Relación entre causalidad personal y entorno con el estrés en estudiantes universitarios en Chillan, Ñuble
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Rev. Inv. Inf. Sal.
Abstract
Introducción: Este estudio tuvo como objetivo analizar la relación entre la causalidad personal, el entorno, y la percepción del estrés en estudiantes de tercer año de la facultad de ciencias de la salud de la universidad. Material y métodos: Se utilizó un enfoque cuantitativo y transversal con diseño correlacional. La población fue de 60 estudiantes de tercer año de cuatro carreras de la salud, seleccionados por muestreo no probabilístico por conveniencia. Se empleó el cuestionario autoevaluación ocupacional, que evaluó la autopercepción de competencia y la influencia ambiental, y la escala de estrés percibido. El análisis incluyó estadística descriptiva y una correlación de Pearson para evaluar la relación entre variables. Resultados: Los estudiantes reportaron una baja causalidad personal en áreas como el manejo de finanzas, la organización de rutinas, y la concentración. A pesar de esto, el entorno fue percibido como favorable. En contraste, se reportaron altos niveles de estrés, especialmente en situaciones de falta de control y sobrecarga. El análisis correlacional demostró una correlación inversa y significativa entre la causalidad personal y el estrés percibido (r=-0.304; p= 0.033), lo que implica que, al disminuir la causalidad personal, el nivel de estrés aumenta. Discusión: Se concluye que existe una correlación significativa entre la causalidad personal y la percepción del estrés en estudiantes, independientemente de que perciban su entorno como favorable. Se recomienda el diseño de programas de intervención ocupacional universitaria para fortalecer la autoconfianza y la percepción de control interno, mejorando así el desempeño y el bienestar de los estudiantes.
Introduction: This study aimed to analyze the relationship between personal causality, the environment, and the perception of stress in third-year students in the Faculty of Health Sciences at the university. Materials and methods: A quantitative, cross-sectional approach with a correlational design was used. The population consisted of 60 third-year students from four health sciences majors, selected by non-probability convenience sampling. The Occupational Self-Assessment Questionnaire, which assessed self-perceived competence and environmental influence, and the Perceived Stress Scale were used. The analysis included descriptive statistics and Pearson's correlation to evaluate the relationship between variables. Results: The students reported low personal causality in areas such as managing finances, organizing routines, and concentration. Despite this, the environment was perceived as favorable. In contrast, high levels of stress were reported, especially in situations of lack of control and overload. The correlational analysis demonstrated a significant inverse correlation between personal causality and perceived stress (r = -0.304; p = 0.033), implying that as personal causality decreases, stress levels increase. Discussion: It is concluded that there is a significant correlation between personal causality and stress perception in students, regardless of whether they perceive their environment as favorable. The design of university occupational intervention programs is recommended to strengthen self-confidence and the perception of internal control, thereby improving student performance and well-being.
Introduction: This study aimed to analyze the relationship between personal causality, the environment, and the perception of stress in third-year students in the Faculty of Health Sciences at the university. Materials and methods: A quantitative, cross-sectional approach with a correlational design was used. The population consisted of 60 third-year students from four health sciences majors, selected by non-probability convenience sampling. The Occupational Self-Assessment Questionnaire, which assessed self-perceived competence and environmental influence, and the Perceived Stress Scale were used. The analysis included descriptive statistics and Pearson's correlation to evaluate the relationship between variables. Results: The students reported low personal causality in areas such as managing finances, organizing routines, and concentration. Despite this, the environment was perceived as favorable. In contrast, high levels of stress were reported, especially in situations of lack of control and overload. The correlational analysis demonstrated a significant inverse correlation between personal causality and perceived stress (r = -0.304; p = 0.033), implying that as personal causality decreases, stress levels increase. Discussion: It is concluded that there is a significant correlation between personal causality and stress perception in students, regardless of whether they perceive their environment as favorable. The design of university occupational intervention programs is recommended to strengthen self-confidence and the perception of internal control, thereby improving student performance and well-being.
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Vol. 20, No. 49