Gestión del tiempo en el estrés académico en estudiantes de una Universidad Pública de Lima - 2020

Se tiene que en los últimos años se ha visto como seria amenaza el incremento de los niveles de estrés en las poblaciones etarias más jóvenes, siendo más sensibles en los estudiantes universitarios. Por ello el presente trabajo se enfocó en estudiar, de forma correlacional, cómo se vincula la gestión del tiempo frente al estrés académico en estudiantes de una universidad pública de Lima-2020. El trabajo se desarrolló bajo el enfoque cuantitativo de corte transversal, de tipo básica/sustantiva, no experimental, de nivel correlacional. La muestra estuvo conformada por 328 estudiantes de una universidad pública. Se aplicaron dos cuestionarios: gestión del tiempo y estrés académico. Los resultados indicaron que hubo una correlación de tipo inversa entre las variables estudiadas (rho de Spearman = ,-413), así como para las dimensiones de la variable estrés académico: estresores (-,405), síntomas (-,387) y afrontamiento (,286). Se concluyó que las relaciones inversas entre los parámetros estudiados van a reflejarse en los valores obtenidos de relación a los estudiantes de una universidad públic

“From bricks to Click": Metacognitive Reading Skills of Students in the Pre and During Pandemic Era

This paper addressed the emerging gap on the quality of reading instruction before and during the COVID 19 Pandemic onslaught. This study generally aimed to determine how EFL university students utilized metacognitive online reading methods before and after the Covid-19 outbreak. A study was conducted to investigate whether EFL university students' use of metacognitive reading methods had changed before and after the Covid-19 pandemic, and if so, what had changed. This study employed mixed-methods research utilizing quantitively and qualitative research designs.  Testing the significant difference on the reading strategies of the students using t-test, the result revealed there is a significant difference on the reading strategies of the students. This indicates that during COVID 19 the students were able to attain a very high level of reading strategies compared during the pre-pandemic era which is attributed to the adoption of online learning where the mode of instruction is taken virtually and reading references among the students were mostly taken thru online access. On the qualitative context utilizing exploratory sequential design, revealed that EFL students were able to better their metacognitive online reading strategies during the COVID 19 as reflected in four themes: easier access of reading materials, flexibility of time and space, characteristics of e-books, and issues on the disruption of reading concentration brought by online reading activities. As a result, there is a perceived need to improve EFL students' metacognitive understanding of online reading techniques and help them become better online English readers. Helping students develop their metacognitive awareness of online reading methods and helping them master their metacognitive reading strategy usage are two approaches to help EFL students better comprehend online texts