El funcionamiento familiar y su influencia en el desarrollo del estrés académico en estudiantes de bachillerato

Abstract

Family functioning and academic stress are terms that have taken on relevance in the current context of humanity and are being researched in the branch of psychology. Objective: To analyze the influence of family functioning on the development of academic stress in high school students. Materials and methods: A correlational research design was used, with a cross-sectional and non-experimental quantitative approach. The tests used for the decision of the variables were, FF-SIL Questionnaire and Sisco Inventory of academic stress. We worked with a sample of 128 students belonging to the levels of first, second and third year of high school, which were selected through inclusion and exclusion criteria, reaching 77 women and 51 men between 14 and 19 years old. Results: We identified the types of family functioning, 43% the moderately functional family, 34% the functional family, 19% the dysfunctional family, and 4% the severely dysfunctional family; while the levels of academic stress in high school students were, 33% mild stress level, 57% moderate stress level, and 10% deep stress level. Conclusion: Finally, the most relevant family functioning was the moderately functional type of family, while the level of academic stress in the student population was moderate. It was possible to obtain a relationship between family functioning and academic stress; however, the two are not mutually influential.