<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000200700</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2024</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comparativa de nivel de estrés de estudiantes de primer semestre y semestres superiores]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparison of stress level of first semester and higher semesters students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comparação do nível de estresse dos alunos do primeiro semestre e semestres superiores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Rueda]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200700&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200700&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200700&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estrés es una de las enfermedades de salud mental que se ha investigado últimamente debido al confinamiento por el COVID-19 y sus consecuencias. Investigadores tanto del sistema educativo como del sistema de salud lo han abordado con diferentes enfoques y han encontrado diversas razones de origen, además de recalcar que se ha incrementado. El objetivo de este trabajo fue determinar el nivel de estrés presente en estudiantes de primer ingreso y semestres posteriores para identificar si existen diferencias, deducir las posibles razones, y proponer alternativas que las contrarresten. La metodología usada es de tipo exploratoria a través de una encuesta aplicada a final del ciclo 2022A y con el uso de la Escala de Estrés Percibido (EEP) con 10 ítems para determinar el nivel de estrés en estudiantes universitarios a través de un estudio cuantitativo, descriptivo y relacional en una muestra de 72 estudiantes (37 de primer semestre y 35 de semestres superiores). Se eligió esta escala porque tiene buena consistencia interna, es una de las más utilizadas y más conocida. Los datos de la encuesta fueron procesados con Excel y los resultados muestran que el 67.56 y 58.82% de los estudiantes presentan estrés medio para primer semestre y semestres superiores, y el 13.51 y 14,7% tienen estrés alto, respectivamente. La escala presenta una buena consistencia interna con un coeficiente Alpha Cronbach de 0.7 y 0.82 para primer semestre y semestres superiores, respectivamente. Una de las conclusiones es que el nivel de estrés medio está presente mayormente tanto en estudiantes de primer ingreso como de semestres superiores, por lo que se deben proponer estrategias, como talleres de manejo de estrés y manejo del tiempo, para afrontar el estrés y prevenir riesgos de abandono, bajo desempeño, entre otros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Stress is one of the mental health diseases that has been investigated lately due to COVID-19 confinement and its consequences. Researchers from both the educational system and the health system have approached it with different approaches and have found various reasons for its origin among young people aged 18 to 25 years, as well as emphasizing that, compared to other periods of analysis, it has increased. The objective of this work was to determine the level of stress present in first year students and subsequent semesters to identify if there are differences, reasons why this occurs, and seek alternatives to counteract them. The methodology used is of an exploratory type through a survey applied at the end of the 2022A cycle and with the use of the Perceived Stress Scale (PSS) with 10 items to determine the level of stress in university students through a quantitative, descriptive, and relational study in a sample of 72 students (37 of first semester and 35 of higher semesters). This scale was chosen because it has good internal consistency and is one of the most widely used and best known internationally. The survey data were processed with Excel and the results show that between 67.56 and 58.82% of the students present medium stress for first semester, and 13.51 and 14.71% have high stress, respectively. The scale presents a good internal consistency with an Alpha Cronbach coefficient of 0.7 and 0.82 for first and higher semesters, respectively. One of the conclusions is that the medium stress level is present mostly in both first semester and higher semesters, so strategies should be proposed, such as stress management and time management workshops, to deal with stress and prevent the risk of dropping out, poor performance, among others.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O stress é uma das doenças de saúde mental que tem sido investigada ultimamente devido ao confinamento da COVID-19 e às suas consequências. Pesquisadores tanto do sistema educacional quanto do sistema de saúde abordaram-no com diferentes abordagens e encontraram diversas razões de origem, além de enfatizarem que ele tem aumentado. O objetivo deste trabalho foi determinar o nível de estresse presente em alunos do primeiro ano e semestres subsequentes para identificar se há diferenças, deduzir os possíveis motivos e propor alternativas que os neutralizem. A metodologia utilizada é exploratória através de um inquérito aplicado no final do ciclo 2022A e com a utilização da Escala de Estresse Percebido (PES) com 10 itens para determinar o nível de stress em estudantes universitários através de um estudo quantitativo descritivo e relacional. amostra de 72 alunos (37 do primeiro semestre e 35 dos semestres superiores). Esta escala foi escolhida porque possui boa consistência interna, é uma das mais utilizadas e mais conhecidas. Os dados da pesquisa foram processados em Excel e os resultados mostram que 67,56 e 58,82% dos alunos apresentam estresse médio para o primeiro semestre e semestres superiores, e 13,51 e 14,7% apresentam estresse alto, respectivamente. A escala apresenta boa consistência interna com coeficiente Alpha de Cronbach de 0,7 e 0,82 para o primeiro semestre e semestres superiores, respectivamente. Uma das conclusões é que o nível médio de estresse está presente principalmente tanto nos alunos do primeiro ano quanto nos alunos dos semestres superiores, por isso devem ser propostas estratégias, como oficinas de gerenciamento de estresse e de gerenciamento de tempo, para enfrentar o estresse e prevenir riscos de abandono, mau desempenho, entre outros.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[diagnóstico de estrés]]></kwd>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[atención psicológica]]></kwd>
<kwd lng="es"><![CDATA[escala de estrés percibido]]></kwd>
<kwd lng="en"><![CDATA[stress diagnosis]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[psychological care]]></kwd>
<kwd lng="en"><![CDATA[perceived stress scale]]></kwd>
<kwd lng="pt"><![CDATA[diagnóstico de estresse]]></kwd>
<kwd lng="pt"><![CDATA[estresse acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[atendimento psicológico]]></kwd>
<kwd lng="pt"><![CDATA[escala de estresse percebido]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social capital and sleep quality in individuals who self-isolated for 14 days during the coronavirus disease 2019 (COVID-19) outbreak in January 2020 in China]]></article-title>
<source><![CDATA[Medical science monitor: international medical journal of experimental and clinical research]]></source>
<year>2020</year>
<volume>26</volume>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
