Emotional exhaustion in Peruvian university students during the COVID-19 pandemic

Abstract

The COVID 19 pandemic has caused the teaching-learning modality to go from being face-to-face to being virtual, which has forced students to adapt to this new scenario, however, despite the fact that this modality has favorable aspects, it also it has had implications in the socio-emotional aspect. Therefore, the present research aimed to describe the emotional exhaustion in Peruvian students from a private university during the COVID-19 pandemic. The approach was quantitative, the design was non-experimental, and the type was descriptive, transectional. The sample consisted of 265 students, to whom the Emotional Tiredness Scale was applied, an instrument with required levels of validity and reliability. The results found indicate that the students presented high levels of emotional exhaustion (39.4%) and it was determined that some sociodemographic variables such as sex and age were significantly associated with this condition (p<0.05). It was concluded that it is necessary for the University's Psychology area to detect students with high levels of emotional exhaustion in a timely manner so that they receive treatment and can improve their academic performance and quality of life. On the other hand, students should be encouraged to develop coping strategies for stressful situations, typical of academic life and the context of pandemic.

Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan

“…Absence or reduced interaction with students, absence of nonverbal communication, inability to teach face-to-face, and inability to check students’ understanding of the material are frequent topics in the literature on distance education [ 58 , 59 , 60 ]. More importantly, our results highlighted the importance of training to increase students’ coping strategies and help them manage perceived stress, which is consistent with findings in other contexts reporting the promotion of psychoeducational strategies in Peruvian higher education institutions [ 61 ].…”

Cansancio emocional y rendimiento académico en estudiantes universitarios durante el retorno a clases presenciales

“…Está probado que las diversas actividades escolares tales como tareas, exposiciones, exámenes, estresan al alumnado de nivel superior (Talavera et al, 2021) y les producen cansancio emocional (Barreto-Osma y Salazar-Blanco, 2021). Por los resultados de este estudio se confirma esa aseveración, no obstante, no coinciden con el nivel moderado a alto de cansancio que se presentó cuando la experiencia escolar ocurría en un estado de emergencia sanitaria como la pandemia por COVID-19 (Cavazos-Arroyo et al, 2021;Llanes-Castillo et al, 2022), donde las actividades escolares se realizaban desde la distancia (Barreto-Osma y Salazar-Blanco;2021;Estrada, 2021;Estrada y Gallegos, 2022;Montoya-Restrepo et al, 2022), mediadas por la tecnología, que adhiere más estresores a los ya generados por la exposición inherente a las tareas escolares (Estrada et al, 2021).…”

“…Por lo antes referido, no es de extrañar que en la mayoría de los estudios realizados en tiempos de COVID-19 en esta línea de investigación se observan niveles de moderados a altos de cansancio emocional en estudiantes universitarios (Barreto-Osuna y Salazar-Blanco;2021;Estrada, 2021;Estrada y Gallegos, 2022;Montoya-Restrepo et al, 2021), salvo un estudio realizado con estudiantes de bachillerato en línea en México donde se presentaron niveles bajos de cansancio, explicado por el hecho de que durante la pandemia estos ya estaban trabajando en el modo virtual de enseñanza, de tal manera que esto no representó un factor adicional que les generara agotamiento (Valenzuela, 2022).…”

“…A propósito de lo anterior, se ha dicho que el cansancio emocional puede manifestarse en los estudiantes en una disminución del rendimiento académico (Rosales y Rosales, 2013), entendido este último como una expresión numérica que indica el grado de apropiación cognoscitiva de los estudiantes tras vivir la experiencia del currículo (Erazo, 2012;Estrada, 2021;Ibarra-Aguirre et al, 2014).…”

Emotional exhaustion, academic self-efficacy, and academic procrastination as predictors of research motivation

“…Studies reveal that this generated negative consequences for physical, emotional and mental health, with fatigue in university students being a main indicator (Mosleh et al, 2022). In this case, university students have to deal with various demands and challenges, such as meeting academic expectations, facing the challenge of preparing research papers, and even dealing with financial pressures (Araoz, 2021). Hence, it is possible to affirm that when these demands exceed the individual's response capacity, followed by a decrease in motivation, and then by an increase in stress, high burnout can 10.3389/feduc.2023.1147599 occur (Buenadicha-Mateos et al, 2022).…”