Emotional State During the Post-Pandemic Period: Psychological Capital and Academic Engagement in University Students

This research aimed to analyze the relationship between psychological capital and the academic commitment of the university students of Madre de Dios (Peru) during the post-pandemic period. The approach was quantitative, the design was non-experimental and the type was descriptive-correlational of cross-sectional nature. The sample was made of 344 students to whom the Psychological Capital Questionnaire and the UWES-S Scale were applied, instruments with adequate levels of validity based on content and reliability. According to the results, the Spearman’s rho coefficient between the variables psychological capital and academic engagement was 0.786 and the p-value was lower than the significance level (p <0.05). In the same sense, it was determined that the correlation coefficients between psychological capital and the dedication, vigor and absorption dimensions were 0.802; 0.736 and 0.748 respectively, being statistically significant in all cases (p <0.05). Finally, it was concluded that a direct and significant relationship exists between psychological capital and academic engagemen

Validación de una prueba biológica para detectar residuos de antibióticos en queso tipo paria

TesisEn la investigación se validó una prueba biológica que servirá como prueba tamiz, para detectar residuos de antibióticos en queso tipo paria. Se determinó el pH óptimo del medio de cultivo, tiempo de incubación y el tipo de bacteria sensible, como también la concentración inhibitoria mínima de tres antibióticos y la especificidad y sensibilidad del método biológico. Las pruebas in vitro se ejecutaron en el laboratorio de microbiología de la Facultad de Medicina Veterinaria y Zootecnia de la Universidad Nacional del Altiplano – Puno, utilizando cepas sensibles (Bacillus subtilis, Lactobacillus bulgaricus y Streptococcus thermophilus) a pH 6.0; 7.0 y 8.0, en tiempos de 18 y 24 horas, utilizando el método de los orificios, con tres antibacterianos (Penicilina, Oxitetraciclina y Tilosina) y en cada placa se realizaron perforaciones de 8 mm de diámetro en el sustrato de cultivo con una separación de 30 mm entre sí. Se determinó que la bacteria más sensible es Bacillus subtilis a un pH 7.0, temperatura 35°C y tiempo de 18 horas. La especificidad y sensibilidad de los tres antibióticos en el método biológico fue mayor al 90%. Mediante la prueba biológica se ha detectado presencia de residuos de antibióticos en promedio 7.40% en quesos tipo paria de los mercados de la ciudad de Puno. Por lo tanto la prueba biológica resulta adecuada para detectar presencia de residuos de antibacterianos

Afrontamiento al estrés y autoeficacia como predictores de la satisfacción académica en una muestra de estudiantes universitarios

Introduction: Academic satisfaction is a fundamental component that influences students' educational experience and directly impacts their academic performance and overall well-being.Objective: To determine whether coping with stress and self-efficacy predict the academic satisfaction of university students.Methods: A quantitative, non-experimental, predictive, and cross-sectional study was conducted. The sample consisted of 301 students who were administered the Academic Stress Coping Scale, the General Self-Efficacy Scale, and the Academic Satisfaction Scale, all instruments with adequate psychometric properties.Results: Preliminarily, it was found that academic satisfaction correlated significantly and directly with coping with stress (r= 0.449; p<0.05) and self-efficacy (r= 0.521; p<0.05). Likewise, coping with stress was found to correlate significantly and directly with self-efficacy (r= 0.438; p<0.05). Regression analysis demonstrated a suitable fit for the model (F= 53.128; p<0.05), where coping with stress (β= 0.302; p<0.05) and self-efficacy (β= 0.491; p<0.05) explained 27.3% of the total variance of the academic satisfaction variable. Conclusions: Coping with stress and self-efficacy predict the academic satisfaction of university students. Therefore, the implementation of specific strategies is recommended, thus fostering a more conducive academic environment for student well-being and academic success.Introducción: La satisfacción académica es un componente fundamental que influye en la experiencia educativa de los estudiantes y repercute directamente en su rendimiento académico y bienestar general. Objetivo: Determinar si el afrontamiento al estrés y la autoeficacia predicen la satisfacción académica de los estudiantes universitarios.Métodos: Estudio cuantitativo, no experimental, predictivo y de corte transversal. La muestra estuvo conformada por 301 estudiantes a quienes se les administró la Escala de Afrontamiento del Estrés Académico, la Escala de Autoeficacia General y la Escala de Satisfacción académica, instrumentos con adecuadas propiedades psicométricas.Resultados: Se halló, preliminarmente, que la satisfacción académica se correlacionó de manera directa y significativa con el afrontamiento al estrés (r= 0,449; p<0,05) y la autoeficacia (r= 0,521; p<0,05). Del mismo modo, se halló que el afrontamiento al estrés también se correlacionó de manera directa y significativa con la autoeficacia (r= 0,438; p<0,05). Por otro lado, el análisis de regresión múltiple demostró un ajuste adecuado para el modelo (F= 53,128; p<0.05), donde el afrontamiento al estrés (β= 0,302; p<0,05) y la autoeficacia (β= 0,491; p<0.05) explicaron el 27,3% de la varianza total de la variable satisfacción académica.Conclusiones: El afrontamiento al estrés y la autoeficacia predicen la satisfacción académica de los estudiantes universitarios. Por ello, se recomienda la implementación de estrategias específicas fomentando así un ambiente académico más propicio para el bienestar estudiantil y el éxito académico

Mental Health of University Students When Returning to Face-to-Face Classes: A Cross-Sectional Study

Depression, anxiety and stress are multifactorial affective disorders that could manifest through a set of symptoms, both physical and psychological, that affect the quality of life and performance of people who suffer from them. In this sense, the present research had the objective of evaluating depression, anxiety and stress in students of the Faculty of Engineering of a Peruvian public university when returning to face-to-face classes. The research was developed under a quantitative approach and is of a non-experimental design of the descriptive cross-sectional type. The sample consisted of 244 students who responded to the Depression, Anxiety and Stress Scale, an instrument with adequate psychometric properties. According to the results, the students presented low levels of depression and anxiety. However, they showed moderate levels of stress. On the other hand, it was found out that the three variables were directly and significantly related. In the same way, it was found that there were statistically significant differences regarding the levels of depression, anxiety and stress related to gender, age group, family responsibilities and professional career. Finally, it was concluded that there were symptoms of depression, anxiety and stress in students of the Faculty of Engineering of a Peruvian public university when returning to face-to-face classes