Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia
Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia
Contenido principal del artículo
Resumen
El objetivo de este estudio es identificar los diferentes perfiles de regulación emocional presentes en una muestra de estudiantes universitarios y analizar si entre los perfiles identificados existen diferencias en la percepción de estresores académicos y en las respuestas psicofisiológicas de estrés.
Participaron 504 estudiantes de fisioterapia de diferentes universidades españolas, el 74% de sexo femenino y con una edad promedio de 21.06 ± 3.74 años a los que se les administró la Escala de Dificultades en la Regulación Emocional (DERS) y el Cuestionario de Estrés Académico (escala de estresores [ECEA] y escala de respuesta [RCEA]).
El análisis de conglomerados identificó tres perfiles de regulación: alta regulación emocional, baja regulación emocional y baja regulación emocional con alta atención.
Se obtuvieron diferencias estadísticamente significativas entre los diferentes perfiles tanto para la percepción de estresores como para las respuestas psicofisiológicas de estrés. Los estudiantes con un perfil de alta regulación emocional percibieron en menor medida el entorno académico como amenazante y experimentaron con menor frecuencia manifestaciones psicofisiológicas de estrés. Los estudiantes con perfiles de baja regulación y baja regulación con alta atención emocional mostraron resultados similares, a excepción de las alteraciones del sueño. En conclusión, los estudiantes de fisioterapia con elevadas puntuaciones en control y aceptación de sus estados emocionales perciben las circunstancias académicas de forma más adaptativa y experimentan menores respuestas de estrés.
Citas
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Barraza, A. (2006). Un modelo conceptual para el estudio del estrés académico. Revista Electrónica de Psicología Iztacala, 9, 110---129.
Brougham, R. R., Zail, C. M., Mendoza, C. M. y Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28(2), 85---97. http://dx.doi.org/10.1007/s12144-009-9047-0
Cabanach, R. G., Rodríguez, S., Valle, A., Piñeiro, I. y González-Millán, P. G. (2007). Metas académicas y vulnerabilidad al estrés en contextos académicos. Aula Abierta, 36(1---2), 3---16.
Cabanach, R. G., Fernández-Cervantes, R. F., González-Doniz, L. y Freire, C. (2010). Estresores académicos percibidos por estudiantes universitarios de ciencias de la salud. Fisioterapia, 32(4), 151---158. http://dx.doi.org/10.1016/j.ft.2010.01.005
Cabanach, R. G., Valle, A., Rodríguez, S., Piñeiro, I. y González, P. (2010). Las creencias motivacionales como factor protector del estrés en estudiantes universitarios. European Journal of Education and Psychology, 3(1), 75---87.
Cabanach, R. G., Souto-Gestal, A., Fernández-Cervantes, R. y Freire, C. (2011). Regulación emocional y burnout académico en estudiantes universitarios de Fisioterapia. Revista de Investigación en Educación, 2(9), 7---18.
Cabanach, R. G., Souto-Gestal, A., Freire, C. y Ferradás, M. D. M. F. (2014). Relaciones entre autoestima y estresores percibidos en estudiantes universitarios. European Journal of Education and Psychology, 7(1), 43---57.
Cabanach, R. G., Souto-Gestal, A. y Franco, V. (2016). Escala de Estresores Académicos para la evaluación de los estresores académicos en estudiantes universitarios. Revista Iberoamericana de Psicología y Salud, 7(2), 41---50. http://dx.doi.org/10.1016/j.rips.2016.05.001
Cherry, M. G., Fletcher, I., O’Sullivan, H. y Shaw, N. (2012). What impact do structured educational sessions to increase emotional intelligence have on medical students? BEME Guide No. 17. Medical Teacher, 34(1), 11---19. http://dx.doi.org/10.3109/0142159X.2011.614293
Christopher, G. y Thomas, M. (2009). Social problem solving in chronic fatigue syndrome: Preliminary findings. Stress and Health, 25(2), 161---169. http://dx.doi.org/10.1002/smi.1233
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Díaz-Castela, M. D. M., Hale, W. W., 3rd, Muela, J. A., Espinosa-Fernández, L., Klimstra, T. y García-López, L. J. (2013). The measurement of perceived emotional intelligence for Spanish adolescents with social anxiety disorder symptoms. Anales de Psicología, 29(2), 509---515. http://dx.doi.org/10.6018/analesps.29.2.144271
Dickerson, S. S. y Kemeny, M. E. (2004). Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin, 130(3), 355. http://dx.doi.org/10.1037/0033-2909.130.3.355
Downey, L. A., Johnston, P. J., Hansen, K., Birney, J. y Stough, C. (2010). Investigating the mediating effects of emotional intelligence and coping on problem behaviours in adolescents. Australian Journal of Psychology, 62(1), 20---29. http://dx.doi.org/10.1080/00049530903312873
Dyrbye, L. N., Thomas, M. R. y Shanafelt, T. D. (2006). Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Academic Medicine, 81(4), 354---373.
Extremera, N., Durán, A. y Rey, L. (2009). The moderating effect of trait meta-mood and perceived stress on life satisfaction. Personality and Individual Differences, 47(2), 116---121. http://dx.doi.org/10.1016/j.paid.2009.02.007
Feldman, L., Goncalves, L., Chacon-Puignau, G., Zaragoza, J., Bagés, N. y de Paulo, J. (2008). Relaciones entre estrés académico, apoyo social, salud mental y rendimiento académico en estudiantes universitarios venezolanos. Universitas Psychologica, 7(3), 739---751.
Fernández-Berrocal, P., Extremera, N. y Palomera, R. (2008). Emotional Intelligence as a crucial mental ability on educational context. En A. Valle y J. C. Núñez (Eds.), Handbook of instructional resources and their applications in the classroom (pp. 67---88). New York: Nova.
Gázquez, J. J., Pérez-Fuentes, M. C., Díaz-Herrero, Á., García Fernández, J. M. y Inglés, C. J. (2015). Perfiles de inteligencia emocional y conducta social en adolescentes españoles. Psicología Conductual, 23(1), 141---160.
Gratz, K. L. y Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41---54. http://dx.doi.org/10.1023/B:JOBA.0000007455.08539.94
Hair, J. E., Anderson, R. E., Tatham, R. L. y Black, W. C. (1999). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
Hernandez, M. B., Blavo, C., Hardigan, P. C., Perez, A. M. y Hage, K. (2010). Differences in perceived stress, depression, and medical symptoms among medical, nursing, and physician assistant students: a latent class analysis. Annals of Behavioral Science and Medical Education, 16(1), 35---39. http://dx.doi.org/10.1007/BF03355116
Hervás, G. y Jódar, R. (2008). Adaptación al castellano de la Escala de Dificultades en la Regulación Emocional. Clínica y Salud, 19(2), 139---156.
Kulikowska, A. y Pokorski, M. (2008). Self-injuries in adolescents: Social competence, emotional intelligence and stigmatization. Journal of Physiology and Pharmacology, 59(6), 383---392.
Loureiro, E., McIntyre, T., Mota-Cardoso, R. y Ferreira, M. A. (2008). The relationship between stress and life-style of students at the Faculty of Medicine of Oporto. Acta Medica Portuguesa, 21(3), 209---214.
Lovallo, W. R. y Gerin, W. (2003). Psychophysiological reactivity: Mechanisms and pathways to cardiovascular disease. Psychosomatic Medicine, 65(1), 36---45. http://dx.doi.org/10.1097/01.PSY.0000033128.44101.C1
Matthews, G., Emo, A. K., Funke, G., Zeidner, M., Roberts, R. D., Costa, P. T., Jr. y Schulze, R. (2006). Emotional intelligence, personality, and task-induced stress. Journal of Experimental Psychology: Applied, 12(2), 96---107. http://dx.doi.org/10.1037/1076-898X.12.2.96
Mikolajczak, M., Menil, C. y Luminet, O. (2007). Explaining the protective effect of trait emotional intelligence regarding occupational stress: Exploration of emotional labour processes. Journal of Research in Personality, 41(5), 1107---1117. http://dx.doi.org/10.1016/j.jrp.2007.01.003
Muñoz, F. J. (2004). El estrés académico. Problemas y soluciones desde una perspectiva psicosocial. Huelva: Servicio de Publicaciones de la Universidad de Huelva.
Nelis, D., Quoidbach, J., Mikolajczak, M. y Hansenne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47(1), 36---41. http://dx.doi.org/10.1016/j.paid.2009.01.046
Pastor, D. A., Barron, K. E., Miller, B. J. y Davis, S. L. (2007). A latent profile analysis of college student’s achievement goal orientation. Contemporary Educational Psychology, 32, 8---47. http://dx.doi.org/10.1016/j.cedpsych.2006.10.003
Pau, A., Rowland, M. L., Naidoo, S., AbdulKadir, R., Makrynika, E., Moraru, R. y . . . Croucher, R. (2007). Emotional intelligence and perceived stress in dental undergraduates: A multinational survey. Journal of Dental Education, 71(2), 197---204.
Pierceall, E. A. y Keim, M. C. (2007). Stress and coping strategies among community college students. Community College Journal of Research and Practice, 31(9), 703---712. http://dx.doi.org/10.1080/10668920600866579
Por, J., Barriball, L., Fitzpatrick, J. y Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Education Today, 31(8), 855---860. http://dx.doi.org/10.1016/j.nedt.2010.12.023
Radcliffe, C. y Lester, H. (2003). Perceived stress during undergraduate medical training: A qualitative study. Medical Education, 37(1), 32---38. http://dx.doi.org/10.1046/j.1365-2923.2003.01405.x
Rey, L., Extremera, N. y Pena, M. (2011). Perceived emotional intelligence, self-esteem and life satisfaction in adolescents. Psychosocial Intervention, 20(2), 227---234. http://dx.doi.org/10.5093/in2011v20n2a10
Rogers, P., Qualter, P., Phelps, G. y Gardner, K. (2006). Belief in the paranormal, coping and emotional intelligence. Personality and Individual Differences, 41(6), 1089---1105. http://dx.doi.org/10.1016/j.paid.2006.04.014
Saklofske, D. H., Austin, E. J., Galloway, J. y Davidson, K. (2007). Individual difference correlates of health-related behaviours: Preliminary evidence for links between emotional intelligence and coping. Personality and Individual Differences, 42(3), 491---502. http://dx.doi.org/10.1016/j.paid.2006.08.006
Salguero, J. M., Palomera, R. y Fernández-Berrocal, P. (2012). Perceived emotional intelligence as predictor of psychological adjustment in adolescents: A 1-year prospective study. European Journal of Psychology of Education, 27(1), 21---34. http://dx.doi.org/10.1007/s10212-011-0063-8
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C. y Palfai, T. P. (1995). Emotional attention, clarity and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. En J. W. Pennebaker (Ed.), Emotion, disclosure, & health (p. 125-151). Washington: American Psychological Association.
Salovey, P., Stroud, L. R., Woolery, A. y Epel, E. S. (2002). Perceived emotional intelligence, stress reactivity, and symptom reports: Further explorations using the trait meta-mood scale. Psychology and Health, 17(5), 611---627. http://dx.doi.org/10.1080/08870440290025812
Sax, L. J. (1997). Health trends among college freshmen. Journal of American College Health, 45, 252---262. http://dx.doi.org/10.1080/07448481.1997.9936895
Sax, L. J. (2003). Our incoming students: What are they like? About Campus, 8, 15---20.
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