<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572020000300008</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2020.35.20205</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés académico en estudiantes de odontología: asociación con apoyo social, pensamiento positivo y bienestar psicológico]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Stress in Dental Students: Association with Social Support, Positive Thinking and Psychological Well-Being]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Reyes]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soria-González]]></surname>
<given-names><![CDATA[Erika Araceli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avila-Rojas]]></surname>
<given-names><![CDATA[Milton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Molina]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Hernández]]></surname>
<given-names><![CDATA[Briceida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses-González]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Comisión Nacional de Arbitraje Médico Dirección de Investigación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Comisión Nacional de Arbitraje Médico Dirección de Investigación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>9</volume>
<numero>35</numero>
<fpage>8</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572020000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572020000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572020000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Estudiantes de odontología presentan altos niveles de estrés académico. El estudio de su relación con variables salutogénicas como el apoyo social, pensamiento positivo y bienestar psicológico podría ser de utilidad para su intervención, potenciar la función benéfica del estrés y evitar sus efectos adversos.  Objetivo: Determinar el nivel de estrés académico y sus fuentes en estudiantes de odontología e identificar su asociación con el apoyo social, pensamiento positivo y bienestar psicológico. Establecer si el apoyo social, pensamiento positivo y bienestar psicológico son predictores del estrés académico en esta población.  Método:  Estudiantes de odontología completaron una batería con una ficha de identificación y los instrumentos Cuestionario de Estrés Académico en la Universidad (CEAU), Escala reducida de Apoyo Social Percibido, Familiar y de Amigos (AFA-R), Escala de Positividad (EP) y la Escala de Bienestar Psicológico para Adultos (BIEPS-A).  Resultados:  Participaron 146 estudiantes, 104 mujeres y 42 hombres. El nivel de estrés académico, el apoyo social y el pensamiento positivo fue moderado; mientras que el nivel del bienestar psicológico fue alto. Comparadas con hombres, las mujeres mostraron mayor estrés académico (p &lt; 0,01) y menor bienestar psicológico (p &lt; 0,05). El estrés académico correlacionó negativamente con el bienestar psicológico (r = -0,41) y el apoyo social (r = - 0,29) pero solo en mujeres. Una regresión lineal múltiple indicó que el bienestar psicológico (&#946; = -0,27) y el sexo femenino (&#946; = -0,26) fueron predictores del nivel de estrés académico (p = 0,01). Las situaciones que generaron mayor estrés fueron el desempeño académico y la perspectiva a futuro respecto a su profesión.  Conclusiones:  Identificar variables salutogénicas predictores del estrés académico favorece el diseño de estrategias de intervención que favorezcan el desarrollo positivo de estudiantes de odontología.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The Dentistry students present high levels of stress. The study of its relationship with salutogenic variables such as social support, positive thinking and psychological well-being could be useful for its intervention, enhance the beneficial function of stress and avoid its adverse effects.  Objective: To determine the level of academic stress and its sources in dentistry students, as well as to identify its association with psychological well-being, social support, and positive thinking. Detecting psychological well-being, social support and positive thinking are predictors of stress in this population.  Method: Dentistry students completed an online questionnaire survey composed of an identification card and the instruments Academic Stress Questionnaire in the University (CEAU), Positivity Scale (PS), Reduced Scale of Social, Perceived, Family and Friends Support (AFA) -R), and the Psychological Wellness Scale for Adults (BIEPS-A).  Results: 146 students participated, 104 women and 42 men. The level of stress, social support and positive thinking was moderate; while the level of psychological well-being was high. Regarding men, women showed greater stress (p &lt; 0,01) and lower psychological well-being (p &lt; 0,05). Stress showed a negative correlation with psychological well-being (r = -0,41) and social support (r = -0,29) but only in women. A multiple lineal regression indicate that psychological well-being (&#946; = -0,27) and female sex (&#946; = -0,26) predicts the stress level (p = 0,01). This model explains 15% of variance (R2 corrected = 0,15). Aspects that generated greater stress were the academic performance and the future perspective of his profession.  Conclusions: The identifying healthy predictors of stress in dentistry students favors the well-founded design of intervention strategies that favor the positive development of this population.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="es"><![CDATA[odontología]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="en"><![CDATA[professional training]]></kwd>
<kwd lng="en"><![CDATA[dentistry]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
</kwd-group>
</article-meta>
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