Niveles de estrés, estrategias de afrontamiento y rendimiento académico de los estudiantes universitarios durante el aprendizaje híbrido (HyFlex)
DOI:
https://doi.org/10.48017/dj.v9i1.2913Palabras clave:
Aprendizaje híbrido flexible, Modelo de enseñanza híbrido dinámico, Aprendizaje combinado flexibleResumen
Las estrategias efectivas de manejo del estrés se correlacionan con un mejor rendimiento académico en estudiantes universitarios, pero los resultados inconsistentes en la investigación existente justifican una mayor investigación. Este estudio exploró la compleja interacción entre los niveles de estrés, los mecanismos de afrontamiento y el rendimiento académico en el contexto del aprendizaje HyFlex. Una muestra aleatoria estratificada de 111 estudiantes de cinco carreras del programa de Grado en Magisterio de Secundaria participó en el estudio. Mediante un diseño descriptivo-correlacional, se recopilaron datos a través de cuestionarios autoadministrados validados y un promedio general ponderado. El análisis posterior, empleando estadística descriptiva y análisis de correlación bivariada, reveló niveles moderados de estrés entre los participantes, con una preferencia por estrategias de afrontamiento orientadas a la tarea. Curiosamente, se observó una asociación positiva significativa entre los niveles de estrés y el rendimiento académico, así como con el afrontamiento orientado a las emociones, mientras que surgió una correlación negativa entre el estrés y el afrontamiento orientado a la tarea. El afrontamiento orientado a la evitación, a su vez, mostró una asociación negativa significativa con el éxito académico. Estos hallazgos resaltan el papel crucial de las instituciones educativas en proporcionar mecanismos de apoyo sólidos para el manejo del estrés y cultivar un entorno de aprendizaje centrado en la tarea para optimizar el bienestar estudiantil y el rendimiento académico en el modelo HyFlex.
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Derechos de autor 2024 Ivy Pearl Morento, Analyn Sayson, Gaile Ursal, Manuel Caingcoy
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