APOYO SOCIAL PERCIBIDO Y ESTRÉS ACADÉMICO EN ESTUDIANTES UNIVERSITARIOS. (Spanish)

PERCEIVED SOCIAL SUPPORT AND ACADEMIC STRESS IN UNIVERSITY. (English)

Perceived social support is about the perception that the subject has about the support they receive from their social network, while academic stress is conceptualized as a series of processes of systemic origin, whether adaptive and psychological. The objective of this study was to determine the relationship between perceived social support and academic stress in university students. The sample was made up of 140 students with an age range between 18 and 32 years old from the Faculty of Systems, Electronics and Industrial Engineering of a University in Ambato. The research had a quantitative approach, non-experimental design, with cross-sectional and descriptive-correlational scope. To measure these variables, the MOS social support questionnaire developed by Sherbourne and Stewart (1991) and the SISCO academic stress inventory SV-21 created by Arturo Barraza in 2018 were used. The results showed that there is no correlation between the dimensions of social support perceived and academic stress, likewise, no significant differences were found between academic stress levels and gender. In conclusion, the lack of relationship between these two variables may be due to multifactorial causes, so that perceived social support did not perform its buffering function against stress. [ABSTRACT FROM AUTHOR]

El apoyo social percibido se trata de la percepción que tiene el sujeto sobre el apoyo que recibe de su red social, mientras que el estrés académico se conceptualiza como una serie de procesos de origen sistémico ya sean adaptativos y psicológicos. El objetivo de este estudio fue determinar la relación entre el apoyo social percibido y estrés académico en estudiantes universitarios. La muestra estuvo compuesta por 140 estudiantes con un rango de edad entre 18 a 32 años de la Facultad de Ingeniería en Sistemas, Electrónica e Industrial de una Universidad de Ambato. La investigación tuvo un enfoque cuantitativo, de diseño no experimental, con corte transversal y alcance descriptivo-correlacional. Para medir estas variables se empleó el cuestionario MOS de apoyo social desarrollada por Sherbourne y Stewart (1991) y el inventario SISCO del estrés académico SV-21 creado por Arturo Barraza en 2018. Los resultados mostraron que no existe correlación entre las dimensiones de apoyo social percibido y estrés académico, de igual manera no se halló diferencias significativas entre los niveles de estrés académico y el sexo. En conclusión, la falta de relación entre estas dos variables se puede deber a causas multifactoriales, por lo que el apoyo social percibido no realizó su función amortiguadora ante el estrés. [ABSTRACT FROM AUTHOR]

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