El estrés académico y su relación con estrategias de afrontamiento en adolescentes en el contexto de educación virtual

Abstract

Introduction: currently, due to the pandemic, face-to-face education has been transformed into online education, causing an increase in academic stress that significantly affects the students' usual development, for which the student employs coping strategies depending on previous experiences or as he/she deems necessary. Objective: to analyze the relationship between the level of academic stress in virtual education and coping strategies in adolescents. Methods: a quantitative correlational, cross-sectional, nonexperimental research conducted in an Educational Unit with a sample of 110 adolescent students of the Unified General High School, using the SISCO Academic Stress Inventory and the Adolescent Coping Scale (ACS) for data collection. Results: a negative correlation was found between academic stress and coping strategies, likewise 69.1% of the population suffer from moderate academic stress; referring to gender it was found that women are more exposed to suffer from it with an average of 9.307 more than men; it was also evidenced that most students use average levels of coping strategies being so that women are the ones who use them in greater quantity. Conclusions: Adolescents with lower use of coping strategies are more prone to academic stress, the strategies employed by the participants are: conflict resolution, relationship with others and unproductive coping.