Citas bibligráficas
Ponce, M., (2024). Estrés académico y estrategias del aprendizaje en estudiantes del VII ciclo de la especialidad de Psicología de la FCSYH de una universidad pública de Lima [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11225
Ponce, M., Estrés académico y estrategias del aprendizaje en estudiantes del VII ciclo de la especialidad de Psicología de la FCSYH de una universidad pública de Lima []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/11225
@mastersthesis{renati/1020084,
title = "Estrés académico y estrategias del aprendizaje en estudiantes del VII ciclo de la especialidad de Psicología de la FCSYH de una universidad pública de Lima",
author = "Ponce Filios, Mabel Alejandra",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2024"
}
The objective of this research work was carried out at the Enrique Guzmán y Valle National University of Education, with the intention of analyzing both academic stress and learning strategies and also clarifying their relationship. The research is quantitative, basic and descriptive-correlational. The sample size was determined by 100 university students from the seventh cycle of the Psychology specialty of the Faculty of Social Sciences and Humanities (FCSYH), which were chosen thanks to intentional non-probabilistic sampling. The instruments used were from Román and Gallego (1994), the ACRA learning strategies scale and from Barraza (2007), with the SISCO academic stress inventory, which were subjected to validity and reliability analysis, through Cronbach's alpha, being 0.813 in academic stress and 0.875 in learning strategies, both corresponding to a level of excellent reliability and there is validity in the instrument. In the descriptive results on academic stress it was evident that 79% present medium academic stress, 13% low level and 8% high level. Regarding learning strategies, 77% present moderate level, 18% low level and 5% high level, therefore students present a medium level in academic stress and difficulties in moderate terms in learning strategies. Likewise, in the results of the different dimensions (information acquisition, information coding, information retrieval and support for information processing) of learning strategies, in these dimensions they are presented with a positive and moderate correlation. It is concluded that academic stress is counteracted with the better use of learning strategies.
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