Autoeficacia y estilos de afrontamiento al estrés en estudiantes universitarios

Abstract

La presente investigación analizó la relación entre los niveles de Autoeficacia presentes en estudiantes universitarios y los Estilos de Afrontamiento al Estrés utilizados para hacer frente a demandas internas y externas. Se seleccionó una muestra de 126 estudiantes a quienes se les administró la Escala de Autoeficacia General, el Cuestionario de Estilos de Afrontamiento al Estrés y un cuestionario sociodemográfico. Los resultados indican que quienes presentan un mayor nivel de Autoeficacia utilizan los Estilos de Afrontamiento al Estrés Focalizado en la solución del problema y Reevaluación positiva. Por otro lado, quienes presentaron menor nivel de Autoeficacia recurren al estilo de afrontamiento Autofocalización negativa.

Lockdown Fatigue Among College Students During the Covid-19 Pandemic: Predictive Role of Personal Resilience, Coping Behaviours, and Health

“…Positive coping skills and personal resilience are key factors that may protect an individual from lockdown-induced fatigue and other mental and psychological health consequences of the pandemic and the measures implemented to control the disease. Personal resilience is important for successful recovery from difficult or stressful circumstances (Hart, Brannan, & De Chesnay, 2014), while coping skills are helpful to resolve or hasten the resolution of a problem (Piergiovanni, & Depaula, 2018). In the context of a pandemic, adequate personal resilience and coping skills are vital to help an individual cope with the negative effects of the pandemic and support their mental health (Labrague & De los Santos, 2020).…”

The Role of Anxiety, Coping Strategies, and Emotional Intelligence on General Perceived Self-Efficacy in University Students

“…In addition, when certain situations or events exceed the individual’s own capacities, general self-efficacy decreases, and this may play an important role in stress generation. In these situations, coping strategies are needed to manage the high levels of stress (Piergiovanni and Depaula, 2018). Lazarus and Folkman (1984), in its model of coping with stress, conceptualized stress as the interaction between the person and his/her environment.…”

“…The choice of one coping strategy or another may be determined by the level of self-efficacy perceived (Vandercleyen et al, 2014). Different studies have found an association between the perception of self-efficacy and the coping strategies employed (Vandercleyen et al, 2014; Zambianchi and Ricci-Bitti, 2014; Gárriz et al, 2015; Piergiovanni and Depaula, 2018); however, these have not included emotional continuum of individuals such as anxiety (in a positive sense) or emotional intelligence (in a negative sense) in the same model.…”

“…Self-efficacy has been classically defined as perceived capabilities within specific domains (Bandura, 1987; Pajares, 1996; Schunk and Pajares, 2002). Academic self-efficacy is understood as the “students’ perception of their own ability to achieve the proposed activity, in the process of which students interpret the results of their activities and academic tasks” (Piergiovanni and Depaula, 2018, p. 18). Students may differ in their beliefs about their learning skills or if they adapt “effectively” to the context of learning (Schunk, 1991; Piergiovanni and Depaula, 2018).…”

“…Academic self-efficacy is understood as the “students’ perception of their own ability to achieve the proposed activity, in the process of which students interpret the results of their activities and academic tasks” (Piergiovanni and Depaula, 2018, p. 18). Students may differ in their beliefs about their learning skills or if they adapt “effectively” to the context of learning (Schunk, 1991; Piergiovanni and Depaula, 2018). Both constructs, general and academic self-efficacy, appear to have an influence on academic performance and the development of adaptive academic goals (Pajares, 1996; Valentine et al, 2004; Wolf et al, 2018).…”