educación superior, centrándose en identificar factores estresantes, síntomas, estrategias de afrontamiento y diferencias en función del género. Metodología: estudio no experimental, cuantitativo, descriptivo-comparativo y transversal, realizado con una muestra representativa de 386 sujetos de una población de 366.000 estudiantes de la primera convocatoria de 2023, seleccionados mediante un muestreo por conglomerados y aleatorio simple. Los participantes, de 16 a 19 años, incluyeron 268 mujeres y 118 hombres. La medición se realizó con el Inventario de Estrés Académico SISCO SV-21 previo análisis de validez y confiabilidad. Resultados: El 22% de participantes experimentó niveles severos de estrés, principalmente debido al tiempo limitado para prepararse. Predominaron síntomas de ansiedad y angustia psicológica. Las estrategias de afrontamiento comunes incluyeron el análisis de soluciones y el recuerdo de situaciones similares. Las participantes mostraron mayor susceptibilidad a los estresores y síntomas emocionales. Conclusión: existe la necesidad de programas de gestión del estrés y apoyo psicológico para reducir el impacto de las presiones de las pruebas de admisión en los estudiantes

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