Influencia del estrés académico en las estrategias cognitivas de regulación emocional que emplean los estudiantes de la Facultad de Psicología de la Universidad de Cuenca, periodo marzo - agosto 2022

Abstract

Stress is a generator of various pathologies that generate negative effects on mental functioning, especially in university students. These negative states can affect cognitive processes of emotional regulation and cause deficits in executive functions, leading people to use maladaptive strategies in the face of stress. Therefore, the general objective of this research was to establish the influence of academic stress on cognitive strategies of emotional regulation. Specifically, we sought to describe the levels of academic stress in students, identify the most frequently used cognitive emotional regulation strategies, and relate the level of academic stress to the use of cognitive emotional regulation strategies. The hypothesis that guided the study was that academic stress significantly influences cognitive strategies of emotional regulation. This research used a non-experimental cross-sectional quantitative approach, with simple random probabilistic sampling, which allowed 217 students from the Faculty of Psychology of the University of Cuenca enrolled during the period March-August 2022 to be research participants. The data collection methods were a sociodemographic record, the Cognitive Emotion Regulation Questionnaire (CERQ) and the inventory SISCO SV-21 aimed at studying academic stress. For the analysis, a database was chosen, to later digitize it in the SPSS program. From the data obtained, it is evident that all the participants presented stress levels. either to a greater or lesser extent, in addition, it was established that there is an influence of academic stress on cognitive strategies of emotional regulation such as rumination, catastrophizing, selfblame, putting into perspective, acceptance and refocusing on plans.