Bibliographic citations
Honorio, Á., (2019). Estrategias de afrontamiento, bienestar psicológico subjetivo y el rendimiento escolar en estudiantes del quinto año de secundaria de una institución educativa, 2018 [Tesis, Universidad Privada Antenor Orrego - UPAO]. https://hdl.handle.net/20.500.12759/5081
Honorio, Á., Estrategias de afrontamiento, bienestar psicológico subjetivo y el rendimiento escolar en estudiantes del quinto año de secundaria de una institución educativa, 2018 [Tesis]. : Universidad Privada Antenor Orrego - UPAO; 2019. https://hdl.handle.net/20.500.12759/5081
@mastersthesis{renati/371871,
title = "Estrategias de afrontamiento, bienestar psicológico subjetivo y el rendimiento escolar en estudiantes del quinto año de secundaria de una institución educativa, 2018",
author = "Honorio Anticona, Ángel Rubén",
publisher = "Universidad Privada Antenor Orrego - UPAO",
year = "2019"
}
The main objective of the present investigation was to determine the relationship of coping strategies, subjective psychological well-being and school performance in fifth-year students of the secondary level of a national educational institution in Trujillo. The design was correlational-causal, applied to 60 students. Three instruments were used, Coping Scales for Adolescents (1993), the scale of psychological well-being of Sánchez-Cánovas (2007); and the evaluation reports of the students in the last two academic quarters (2018). The results showed that five coping strategies were placed at a very high level and eight coping strategies at a very low level; of eighteen. In the subjective psychological well-being, 35% were located at a very high level and 5% at a normal level. Regarding the levels of school performance, in the third quarter, 53% were located at the Start level and 5% at the level prior to the start. In addition, there were highly significant correlations in coping strategies and subjective psychological well-being. However, in relationships, coping strategies and school performance; as, subjective psychological well-being and school performance, there was no significant correlation. Therefore, it is concluded that there is no relationship between coping strategies, psychological well-being and school performance.
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