Estrés por Tecnologías: Estrategias de Afrontamiento de Docentes en Áreas Rurales

Valeria Emperatriz Bravo-Zurita

doi:10.70171/dj8t8w70

Autores/as

Valeria Emperatriz Bravo-Zurita Universidad Técnica Particular de Loja Autor/a https://orcid.org/0000-0002-8396-992X

DOI:

https://doi.org/10.70171/dj8t8w70

Palabras clave:

afrontamiento activo, estrés laboral, exigencias tecnológicas, tecnoestrés

Resumen

Justificación: a medida que los docentes enfrentan nuevas exigencias relacionadas con el uso de herramientas digitales, es necesario entender cómo sus estrategias de afrontamiento impactan su bienestar. Objetivo: analizar la relación entre las estrategias de afrontamiento y el tecnoestrés en docentes de la parroquia rural Bachillero del cantón Tosagua en la provincia de Manabí, Ecuador. Metodología: se utilizó un enfoque cuantitativo, de tipo no experimental y transversal con alcance descriptivo. La muestra estuvo compuesta por 33 docentes de las tres unidades educativas de la parroquia. Se aplicaron la Escala Multidimensional de Evaluación de los Estilos de Afrontamiento (BRIEF-COPE/28) y el Cuestionario RED TIC como instrumentos de evaluación. Resultados: los docentes emplean principalmente estrategias de afrontamiento centradas en el problema y en la emoción, destacando el afrontamiento activo. Se observó una alta prevalencia de síntomas relacionados con el tecnoestrés. Además, se encontraron correlaciones positivas moderadas entre diversas estrategias de afrontamiento y las manifestaciones de tecnoestrés. Conclusión: las combinaciones de estrategias de afrontamiento adoptadas por los docentes se asocian con distintos niveles de bienestar.

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Biografía del autor/a

Valeria Emperatriz Bravo-Zurita, Universidad Técnica Particular de Loja

Bachelor in Psychology

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