Pub Date : 2021-01-07DOI: 10.37467/GKA-REVEDU.V9.2625
César Muñeton Gomez, F. Melo, M. Moline, Ivan Merchan
El presente estudio tuvo como objetivo identificar cuáles son los principales síntomas de estrés percibidos por los estudiantes de un grupo de Anatomía en la carrera de Medicina Veterinaria en la Universidad de la Salle en Bogotá – Colombia, durante el año 2018. Para tal fin, se realizó una encuesta aplicada a 97 estudiantes, las respuestas se estimaron en una escala tipo Likert de 5 puntos. Posteriormente, se clasificaron los resultados de cada pregunta cómo; estrés normal, moderado y severo. Los resultados muestran que los mayores síntomas de estrés se presentan en mujeres, mientras los síntomas encontrados con mayor frecuencia concuerdan con los reportados en población adolescente, como cambios de apetito, sudor frío, sensación de hormigueo, taquicardia y molestias en el estómago. Las manifestaciones emocionales abarcan sentimientos de irritabilidad, miedo, preocupación, ansiedad, agobio, apatía, sueño e indiferencia. Las conclusiones manifiestan que una proporción sustancial de los estudiantes encuestados perciben síntomas de estrés y ansiedad en diferentes niveles. La prevalencia de síntomas de depresión severa encontrada sobrepasa la reportada a nivel nacional e internacional, mientras que la depresión moderada se presenta dentro de los rangos descritos internacionalmente.
本研究旨在确定哥伦比亚波哥大拉萨尔大学（Universidad de la Salle）兽医学课程解剖学小组的学生在2018年期间感知到的主要压力症状。为此，研究人员对97名学生进行了问卷调查，答案采用5点李克特量表估算。随后，每个问题的结果都被分为正常、中度和重度压力。结果显示，女性的压力症状最严重，而最常见的症状与青少年群体中报告的症状一致，如食欲改变、出冷汗、刺痛感、心动过速和胃部不适。情绪表现包括烦躁、恐惧、担心、焦虑、不知所措、冷漠、困倦和无动于衷。调查结果显示，相当一部分受访学生都有不同程度的压力和焦虑症状。严重抑郁症状的发生率超过了国内和国际报告的水平，而中度抑郁症状的发生率则在国际报告的范围之内。
{"title":"Perception of stress in Veterinary Medicine students","authors":"César Muñeton Gomez, F. Melo, M. Moline, Ivan Merchan","doi":"10.37467/GKA-REVEDU.V9.2625","DOIUrl":"https://doi.org/10.37467/GKA-REVEDU.V9.2625","url":null,"abstract":"El presente estudio tuvo como objetivo identificar cuáles son los principales síntomas de estrés percibidos por los estudiantes de un grupo de Anatomía en la carrera de Medicina Veterinaria en la Universidad de la Salle en Bogotá – Colombia, durante el año 2018. Para tal fin, se realizó una encuesta aplicada a 97 estudiantes, las respuestas se estimaron en una escala tipo Likert de 5 puntos. Posteriormente, se clasificaron los resultados de cada pregunta cómo; estrés normal, moderado y severo. Los resultados muestran que los mayores síntomas de estrés se presentan en mujeres, mientras los síntomas encontrados con mayor frecuencia concuerdan con los reportados en población adolescente, como cambios de apetito, sudor frío, sensación de hormigueo, taquicardia y molestias en el estómago. Las manifestaciones emocionales abarcan sentimientos de irritabilidad, miedo, preocupación, ansiedad, agobio, apatía, sueño e indiferencia. Las conclusiones manifiestan que una proporción sustancial de los estudiantes encuestados perciben síntomas de estrés y ansiedad en diferentes niveles. La prevalencia de síntomas de depresión severa encontrada sobrepasa la reportada a nivel nacional e internacional, mientras que la depresión moderada se presenta dentro de los rangos descritos internacionalmente.","PeriodicalId":438303,"journal":{"name":"EDU REVIEW Revista Internacional de Educación y Aprendizaje","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131030413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.37467/GKA-REVEDU.V8.2665
Amaia Lojo Novo, Brett E. Shelton, Katie Bubak Azevedo
The purpose of this study was to analyze teachers' and other education professionals' needs and knowledge when dealing with bullying situations. Data collection was carried out in two different sessions of a bullying prevention one-day symposium at a four-year state university. The participants were 53 educational professionals from several elementary and middle schools. Qualitative analysis of session artifacts revealed that participants had a basic understanding of bullying; however, they doubt its definition and how to identify when it occurs. Participants in the case study were interested in being change agents when it comes to addressing bullying problems. However, they lacked self-confidence and access to appropriate resources to overcome their fears and diminished self- efficacy for proper intervention.
{"title":"Education Professionals' Knowledge And Needs Regarding Bullying","authors":"Amaia Lojo Novo, Brett E. Shelton, Katie Bubak Azevedo","doi":"10.37467/GKA-REVEDU.V8.2665","DOIUrl":"https://doi.org/10.37467/GKA-REVEDU.V8.2665","url":null,"abstract":"The purpose of this study was to analyze teachers' and other education professionals' needs and knowledge when dealing with bullying situations. Data collection was carried out in two different sessions of a bullying prevention one-day symposium at a four-year state university. The participants were 53 educational professionals from several elementary and middle schools. Qualitative analysis of session artifacts revealed that participants had a basic understanding of bullying; however, they doubt its definition and how to identify when it occurs. Participants in the case study were interested in being change agents when it comes to addressing bullying problems. However, they lacked self-confidence and access to appropriate resources to overcome their fears and diminished self- efficacy for proper intervention.","PeriodicalId":438303,"journal":{"name":"EDU REVIEW Revista Internacional de Educación y Aprendizaje","volume":"2002 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128318858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Everardo Víctor Jímenez, Neyda del Rosario Zamora, Axel Zamir Urcuyo
This work shows how the absence of parents due to migration affects students learnin, for that reason a sample of 993 students with a 95% confidence and 3% margin of error was considereted . This study is qualitative and quantitative in nature. Among the main results found is that 19.4% of surveyed students saffer abscence of mother, father or both of them due to migration. In addition it was also observed that the most direct consequences are feeling of loss, sodness académic performance and behaviour.
{"title":"International Migration","authors":"Everardo Víctor Jímenez, Neyda del Rosario Zamora, Axel Zamir Urcuyo","doi":"10.18356/583a562b-en","DOIUrl":"https://doi.org/10.18356/583a562b-en","url":null,"abstract":"This work shows how the absence of parents due to migration affects students learnin, for that reason a sample of 993 students with a 95% confidence and 3% margin of error was considereted . This study is qualitative and quantitative in nature. Among the main results found is that 19.4% of surveyed students saffer abscence of mother, father or both of them due to migration. In addition it was also observed that the most direct consequences are feeling of loss, sodness académic performance and behaviour. \u0000 ","PeriodicalId":438303,"journal":{"name":"EDU REVIEW Revista Internacional de Educación y Aprendizaje","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133220523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.37467/GKA-REVEDU.V8.2714
Migdelina Andrea Espinoza Romero, José Raúl Rodríguez Jiménez, D. Pierson
This paper aims to explore the interactions between university professors and higher education students who identify as lesbian, gay, bisexual, transsexual, transgender, intersex, queer and other non-heterosexual identities or orientations (LGBT+). Three theoretical-methodological dimensions are used to explore: a) the academic experiences of LGBT+ university students and the interactions with their university professors; b) the institutional and academic approaches towards sexual diversity in the student population; and c) aspects of their sexual identity. A descriptive case study was designed and the empirical information that supported it came from 31 interviews conducted with LGBT+ university students, enrolled in 11 higher education institutions in Sonora, Mexico. The findings indicate professors abuse their power as teachers: they impose heteronormative interactions in the classroom, discriminating against and acting hostile towards LGBT+ students, negatively affecting them in academic and emotional ways. Only in a few cases, professors displayed inclusive pedagogical practices in front of sexual diversity. This study shows that being an LGBT+ student negatively affects their learning, because respect for their diversity, a fundamental human right, is compromised by their sexual orientation, resulting in an unequal treatment in higher education institutions. Governments and institutions must promote actions for the full integration of these students into academic spaces, where their rights are recognized and respected. In these possible actions, the role of the professor is especially important, because it's a key actor for the successful inclusion of LGBT+ students in higher education institutions.
{"title":"Students, professors and sexual diversity: acknowledging LGBT+ students and their school experience in university","authors":"Migdelina Andrea Espinoza Romero, José Raúl Rodríguez Jiménez, D. Pierson","doi":"10.37467/GKA-REVEDU.V8.2714","DOIUrl":"https://doi.org/10.37467/GKA-REVEDU.V8.2714","url":null,"abstract":"This paper aims to explore the interactions between university professors and higher education students who identify as lesbian, gay, bisexual, transsexual, transgender, intersex, queer and other non-heterosexual identities or orientations (LGBT+). Three theoretical-methodological dimensions are used to explore: a) the academic experiences of LGBT+ university students and the interactions with their university professors; b) the institutional and academic approaches towards sexual diversity in the student population; and c) aspects of their sexual identity. A descriptive case study was designed and the empirical information that supported it came from 31 interviews conducted with LGBT+ university students, enrolled in 11 higher education institutions in Sonora, Mexico. \u0000The findings indicate professors abuse their power as teachers: they impose heteronormative interactions in the classroom, discriminating against and acting hostile towards LGBT+ students, negatively affecting them in academic and emotional ways. Only in a few cases, professors displayed inclusive pedagogical practices in front of sexual diversity. \u0000This study shows that being an LGBT+ student negatively affects their learning, because respect for their diversity, a fundamental human right, is compromised by their sexual orientation, resulting in an unequal treatment in higher education institutions. Governments and institutions must promote actions for the full integration of these students into academic spaces, where their rights are recognized and respected. In these possible actions, the role of the professor is especially important, because it's a key actor for the successful inclusion of LGBT+ students in higher education institutions.","PeriodicalId":438303,"journal":{"name":"EDU REVIEW Revista Internacional de Educación y Aprendizaje","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121504605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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