Estrés académico y rendimiento en estudiantes universitarios, Lima Metropolitana 2019: Una aplicación de Modelos Multivariados

La presente investigación tuvo como objetivo determinar la incidencia de los niveles de estrés académico y aspectos demográficos en el rendimiento académico de los estudiantes universitarios de Lima Metropolitana mediante el modelo multivariado en el año 2019. Es una investigación basada en un enfoque cuantitativo, prospectivo y con diseño no experimental, transversal, descriptivo, correlacional, explicativo. La población estuvo constituida por los estudiantes, de las universidades nacionales y privadas con más de 15 años de funcionamiento, para lo cual se seleccionó una muestra aleatoria estratificada de estudiantes de dos universidades nacionales y tres universidades privadas a quienes se les aplicó el \"inventario SISCO\" del estrés académico. Asimismo, para el análisis de datos se utilizó el modelo de regresión logístico ordinal múltiple con la finalidad de identificar las variables significativas que influyeron en el rendimiento académico. De la misma manera, se aplicó el método de clasificación, lo que permitió analizar los perfiles estudiantiles utilizando variables demográficas relevantes, indicadores del estrés y rendimiento académico. Los resultados del estudio reflejaron una relación estadísticamente significativa entre el estrés a nivel moderado, aspectos demográficos (edad del estudiante, nivel académico, número de cursos que repitió, y si contaban con beca o no), y rendimiento académico en estudiantes universitarios. Uno de los grandes aportes de esta investigación es revalorar la \"salud mental\", así como también contribuir de manera significativa con las instituciones educativas, al dar a conocer el nivel de estrés académico que tienen los estudiantes y así proponer estrategias destinadas a controlar y prevenir el estrés.Tesi

El Inventario de Estrés Académico SISCO: análisis de sus propiedades psicométricas en una muestra peruana

Objetivo El objetivo de este estudio fue evaluar las propiedades psicométricas del Inventario de Estrés Académico SISCO en una muestra peruana. Método Se obtuvo información de 628 estudiantes universitarios pertenecientes a universidades privadas y públicas. Dos modelos fueron evaluados mediante análisis factorial confirmatorio: el modelo tridimensional estándar y un modelo de cinco factores. Además, se analizó la confiabilidad, la invariancia factorial en función del género y la validez relacionada con otras variables (apoyo social percibido y procrastinación académica). Resultados Los modelos se ajustaron adecuadamente a los datos y el instrumento probó ser invariante entre varones y mujeres. Además, se confirmó un índice de confiabilidad adecuado y se encontraron asociaciones significativas con variables relacionadas. Conclusiones Los hallazgos actuales revelan que el Inventario de Estrés Académico SISCO muestra evidencias de validez y confiabilidad en estudiantes universitarios peruanos.Objective: The aim of this study was to assess the psychometric properties of the SISCO Inventory of Academic Stress in a Peruvian population. Method: Information was obtained from 628 college students belonging to private and public universities. The standard three-dimensional model and a five-factor model were tested by means of confirmatory factor analyses. Furthermore, reliability, measurement invariance across gender and validity related to other variables (perceived social support and academic procrastination) was inspected. Results: Models fitted the data adequately and the instrument was invariant across genders. In addition, an adequate reliability index was confirmed and significant associations with related variables were found. Conclusions: The current findings reveal that the SISCO Inventory of Academic Stress shows evidence of validity and reliability in Peruvian undergraduate students. © 2019 Sociedad Española para el Estudio de la Ansiedad y el Estrés - SEA

Association Between Substance Use Behaviors, Developmental Assets and Mental Health: A Glance at Latin American Young College Students

Positive Youth Development (PYD) is an approach that promotes resilience and focuses on youth strengths rather than their weaknesses as done by the traditional deficit-based perspective. Research in Europe and North America show that developmental assets are associated with school success, psychological well-being, and lower health risks among youth and young adults. However, not much research has been done on these associations in Latin American contexts. The purpose of this research study is to assess the association between substance use behaviors, such as drunkenness and the use of illicit drugs, and mental health, together with the mediating role of developmental assets representing youth strengths (e.g., social competence) and contextual resources (e.g., social support at home or school). Cross-national data was collected from Colombian (n = 210; 70.4% females) and Peruvian (n = 349; 66.5% females) 1st year university students. Results shed light on the protective role of developmental assets regarding substance use behaviors and mental well-being. Specifically, the results showed direct negative associations between developmental assets and substance use behaviors and positive associations of developmental assets with mental health indicators. Internal assets appear to be a stronger predictor of social, emotional, and psychological well-being compared to external assets. We did not find any statistical significance in the association of substance use behavior and mental health. We discuss implications regarding research, policy, and practice

Coping Responses During the COVID-19 Pandemic: A Cross-Cultural Comparison of Russia, Kyrgyzstan, and Peru

Background. The COVID-19 pandemic has subjected people around the world to severe stress, evoking a variety of coping responses. Coping responses can be broadly classified into four strategies: 1) problem-focused coping; 2) emotion-focused coping; 3) socially supported coping; and 4) avoidance. While there is a wide variability of individual coping responses, to some extent they are also culturally specific. Objective. This study aimed to compare the differences in the prevalence and factor structure of coping responses during COVID-19 pandemic in three countries: Russia, Kyrgyzstan, and Peru. Design. The sample included 501 participants from Russia, 456 participants from Kyrgyzstan, and 354 participants from Peru. The mean age of participants was 28 years in Russia (SD = 13.5); 24 years in Kyrgyzstan (SD = 10.0); and 30 years in Peru (SD = 12.3). In Russia and Kyrgyzstan, coping strategies were assessed with an abbreviated Russian adaptation of the COPE (Coping Orientations to Problems Experienced) questionnaire. In Peru, coping responses were assessed using the Spanish version of the Brief COPE questionnaire. The average scores from fifteen COPE scales were used as the input data for linear modelling and factor analysis. Results. The coping scores varied substantially within each country. Differences between countries accounted for 17.7% of the total variability in religious coping; 15.8% in acceptance; 13.9% in mental disengagement; and less than 7% in the other coping strategies. No difference in the prevalence of coping responses was found between Russian and Kyrgyz participants after accounting for age and gender. In all three countries the coping responses were associated with the same four coping domains: problem-focused coping, socially supported coping, avoidance, and emotion-focused coping. Four factors explained up to 44% of the total variation in the COPE scores. Religious coping and mental disengagement were classified into different coping domains in the three countries. Conclusion. The results suggest that during the COVID-19 pandemic, people from different countries apply the full range of coping responses within the four universal coping strategies. Religious coping and mental disengagement differed the most across the countries, suggesting that some coping behaviors can take on different roles within the system of coping responses to stressful events. We attribute these differences to differing cultural and socioeconomic characteristics, and the different measures taken by governments in response to COVID-19

Intelligence in Peru: Students' results in Raven and its relationship to SES.

Several studies have tried to estimate the average cognitive ability level in Peru. The results oscillated between IQ 90 (Lynn & Vanhanen, 2002) and 85 (Lynn & Vanhanen, 2006, 2012). Moreover, regional studies conducted in the city of Lima and in the Andean mountains, not employed by Lynn and Vanhanen, showed a mean IQ of 90 (IQ 105 for children of middle SES, and IQ 87 for low SES) and IQ of 78 for students from Lima and the Andean mountains respectively. A new randomly selected sample composed of 1097 children (53.5% female), with mean age of 11.6 years (SD = 0.4; 75% between 11.0 and 11.9 years) enrolled in 6th grade from 18 schools (58.9% public schools) located in Lima was assessed using the Standard Progressive Matrices of Raven test. The average IQ was estimated at 91. Considering the three regions in which Peru is divided, the IQ for the whole country was estimated at 84. In addition, this study verified that higher education of parents from lower SES compared to higher education of parents from higher SES had the greatest impact on the intelligence of their offspring

Sistema para el análisis estadístico con técnicas multivariadas del rendimiento académico de los estudiantes de una institución de enseñanza superior

Este trabajo de investigación presenta diferentes técnicas multivariadas aplicadas a las calificaciones obtenidas por los alumnos en las diferentes asignaturas de un plan de estudios, así como algunas variables socioeconómicas para detectar las posibles relaciones y comportamientos irregulares de alumnos, secciones y profesores de una institución de educación superior. El objetivo es alcanzar una gestión educativa eficiente, oportuna y confiable. Las técnicas multivariadas utilizadas son: análisis de correspondencias simple, análisis clúster, análisis de covariancia, análisis discriminante, regresión logística binaria y regresión logística ordinal y nominal

Metodología de modelamiento de un sistema de transporte urbano.

En Lima, como en otras ciudades del mundo, diariamente sufrimos el problema del sistema de transporte; sin embargo, los académicos se han manifestado en muy pocas oportunidades sobre cómo ha cerle frente al desafío que representa la mejora de este complejo sistema. Este artículo presenta y desagrega el modelo de las cuatro fases en lo rela tivo a la demanda de transporte urbano y pone al alcance de los lectores el marco metodológico más utilizado en la planificación de este tipo de sistemas en diversas ciudades. Su finalidad es promover la discusión sobre la necesidad de adoptar una metodología y sus re qui sitos para enfrentarse riamente los problemas del transporte en nuestra ciudad.Like in other large cities around the world, Lima suffers everyday from public transportation problems, and experts have said very few about how to face the challenge that the improvement of this complex system represents. This paper presents and analyzes thoroughly the classical four-stage transport model, focused on the demand for transportation services. Hence, the authors are trying to encourage the discussion about the necessity of adopting a methodological framework, as the fist step in the effort to reduce the effects of the lack of planning of Lima’s transportation system on the life quality of its inhabitants