<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712022000200301</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i25.1122</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés y afrontamiento ante las clases virtuales en estudiantes universitarios durante la contingencia sanitaria por Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Stress and coping with online classes in university students during the COVID-19 health contingency]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana Campas]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna Velasco]]></surname>
<given-names><![CDATA[Laura Elena de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Santana]]></surname>
<given-names><![CDATA[Claudia María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán Díaz]]></surname>
<given-names><![CDATA[José Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Martínez]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano Montes de Oca]]></surname>
<given-names><![CDATA[Evangelina Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario del Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario del Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de los Valles ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario del Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario del Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario del Sur ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712022000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712022000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712022000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación virtual, el aislamiento y distanciamiento social han evidenciado las carencias y oportunidades de mejora en profesores y estudiantes. El objetivo de este estudio es describir la relación entre las estrategias de afrontamiento y el estrés que se produce durante las clases virtuales debido a la contingencia sanitaria por Covid-19 en estudiantes universitarios. Es una investigación cuantitativa, transversal, descriptiva y exploratoria. La muestra fue de 1,118 estudiantes; 66% fueron mujeres y 34% hombres, la edad media fue de 20.9 y DE de 3.24. El estado civil: 95% fueron solteros, 2.8% casados, 2% unión libre o concubinato y 0.3% divorciados. Resultados: 67.9% de los estudiantes reportaron niveles de estrés de medios a altos. Las mujeres presentaron mayores niveles de estrés, asimismo, reportaron mayores estrategias de respuesta que los hombres. Las estrategias utilizadas por las mujeres fueron la planeación y gestión de recursos personales y la búsqueda de apoyo; por su parte, los hombres utilizaron la reevaluación positiva, la planeación y gestión de recursos personales. Conclusión: las instituciones deberían implementar programas de afrontamiento del estrés y el desarrollo de habilidades para la vida de manera continua. La flexibilidad, empatía y la educación centrada en el estudiante pueden ser estrategias para afrontar el estrés en los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Online education, isolation and social distancing have revealed shortcomings and opportunities for improvement in teachers and students. This study aimed to describe the relationship between strategies for coping with stress during online classes due to the COVID-19 health contingency in university students. The research was quantitative, cross-sectional, descriptive and exploratory. The sample was 1,118 students, 66% of which were women and 34% men, and their mean age was 20.9 and SD was 3.24. 95% were single, 2.8% were married, 2% were cohabitating and .3% were divorced. We found that 67.9% of the students reported medium to high levels of stress. Females presented higher levels of stress; likewise, females reported more stress response strategies than males. The strategies used by women were personal resource planning and management and support seeking, while men relied on positive reappraisal and personal resource planning and management. Our conclusion was that institutions should implement stress-coping and life skills programs on an ongoing basis. Flexibility, empathy and student-centered education can be strategies for coping with stress in students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación virtual]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[afrontamiento]]></kwd>
<kwd lng="es"><![CDATA[aislamiento social]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[coping]]></kwd>
<kwd lng="en"><![CDATA[social isolation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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