Stress and resilience in the context of COVID-19, in high school students
DOI:
https://doi.org/10.15381/rpiiedu.v1i3.20893Keywords:
Covid-19 context, academic stress, self-confidence, feeling good alone, resilienceAbstract
It is important to study the consequences of the current crisis in education, the purpose is to determine the correlation of self-confidence and feeling good alone, such as resilience and academic stress in fifth graders of secondary education in pilot classrooms of a public school in the context of COVID-19. This work was carried out with a quantitative approach, basic type and descriptive, correlational methodology, where virtually 52 students chosen by “criterion-judgment” were surveyed (Tamayo, 2001), using the Resilience Range (Wagnild & Young, 1993) and the adaptation of the SISCO SV academic stress questionnaire to the COVID-19 environment, by Alania et al. (2020). There is a mean negative significant relationship for self-confidence and in a considerable way to feel good alone, with stress (r = -. 656 and r = -. 717) respectively (p <0.01), consistent with other studies. Holding that students from pilot classrooms that have material and family support have greater resilience capacities from their “self-confidence” and “feeling good alone”; therefore, they suffer less academic stress in the context of virtual education due to COVID-19, so the work must be aimed at empowering resilience capacities from the family and school.
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Copyright (c) 2021 Doris Castro Huamani, Franklin Taipe Florez, Sonia Castro Huamani, Vilma Castro Huamani
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