Ansiedad relacionada con los exámenes online y en remoto en estudiantes universitarios españoles

  1. Olga Malas-Tolsa 1
  1. 1 Departamento de Psicología y Pedagogía de la Facultad de Ciencias de la Educación (Universidad de Lleida - Spain)
Revista:
Aloma: revista de psicologia, ciències de l'educació i de l'esport

ISSN: 1138-3194

Año de publicación: 2023

Título del ejemplar: Competència digital docent

Volumen: 41

Número: 1

Páginas: 121-128

Tipo: Artículo

DOI: 10.51698/ALOMA.2023.41.1.121-128 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Aloma: revista de psicologia, ciències de l'educació i de l'esport

Resumen

Los exámenes, comunes en los estudios universitarios, generan una importante cantidad de ansiedad, que puede incrementarse cuando se realizan en línea y de forma remota. Este estudio multicéntrico y transversal fue planificado con el objetivo de aportar conocimiento sobre el tema. La muestra del estudio estuvo formada por 1.024 estudiantes españoles, de 20,34 (DE: 1,78) años de edad, siendo el 66,4% mujeres. Fueron reclutados de 7 universidades diferentes y 6 áreas de estudio. Se aplicó el Cuestionario de Autoevaluación de Ansiedad ante los Exámenes y la subescala de Ansiedad de la Escala de Depresión, Ansiedad y Estrés (DASS-21). Para el análisis de los datos se utilizaron estadísticas de frecuencia y descriptivas. Como resultado, para la ansiedad relacionada con los exámenes en línea y a distancia se registraron índices de moderados a altos en el 50,1 %, niveles no justificados por la ansiedad relacionada con la persona y su contexto, que fue del 32,9%. La ansiedad fue mayor en las mujeres y en los estudiantes de las áreas de economía, empresa y derecho, seguidas de artes y humanidades y ciencias de la salud. Teniendo en cuenta los resultados, se recomiendan intervenciones para reducir la ansiedad ante los exámenes y relacionadas con técnicas de examen en línea y en remoto.

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Fuente de los datos: Dialnet