<?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>S2007-74672023000200157</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1673</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés pospandemia ante el regreso a clases en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Post-pandemic stress in the face of back-to-school in university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estresse pós-pandemia no retorno às aulas em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mar-Aldana]]></surname>
<given-names><![CDATA[Susuky]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barraza-Macías]]></surname>
<given-names><![CDATA[Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-López]]></surname>
<given-names><![CDATA[Miriam Hazel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesqueira-Leal]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La palabra estrés se convirtió en un vocablo usual en la sociedad en la que vivimos; incluso, en los espacios educativos, se le llegó a considerar como una dificultad creciente de atención en la población estudiantil. Por tal motivo, el objetivo de esta investigación fue establecer la prevalencia del estrés pospandemia ante el regreso a clases en estudiantes universitarios y establecer su relación con las variables género, edad, licenciatura y semestre. Para ello, se realizó un estudio cuantitativo, de corte transversal, tipo correlacional y no experimental, con una población de 254 estudiantes de primero a octavo semestre, con edad de 18 a 25 años, de los cuales 82.3 % son mujeres y 17.7 % hombres. A todos se les aplicó el instrumento denominado Inventario del Estrés Pospandemia ante el Regreso a Clases Presenciales (IEP-RCP). En tal sentido, los alumnos reportaron un nivel moderado de estrés pospandemia (3.19) ante el regreso a clase (DTE: .602); asimismo, el análisis de la relación entre la variable género y estrés arrojó los siguientes valores: t: -4.353; gl: 252; sig: .000. A partir de este resultado, se puede afirmar que la variable género si tiene una discrepancia en el nivel con que se presenta el estrés pospandemia ante el regreso a clases; en otras palabras, las mujeres son las que lo presentaron con un mayor nivel. En el análisis de la relación entre la variable edad y estrés se obtuvo un valor p&gt; .05, por lo que se concluye que no existe relación entre ambas variables. El regreso a clases presenciales no fue el final de los problemas de salud mental dentro de la población universitaria, De hecho, la presencia del estrés de pospandemia ante el regreso a clase muestra la necesidad de que las instituciones trabajen en beneficio de la salud mental de sus alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The meaning of stress became a common word in the society in which we live; As part of the dissemination of its use, it began to be mentioned also in educational spaces and came to be considered as a growing difficulty of attention in the student population. The objective of the research was to establish the prevalence of post-pandemic stress in the face of the return to classes in university students and to establish its relationship with the variables sex, age, degree and semester. A quantitative, cross-sectional, correlational and non-experimental study was conducted, considering a population of 254 students from first to eighth semester, aged 18 to 25 years, of which 82.3% are women and 17.7% men to whom the instrument called Post-Pandemic Stress Inventory before the Return to Face-to-Face Classes (IEP-RCP). The students reported a moderate level of post-pandemic stress before the return to class of 3.19 (SDE: .602), the analysis of the relationship between the variable sex and stress shows the following values: t: -4.353; GL: 252; sig: .000.; From this result, it can be affirmed that the sex variable does have a discrepancy in the level with which post-pandemic stress is presented before the return to classes, with women presenting it with a higher level. In the analysis of the relationship between the variable age and stress, a value p&gt; .05 was obtained, so it is concluded that there is no relationship between both variables. The return to face-to-face classes was not the end of mental health problems within the university population and the presence of post-pandemic stress before the return to class shows the need for institutions to work for the benefit of the mental health of their students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A palavra estresse tornou-se uma palavra comum na sociedade em que vivemos; Nos espaços educacionais, considerou-se inclusive uma dificuldade crescente no atendimento à população estudantil. Por esse motivo, o objetivo desta pesquisa foi estabelecer a prevalência de estresse pós-pandemia no retorno às aulas em estudantes universitários e estabelecer sua relação com as variáveis &#8203;&#8203;sexo, idade, curso e semestre. Para isso foi realizado um estudo quantitativo, transversal, correlacional e não experimental, com uma população de 254 estudantes do primeiro ao oitavo semestre, com idades entre 18 e 25 anos, dos quais 82,3% são mulheres e 17,7% homens . A todos eles foi aplicado o instrumento denominado Inventário de Estresse Pós-Pandemia no Retorno às Aulas Presenciais (IEP-RCP). Nesse sentido, os alunos relataram nível moderado de estresse pós-pandemia (3,19) no retorno às aulas (DTE: 0,602); Da mesma forma, a análise da relação entre a variável sexo e o estresse apresentou os seguintes valores: t: -4,353; gl: 252; sinal: 0,000. A partir deste resultado, pode-se afirmar que a variável gênero apresenta sim uma discrepância no nível em que ocorre o estresse pós-pandemia no retorno à escola; Ou seja, são as mulheres que o apresentam em um nível superior. Na análise da relação entre a variável idade e stress obteve-se um valor de p &gt; 0,05, pelo que se conclui que não existe relação entre ambas as variáveis. O retorno às aulas presenciais não foi o fim dos problemas de saúde mental da população universitária, aliás, a presença do estresse pós-pandemia no retorno às aulas mostra a necessidade das instituições trabalharem em benefício da saúde mental de seus alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[espacios educativos]]></kwd>
<kwd lng="es"><![CDATA[gestión de la educación]]></kwd>
<kwd lng="es"><![CDATA[población universitaria]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="en"><![CDATA[Educational spaces]]></kwd>
<kwd lng="en"><![CDATA[education management]]></kwd>
<kwd lng="en"><![CDATA[university population]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
<kwd lng="pt"><![CDATA[espaços educativos]]></kwd>
<kwd lng="pt"><![CDATA[gestão educacional]]></kwd>
<kwd lng="pt"><![CDATA[população universitária]]></kwd>
<kwd lng="pt"><![CDATA[saúde mental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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