medigraphic.com

2011, Number 3

<< Back Next >>

Rev Elec Psic Izt 2011; 14 (3)

Academic streess, a consequence of the High School education reforms?

García SA, Escalera CME

Language: Spanish
References: 31
Page: 156-175
PDF size: 263.80 Kb.


ABSTRACT

The purpose of this study was to determine if the level of stress in students from a private institution is significant and demonstrates if not difference with regard to gender, semester and enrolled in high school students also identify the stressors contribute to increased levels of stress. The information was obtained through the questionnaire SISCO. To analyze the data used measures of central tendency, an ANOVA analysis to compare the stress level in relation to the high school semester, and gender of students and finally, a regression analysis, to recognize stressors. The main results confirm that the stress level among students is significant, there is no difference in the stress level in relation to the baccalaureate level and enrolled students, but the stress level in men and women are different, and by other side work overload, people who do not work in teams, the limited time to deliver the work, and failing a field project are many factors that contribute to stress level


REFERENCES

  1. Anda, D., Bradley, M. y Collada, C. (1997). Study of Stress, Stressors, and Coping Strategies among Middle School Adolescents. Social Work in Education, 19, 1-12.

  2. ANUIES. (2008). Competencias disciplinares básicas del sistema nacional de bachillerato. Consultado 25 de Junio 2009 en http://www.sems.udg.mx/principal/anexos_bgc_may0807/BGC_SEMSSEP/Competencias_disciplinares_basicas_del_sistema_nacional_Bachillerato.pdf

  3. Baldwin, D., Harris, S. y Chambliss, L. (1997). Stress and illness in adolescence: Issues of race and gender. Adolescence, 32 (128), 839.

  4. Barraza, A. (2005). Propiedades psicometrías del Inventario SISCO del estrés académico. Consultado el 20 de Julio de 2009 en. http://www.psicologiacientifica.com/bv/psicologia-248-1-propiedadespsicometricas-del-inventario-sisco-del-estres-ac.html

  5. Barraza, A. (2005).Características del estrés académico de los alumnos de educación media superior. Psicologiacientifica. Consultado el 20 de Julio de 2009 en http://www.psicologiacientifica.com/bv/psicologiapdf-19-caracteristicas-del-estres-academico-de-los-alumnos-de-educacion-mediasuperior. pdf

  6. Betancourt, A., Hernández, A. y Suárez, J. (2006). El Estrés. Trabajo de investigación. Facultad de Ciencias Médicas. Universidad Michoacana de San Nicolás de Hidalgo

  7. Brutsaert, H. y Van Hote, M. (2004). Gender context of schooling and levels of stress among early adolescent pupils. Education and Urban Society, 37 (1), 58-73.

  8. Dziegielewski, S., Turnage, B. y Roest-MartI, S. (2004). Addressing stress with social work students: a controlled evaluation. Journal of Social Work Education, 40 (1), 115-119.

  9. Fontana, D. (1989). Managing Stress (London, British Psychological Society and Routledge).Consultado el 25 de Junio 2009 en: http://www.shef.ac.uk/content/1/c6/06/39/66/Managing%20Stress%20Booklet.pdf

  10. Gupchup, G., Borrego, M. y Konduri, N. (2004). The impact of student life stress on health related quality of life. College Student Journal, 38 (2), 292-392.

  11. Jáuregui, A., Zepeda, R y León, R. (2003) El estrés nuestro de cada día en la comunidad escolar. Gaceta Universitaria, 2 (302).

  12. Jogaratnam, G. y Buchanan, P. (2004). Balancing the demands of school and work: stress and employed hospitality students, International Journal of Contemporary Hospitality Management, 16 (4), 237–245.

  13. Kim, J. y Diamond, D.M. (2002). The stressed hippocampus, synaptic plasticity and lost memories. Nature Reviews: Neuroscience, 3, 453-62.

  14. Largo-Wight, E., Peterson, M. y Chen, W. (2005). Perceived Problem Solving, Stress, and Health Among College Students. American Journal of Health Behavior, 29 (4), 360-370.

  15. Lazarus, R. y Folkman, S. (1986). Estrés y procesos cognitivos. Martínez Roca, 25-11.

  16. Linn, B. y Zeppa, R. (1984) Stress in junior medical students: relationship to personality and performance. Journal of Medical Education, 59, 7–12.

  17. Luengo, Luzón y Torres (2008). Las reformas educativas basadas en el enfoque por competencias: una visión comparada. Profesorado. Revista de currículum y formación del profesorado, 12 (3), 1-16.

  18. Martín, I. (2007). Estrés académico en estudiantes universitarios. Apuntes de Psicología Colegio Oficial de Psicología, 25 (1), 87-99.

  19. Mates, D. y Allison, R. (2002). Sources of stress and coping responses of high school students. Adolescence, 27 (106), 461-474.

  20. Muñoz, F. (2004). El estrés académico: problemas y soluciones desde una perspectiva psicosocial. Publicaciones Universidad de Huelva.

  21. O’laughlin, E. y Bischoff, L. (2005). Balancing parenthood and academia: work/family stress as influenced by gender and tenure status. Journal of Family Issues, 26 (1), 79-106.

  22. Pacheco, N y Duran, A. (2007). Inteligencia emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios. Revista de Educación, 342, 239-256.

  23. Pérez, F. (2008). Educación basada en competencias. Consultado el 12 de Julio 2009 en: http://www.scribd.com/search?cat=redesign&q=%2FEducacion-Por+Competencias&x=19&y=12 Polo, A., Pozo, C. y Hernández, J. (1996). Evaluación del estrés académico en estudiantes universitarios. Ansiedad y Estrés, 2 (3), 159-175.

  24. Reda, A. (1994). Sources and levels of stress in relation to locus of control and self esteem in university students. Educational Psychology, 14 (3), 323-330.

  25. Robotham, D. y Julian, C. (2006). Stress and the higher education student: a critical review of the literature. Journal of Further and Higher Education. 30 (2), 107–117.

  26. Secretaría de Educación Pública (2008). www.sep.gob.mx. Consultado 26 de Julio 2009

  27. Stewart, SM., Betson, C., Marshall, I., Wong, CM. y Lee, PWH. (1999). Prospective analysis of stress and academic performance. Medical Education, 33, 243-250.

  28. Tamayo, M. (2008). La implementación de sistemas por competencias: impacto en el modelo de gestión organizacional. Experiencias y estrategias para la acción. Programa de Modernización de la Educación Técnica y la Capacitación (PMETYC) de México, Consultados e 23 de Julio 20009 en: http://www.ilo.org/public/spanish/region/ampro/cinterfor/temas/complab/doc/x/dif_exp4.htm

  29. Tardif, M. (2004). Los saberes del docente y su desarrollo profesional. Brasil: Nancea

  30. Tjeerdsma, B. (2007). The Stress Process in Physical Education. Journal of Physical Education, Recreation & Dance, 78 (6), 39-44.

  31. UNESCO (1999). Declaración Mundial sobre la Educación Superior. Consultado el 25 de Junio 2009 en http://www.unesco.org/education/educprog/wche/declaration_spa.htm




2020     |     www.medigraphic.com