La relación entre las emociones y las estrategias de afrontamiento ante la reprobación en estudiantes universitarios / The relationship between emotions and coping strategies in university students after a failing grade

Resumen Objetivo: Identificar las diferencias (hombres y mujeres) y la relación entre emociones y las estrategias de afrontamiento en estudiantes universitarios cuando reprueban un examen al inicio del ciclo escolar. Método: Estudio no experimental de tipo transversal con múltiples variables continuas. Participaron 1,774 universitarios mexicanos (54 % mujeres y 46 % hombres), media de edad 20.72 (DE = 2.27). Se utilizaron dos instrumentos, a saber, Escala de emociones cuando repruebas: desagrado, culpa, vergüenza, tristeza, miedo, frustración, enojo, angustia, indiferencia (α = .94); y Estrategias de afrontamiento cuando repruebas: gritar, culpar a otro, reflexionar, reprobar el examen, buscar asesoría, evitar hablar del tema, evitar pensar en eso, fingir estar bien, estar en redes sociales, escuchar música, salir con amigos, salir solo(a), contarle a mi familia (α = .88). Resultados: Se obtuvieron diferencias estadísticamente significativas entre mujeres y hombres en todos los factores de la intensidad de las emociones cuando repruebas. En cuanto a las estrategias de afrontamiento más utilizadas tanto para las mujeres (M = 2.96, DE = 0.66) como en los hombres (M = 2.69, DE = 0.67) fueron las Asertivas y de autoconstructivas y las menos las Agresivo-defensivas; en cuanto a las estrategias de Evasión si bien no mostraron diferencias entre hombres (M = 2.00; DE = 0.78) y mujeres (M = 2.11; DE = 0.84), sin embargo, en las correlaciones de la muestra en general fueron las que tuvieron las puntuaciones más altas con las emociones (r = .53**), seguidas de las Búsqueda de soluciones (r = .38**) y Asertivas y autocríticas (r = .42**). Al realizar los análisis contrastados entre mujeres (r = 50**) hombres (r = .56**) nuevamente las estrategias de Evasión fueron las que más correlacionaron con los factores emocionales (r = .50**). Conclusiones: Si bien se encontraron diferencias estadísticamente significativas entre hombres y mujeres en la intensidad de las emociones, y fueron ellas quienes reportaron una mayor intensidad, no se encontraron diferencias en las estrategias de afrontamiento agresivo-defensivas, evasión y búsqueda de apoyo; el solicitar ayuda es un indicativo de que son capaces de reconocer que tienen un problema que sobrepasa sus habilidades en ese momento. Conocer qué emociones experimentan y qué estrategias de afrontamiento utilizan los universitarios cuando reprueban, proporciona al personal encargado de apoyarlos el poder implementar acciones que les ayuden a afianzar y darle continuidad a su trayectoria académica. Es importante apoyar a los estudiantes, ya que las estrategias de afrontamiento que mostraron mayores correlaciones con las emociones fueron las de evasión, lo cual puede traerles consecuencias negativas como el pasar de reprobar un examen a reprobar la asignatura.

Abstract Objective: To identify the differences (in men and women) and the relationship between emotions and coping strategies in university students when they fail an exam at the beginning of the school year. Method: The study was non-experimental and cross-sectional with multiple continuous variables, in which 1,774 Mexican university students participated (54 % women and 46 % men) of mean age 20.72 years (SD = 2.27). Two tools were used. The first one was the "Emotions scale when you fail": displeasure, guilt, shame, sadness, fear, frustration, anger, anguish, and indifference (α = 0.94), and the second tool was "Coping strategies when you fail": yelling, blaming someone else, reflecting, failing the exam, seeking advice, avoiding talking about it, avoiding thinking about it, pretending to be fine, using social media, listening to music, hanging out with friends, going out alone, talking to family (α = 0.88). Results: In the tool "Emotions scale when you fail," significant differences were found between men and women in every factor and its intensity. The most commonly used coping strategies for women (M = 2.96, SD = 0.66) and men (M = 2.69, SD = 0.67) were assertive and self-constructive, and the least commonly used were aggressive-defensive. As for the evasion strategies, although they did not show differences between men (M = 2.00, SD = 0.78) and women (M = 2.11; SD = 0.84) in the general sample correlations, those strategies were the ones that had the highest scores with emotions (r = 0.53 **), followed by the search for solutions (r = 0.38 **) and assertive and self-critical (r = 0.42 **). When performing the contrast analysis among women (r = 50 **) and men (r = 0.56 **), evasion strategies were the ones that showed the highest correlation with emotional factors (r = 0.50 **). Conclusions: Although statistically significant differences were found between men and women in emotion intensity, women being the ones that showed greater intensity, no differences were found in aggressive-defensive coping strategies, evasion, and support seeking. Requesting help is an indicator that women are (1) able to recognize that they have a problem that is currently beyond their abilities to solve independently and (2) able to ask for help in order to solve problems. Knowing which emotions university students experience and the coping strategies they use when they fail, gives the support staff in charge a chance to implement actions that help strengthen them and move forward with their academic journey. It is important to support students, because the coping strategies that showed the highest correlation with emotions were the evasion strategies, which can have further negative consequences such as going from failing an exam to failing the subject.

Autoeficacia académica y ansiedad, como incidente crítico, en mujeres y hombres universitarios / Academic Self-efficacy and Anxiety, as a Critical Incident in Female and Male University Students

Resumen Con el objetivo de explorar las relaciones entre la autoeficacia académica y la ansiedad, como inciden te crítico, el presente estudio descriptivo-correlacional incluyó una muestra de 310 estudiantes (183 mujeres y 127 hombres), quienes respondieron a la Escala de Autoeficacia en Conductas Académicas (EACA), la Escala de Ansiedad ZUNG y el Inventario de Ansiedad Estado-Rasgo (IDARE). La prueba de Pearson indicó una correlación positiva significativa entre las puntuaciones de autoeficacia percibida, deseable y alcanzable en EACA, pero una correlación negativa con el índice de mejora de la misma prueba; es decir, los puntajes de autoeficacia percibida, deseable y alcanzable se com portan de manera similar; pero, a medida en que los puntajes de estos tres indicadores disminuyen, la puntuación del índice de mejora es mayor. Por lo tanto, la autoeficacia percibida se tomó como el principal indicador de EACA, la cual se correlacionó inversamente con los puntajes de las escalas de ZUNG e IDARE; es decir, cuanto menor es la autoeficacia percibida mayor es el nivel de ansie dad. En un segundo análisis, un criterio arbitrario permitió definir tres rangos de puntuaciones en autoeficacia percibida: baja (puntuación 1-7.4), intermedia (puntuación 7.5-8.9) y alta (puntuación 9.0-10.0). Un ANOVA de dos vías indicó que los estudiantes, con niveles de autoeficacia percibida baja, obtuvieron los niveles de ansiedad más altos con la conocida tendencia del género femenino a desarrollar mayores puntajes de ansiedad. En conclusión, los estudiantes con baja autoeficacia perci bida manifiestan ansiedad en el momento de la prueba. Permanece pendiente la exploración de una relación causa-efecto.

Abstract: With the aim of exploring relationships between academic self-efficacy and anxiety, as critical incidents, this des criptive study included a sample of 310 students (183 women and 127 men). Volunteers responded to the Self-efficacy in Academic Behavior Scale (EACA), ZUNG anxiety scale and State-Trait Anxiety Inventory (STAI). A correlation analysis was performed between the different levels of perceived, desirable, achievable self-efficacy and an improvement index with anxiety indicators. A Pearson analysis indicated a moderate but significant positive correlation among perceived, desirable, and attainable self-efficacy scores in the EACA test, but a negative corre lation among these three indicators and the same test's improvement index. In other words, perceived, desirable, and attainable self-efficacy scores tabulated similarly, but as the scores of these three indicators rose, the score of the improvement index declined. Therefore, the perceived self-efficacy was taken as main indicator of EACA. The perceived self-efficacy correlated inversely with the scores obtained on ZUNG and STAI scales, i.e., as lower the perceived self-efficacy, the higher the level of anxiety. In second analyses, an arbitrary criterion allowed the esta blishment of three ranges of perceived self-efficacy scores into low (score 1-7.4), intermediate (score 7.5-8.9) and high (score 9.0-10.0). A two-way ANOVA indicated that students in the low range of perceived self-efficacy also scored the highest anxiety levels, with the well-known trend of feminine gender to express high levels of anxiety. In conclusion, students with low perceived self-efficacy are also anxious at the moment of the test, leaving for the future an exploration of a cause and effect relationship.

Tutorías y estipendio mensual: contribuciones a la trayectoria universitaria de jóvenes en situación de vulnerabilidad / Tutoring and monthly allowances: their contributions to the university pathways of young university students in situations of social vulnerability / Tutoria e bolsa mensal: suas contribuições para a trajetória universitária de jovens em situação de vulnerabilidade social

Este artículo tiene como objetivo presentar los resultados de la evaluación de un Programa implementado en Argentina que promueve la inclusión y la permanencia universitaria de jóvenes en situación de vulnerabilidad social mediante dos recursos: estipendio mensual y tutorías. Presentamos los resultados de una investigación principalmente cualitativa ‒ combina grupos focales y entrevistas en profundidad‒ complementada con datos cuantitativos ‒ encuestas autoadministradas‒. Damos cuenta de las implicancias que los recursos del Programa tienen en las trayectorias universitarias, distinguiendo dos grupos: el referido a los usos y efectos en aspectos cotidianos de su vida material, y el vinculado a las contribuciones en términos de recursospara su subjetividad y socialización.

This article intends to analyze the results from an impact evaluation of a program implemented in Argentina that promotes higher education inclusion for young scholars living in situations of social vulnerability. The program seeks to achieve this goal through providing two different resources to participating students: a monthly stipend and a working as a tutor. This article presents the results of a primary qualitative research study involving focus groups and interviews, complemented with a quantitative survey that demonstrates the effects of these resources on university pathways for these two groups of students. We divide the effects into two groups: one, relates to the usage and outcomes for their material living conditions and the other is how these resources are used for resources for socialization and subjectivity.

Este artigo pretende analisar o resultado da avaliação do impacto de um programa implementado na Argentina, o qual promove a inclusão e permanência de jovens em situação de vulnerabilidade social no ensino superior, por meio de dois recursos: uma bolsa mensal e uma rede de tutoria. São apresentados os resultados de uma pesquisa principalmente qualitativa (utilizando grupos focais e entrevistas em profundidade) complementada com uma pesquisa quantitativa (pesquisa autoadministrada). Percebe‒se que as implicações que os recursos do programa têm na trajetória universitária se distingue em dois grupos: o primeiro, refere‒se aos usos e resultados relacionados a aspectos cotidianos de sua vida material, e o segundo, está vinculado às contribuições do programa em termos de recursos para a socialização e subjetividade.