学业压力对大学生慢性压力的预测作用

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2014-06-01 DOI:10.1016/j.pse.2014.05.006

Blanca Elizabeth Pozos-Radillo , María de Lourdes Preciado-Serrano , Martín Acosta-Fernández , María de los Ángeles Aguilera-Velasco , Diemen Darwin Delgado-García

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引用次数: 76

摘要

摘要本研究旨在探讨大学生学业压力量表(ASI)和压力症状量表(SSI)的相关性和预测价值，以及两者与年龄和性别的关系。2012年，我们对一所公立大学的527名学生进行了有代表性的随机抽样评估。进行多元回归分析。结果表明:课堂干预、强制作业和应试等情境预示着高水平的慢性压力;作为女性，18岁、23岁和25岁主要与压力有关。我们的结论是，准确识别压力源可以帮助理解压力及其对大学生的有害影响。

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Academic stress as a predictor of chronic stress in university students

The aim of this study was to examine the correlation and predictive value between the Academic Stress Inventory (ASI) and the Stress Symptom Inventory (SSI) in university students and its association with age and gender in both inventories. We evaluated a representative and random sample of 527 students at a public university in 2012. A multiple regression analysis was carried out. The results showed that IEA situations that correspond to classroom intervention, mandatory work, and doing an exam predict high- level chronic stress; being a female and 18, 23, and 25 years old were associated mostly to stress. We conclude that accurate identification of stressors could help understand stress and its harmful effects on college students.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.