Estrés académico y el desarrollo de conductas disruptivas en estudiantes de la Unidad Educativa Replica Eugenio Espejo
| dc.contributor.advisor | Zumba Vera, Ingrid Yolanda | |
| dc.contributor.author | Romero Arreaga, Iris Vanessa | |
| dc.contributor.author | Uriarte Galarza, Juliana Noemi | |
| dc.date.accessioned | 2025-06-03T20:00:16Z | |
| dc.date.available | 2025-06-03T20:00:16Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18536 | |
| dc.description | The study frames the issue of academic stress and the development of disruptive behaviors in students of the Eugenio Espejo Replica Educational Unit during the 2024-2025 school year. It highlights the importance of understanding the impact of academic stress on the behavior of adolescents and its influence on the academic environment, benefiting students, teachers and parents through the generation of strategies to improve the educational dynamics. The methodological design is correlational and non-experimental, using techniques such as an observation form and psychometric tests (Academic Stress Scale EEA-SC18 and Disruptive Behavior Test) applied to a sample of 112 students selected through probabilistic sampling. The results showed that factors such as family pressure, nervousness before exposures and other school demands generate high levels of stress, which in turn is related to disruptive behaviors such as interruptions, talking without permission and resistance to follow rules. It is concluded that academic stress, in its cognitive, emotional and behavioral dimensions, has a significant impact on the development of disruptive behaviors, affecting academic performance and school coexistence. Finally, the need to implement effective coping strategies that promote the emotional and academic well-being of students is highlighted. | es_ES |
| dc.description | The study frames the issue of academic stress and the development of disruptive behaviors in students of the Eugenio Espejo Replica Educational Unit during the 2024-2025 school year. It highlights the importance of understanding the impact of academic stress on the behavior of adolescents and its influence on the academic environment, benefiting students, teachers and parents through the generation of strategies to improve the educational dynamics. The methodological design is correlational and non-experimental, using techniques such as an observation form and psychometric tests (Academic Stress Scale EEA-SC18 and Disruptive Behavior Test) applied to a sample of 112 students selected through probabilistic sampling. The results showed that factors such as family pressure, nervousness before exposures and other school demands generate high levels of stress, which in turn is related to disruptive behaviors such as interruptions, talking without permission and resistance to follow rules. It is concluded that academic stress, in its cognitive, emotional and behavioral dimensions, has a significant impact on the development of disruptive behaviors, affecting academic performance and school coexistence. Finally, the need to implement effective coping strategies that promote the emotional and academic well-being of students is highlighted. | es_ES |
| dc.description.abstract | El estudio enmarca la temática del estrés académico y el desarrollo de conductas disruptivas en los estudiantes de la Unidad Educativa Réplica Eugenio Espejo durante el periodo lectivo 2024-2025. Se destaca la importancia de comprender el impacto del estrés académico en el comportamiento de los adolescentes y su influencia en el entorno académico, beneficiando tanto a estudiantes como a docentes y padres de familia mediante la generación de estrategias para mejorar la dinámica educativa. El tipo de diseño correlacional, utilizando técnicas como Ficha de observación y pruebas psicométricas (Escala de Estrés Académico EEA-SC18 y Test de Conductas Disruptivas) aplicadas a una muestra de 112 estudiantes seleccionados mediante muestreo probabilístico. Los resultados evidenciaron que factores como la presión familiar, el nerviosismo ante exposiciones y otras demandas escolares generan altos niveles de estrés, lo que a su vez está relacionado con conductas disruptivas como interrupciones, hablar sin permiso y resistencia a seguir normas. Se concluye que el estrés académico, en sus dimensiones cognitiva, emocional y conductual, incide significativamente en el desarrollo de comportamientos disruptivos, afectando el rendimiento académico y la convivencia escolar. Finalmente, se resalta la necesidad de implementar estrategias de afrontamiento efectivas que promuevan el bienestar emocional y académico de los estudiantes. | es_ES |
| dc.format.extent | 83 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 | Conductas disruptivas | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.title | Estrés académico y el desarrollo de conductas disruptivas en estudiantes de la Unidad Educativa Replica Eugenio Espejo | es_ES |
| dc.type | bachelorThesis | es_ES |
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