Browsing by Author "Caiza Enríquez, Kevin Alexander Caiza Enríquez"

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    Distorsiones Cognitivas y Resiliencia Académica en Estudiantes Universitarios
    (Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-01-19) Caiza Enríquez, Kevin Alexander Caiza Enríquez; Pino Loza, Eulalia Dolores
    Cognitive distortions consist of those patterns of negative thoughts that affect the way a person perceives their reality and the circumstances of their environment. This occurs when the individual processes, encodes, and retrieves the information they receive in a selective manner, giving preference to that which fits previous mental models and tends toward the irrational, extreme, and pessimistic. In the university context, distortions can generate frustration or discouragement when expectations are not met, impacting persistence in the academic sphere, the sense of self-efficacy, and the ability to cope with students’ everyday situations or with their capacity for resilience. The novelty of the subject of study lay in deeply understanding how these negative thinking patterns affect the resilience of university students and, additionally, exploring how academic resilience can mitigate these thoughts. The line of research focused on Social Exclusion and Integration, with the objective of this study being to analyze the incidence of cognitive distortions in the academic resilience of university students. The study was quantitative in nature, using descriptive and correlational levels, each of them with their analytical-synthetic, deductive, and hypotheticaldeductive methods. The instruments applied were the Automatic Thoughts Inventory by Ruiz and Lujan (1991) and the Resilience Scale proposed by Wagnild and Young (1993), administered to 227 students from the second and seventh semesters of the Faculties of Systems, Electronics, and Industrial Engineering, and of Jurisprudence and Social Sciences at the Technical University of Ambato. The results obtained showed that, instead of a directional incidence of cognitive distortions on the academic resilience of university students, a bidirectional correlation should be considered, where it is established that a greater presence of academic resilience corresponds to a lower presence of cognitive distortions, and likewise, a greater cognitive distortion corresponds to a lower presence of resilience characteristics