Estrategias de afrontamiento ante el estrés académico en estudiantes de bachillerato de la Unidad Educativa Nicolas Infante Diaz de la ciudad de Quevedo
| dc.contributor.advisor | Mancheno Paredes, Lenin Patricio | |
| dc.contributor.author | Osorio Zambrano, Bella Maholy | |
| dc.contributor.author | Palacios Montalvan, Rossi Melany | |
| dc.date.accessioned | 2025-06-03T17:57:27Z | |
| dc.date.available | 2025-06-03T17:57:27Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18532 | |
| dc.description | Academic stress is a growing problem that affects high school students, impacting their academic performance and emotional well-being. This study aims to identify the coping strategies used by students at the Nicolás Infante Díaz de Quevedo Educational Unit to mitigate academic stress. Using a mixed methodology, quantitative and qualitative approaches were combined to analyze the factors associated with stress and the strategies used to deal with it. The results indicate that the main stressors include task overload, pressure for grades, and family expectations. Among the most common coping strategies are planning, social support, and relaxation techniques, although their implementation is not consistent among all students. Less effective strategies were also identified, such as avoidance or procrastination, which increase the perception of stress. This work underlines the importance of promoting educational interventions that strengthen adaptive coping strategies, such as emotional regulation and time management. The findings provide a basis for the implementation of programs that improve students' overall well-being as well as their academic performance. | es_ES |
| dc.description | Academic stress is a growing problem that affects high school students, impacting their academic performance and emotional well-being. This study aims to identify the coping strategies used by students at the Nicolás Infante Díaz de Quevedo Educational Unit to mitigate academic stress. Using a mixed methodology, quantitative and qualitative approaches were combined to analyze the factors associated with stress and the strategies used to deal with it. The results indicate that the main stressors include task overload, pressure for grades, and family expectations. Among the most common coping strategies are planning, social support, and relaxation techniques, although their implementation is not consistent among all students. Less effective strategies were also identified, such as avoidance or procrastination, which increase the perception of stress. This work underlines the importance of promoting educational interventions that strengthen adaptive coping strategies, such as emotional regulation and time management. The findings provide a basis for the implementation of programs that improve students' overall well-being as well as their academic performance. | es_ES |
| dc.description.abstract | El estrés académico es una problemática creciente que afecta a los estudiantes de bachillerato, impactando su rendimiento académico y bienestar emocional. Este estudio tiene como objetivo identificar las estrategias de afrontamiento utilizadas por los estudiantes de la Unidad Educativa Nicolás Infante Díaz de Quevedo para mitigar el estrés académico. A través de una metodología mixta, se combinaron enfoques cuantitativos y cualitativos para analizar los factores asociados al estrés y las estrategias empleadas para enfrentarlo. Los resultados indican que los principales factores estresantes incluyen la sobrecarga de tareas, la presión por calificaciones y las expectativas familiares. Entre las estrategias de afrontamiento más comunes se encuentran la planificación, el apoyo social y las técnicas de relajación, aunque su implementación no es consistente entre todos los estudiantes. También se identificaron estrategias menos efectivas, como la evitación o la procrastinación, que aumentan la percepción de estrés. Este trabajo subraya la importancia de promover intervenciones educativas que fortalezcan las estrategias de afrontamiento adaptativas, tales como la regulación emocional y la organización del tiempo. Los hallazgos proporcionan una base para la implementación de programas que mejoren el bienestar integral de los estudiantes, así como su desempeño académico. | es_ES |
| dc.format.extent | 92 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2025 | es_ES |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Estrés académico | es_ES |
| dc.subject | Estrategias de afrontamiento | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.subject | Bienestar emocional | es_ES |
| dc.title | Estrategias de afrontamiento ante el estrés académico en estudiantes de bachillerato de la Unidad Educativa Nicolas Infante Diaz de la ciudad de Quevedo | es_ES |
| dc.type | bachelorThesis | es_ES |
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