Intersecciones de género y estrés académico en estudiantes universitarios
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Edu. Sup. Rev. Cient. Cepies
Abstract
Este estudio analiza cómo el género influye en el estrés académico en estudiantes universitarios, abordando los factores estresores y las estrategias de afrontamiento empleadas. La metodología utilizada se basa en la recopilación y análisis de documentación de diversos investigadores, lo que permite explorar las complejidades inherentes a estas interacciones en el contexto universitario. Este ensayo busca exponer las diferencias en el manejo del Estrés Académico (EA) según el género, así como en las estrategias de afrontamiento. Diversos estudios han evidenciado patrones distintivos; donde las mujeres tienden a utilizar enfoques más centrados en la emoción, mientras que los hombres prefieren estrategias orientadas a la resolución de problemas para mitigar el impacto del Estrés Académico. Asimismo, se ha observado que las estudiantes mujeres reportan niveles más elevados de EA en comparación con sus compañeros varones. Factores como la actividad física, una dieta equilibrada y el apoyo familiar también han demostrado ser amortiguadores efectivos para reducir el EA, mientras que los factores estresores propios del entorno educativo tienen efectos directos en la salud mental de los estudiantes. Por último, se resalta que la reducción de cargas académicas y la modificación en los tipos de evaluaciones pueden contribuir significativamente a disminuir el EA en el ámbito universitario.
This study analyzes how gender influences academic stress in university students, addressing the stressors and coping strategies used. The methodology used is based on the collection and analysis of documentation from various researchers, which allows exploring the complexities inherent to these interactions in the university context. This essay seeks to expose the differences in the management of Academic Stress (AS) according to gender, as well as in coping strategies. Various studies have shown distinctive patterns; where women tend to use more emotion-focused approaches, while men prefer problem-solving oriented strategies to mitigate the impact of Academic Stress. Likewise, it has been observed that female students report higher levels of EA compared to their male classmates. Factors such as physical activity, a balanced diet and family support have also been shown to be effective buffers to reduce AD, while stressors specific to the educational environment have direct effects on the mental health of students. Finally, it is highlighted that the reduction of academic loads and the modification in the types of evaluations can contribute significantly to reducing AE in the university environment.
This study analyzes how gender influences academic stress in university students, addressing the stressors and coping strategies used. The methodology used is based on the collection and analysis of documentation from various researchers, which allows exploring the complexities inherent to these interactions in the university context. This essay seeks to expose the differences in the management of Academic Stress (AS) according to gender, as well as in coping strategies. Various studies have shown distinctive patterns; where women tend to use more emotion-focused approaches, while men prefer problem-solving oriented strategies to mitigate the impact of Academic Stress. Likewise, it has been observed that female students report higher levels of EA compared to their male classmates. Factors such as physical activity, a balanced diet and family support have also been shown to be effective buffers to reduce AD, while stressors specific to the educational environment have direct effects on the mental health of students. Finally, it is highlighted that the reduction of academic loads and the modification in the types of evaluations can contribute significantly to reducing AE in the university environment.
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Vol. 11, No. 3