Bibliographic citations
Paz, P., Molero, A., Sabrera, E. (2020). Regulación emocional y el manejo del estrés académico en los estudiantes de IV ciclo de la carrera de Administración de Empresas de la modalidad para Gente que Trabaja de una universidad privada de lima durante el periodo 2020 II. [Universidad Tecnológica del Perú]. https://hdl.handle.net/20.500.12867/4155
Paz, P., Molero, A., Sabrera, E. Regulación emocional y el manejo del estrés académico en los estudiantes de IV ciclo de la carrera de Administración de Empresas de la modalidad para Gente que Trabaja de una universidad privada de lima durante el periodo 2020 II. []. PE: Universidad Tecnológica del Perú; 2020. https://hdl.handle.net/20.500.12867/4155
@mastersthesis{sunedu/3032993,
title = "Regulación emocional y el manejo del estrés académico en los estudiantes de IV ciclo de la carrera de Administración de Empresas de la modalidad para Gente que Trabaja de una universidad privada de lima durante el periodo 2020 II.",
author = "Sabrera Saavedra, Elsa Gloria",
publisher = "Universidad Tecnológica del Perú",
year = "2020"
}
The general objective of the present research work is to describe how emotional regulation contributes to academic stress management based on thirteen students’ perceptions of the fourth cycle business administration career - in a working people program of a private university in Lima. These students have expressed their feelings and emotions; due to various factors detailed throughout the research. The methodology used for this research develops a qualitative approach, descriptive scope, and phenomenological design. The results reveal that the students perceive emotions and negative feelings caused by the academic overload they undergo in this current situation. This has triggered the presence of academic stress – impacting them physically and emotionally. Therefore, it is necessary to develop emotional regulation to adapt to the new educational context generated by COVID-19. This research concludes that it is important to learn to know and regulate our emotions, self-generate positive emotions and have coping skills to manage academic stress in this new context, thereby contributing to the development of emotional competencies that provide emotional well-being to students.
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