Bibliographic citations
Moscoso, S., Garcia, J., Arias, L. (2024). La conducta asertiva del docente y el estrés académico en estudiantes del sexto y séptimo ciclo de la carrera de Ingeniería Civil en una modalidad híbrida de una universidad privada en Lima, 2023 [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/683799
Moscoso, S., Garcia, J., Arias, L. La conducta asertiva del docente y el estrés académico en estudiantes del sexto y séptimo ciclo de la carrera de Ingeniería Civil en una modalidad híbrida de una universidad privada en Lima, 2023 [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/683799
@mastersthesis{renati/1052232,
title = "La conducta asertiva del docente y el estrés académico en estudiantes del sexto y séptimo ciclo de la carrera de Ingeniería Civil en una modalidad híbrida de una universidad privada en Lima, 2023",
author = "Arias Ormeño, Luz Del Rosario",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
The purpose of the research was to determine the relationship between the assertive behavior of the teacher and academic stress in the students of the Civil Engineering program in a hybrid modality studying in the fifth and sixth semesters at a private university in Lima. As a result of extensive studies about academic stress it has been determined that it is a multifactorial problem present in 21st century students. However, there is limited research on the demands of the university student's environment, such as the role of the teacher, and its possible relationship with academic stress. Therefore, this research seeks to find that relationship through the more interpersonal competencies of the teacher, such as assertive behavior. This study was a basic type of research conducted with a quantitative approach, correlational in nature, using a non-experimental cross-sectional design and simple random probabilistic sampling. The sample consisted of 352 university students and 42 teachers. The instruments applied were the SISCO SV-21 inventory (2018) and the ADCA-1 assertive behavior self-report (2003). The results indicated that there is no direct correlation between the assertive behavior of the teacher and the academic stress of the university student. These findings suggest that academic stress results from a complex interaction among various personal factors and situations within the student context, where the teacher is a relevant element. In conclusion, the results suggest that academic stress is a complex and multifactorial phenomenon, highlighting the importance of teachers' assertive skills. Enhancing these skills can contribute to creating healthier academic environments conducive to student learning and well-being.
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