Examinando por Materia "Estudiantes universitarios"

Mostrando 1 - 8 de 8
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    Asociación entre el estrés académico y la ideación suicida en estudiantes de los primeros semestres de la Universidad EAFIT
    (Universidad EAFIT, 2026-05-27) Porter, Janis Ann; Hincapié Pérez, María Teresa; Cárdenas Niño, Lucila
    The transition into the first semesters of university concentrates academic demands and adaptive challenges that may compromise students’ emotional balance. This research examined the association between academic stress and suicidal ideation in 294 students enrolled in the first three semesters at Universidad EAFIT (Medellín, Colombia), with valid protocols analyzed for 294 cases for academic stress and 280 for suicidal ideation. A quantitative, non-experimental, cross-sectional and correlational design was employed, with a non-probabilistic convenience sample. The SISCO Academic Stress Inventory (Barraza, 2007) and the Beck Scale for Suicide Ideation (BSSI; Beck et al., 1979) were administered, both showing strong psychometric properties in Latin American populations. Data were processed in RStudio through descriptive statistics, Pearson chi square test and Spearman correlation coefficient. Results showed that 87.1% of participants reported academic stress and 41.8% presented some level of suicidal ideation. A significant association was found between the two variables (χ² = 8.17; p < 0.01), although with a low effect size (Cramer’s V = 0.17). Psychological (ρ = 0.418), behavioral (ρ = 0.380) and physical (ρ = 0.352) reactions were associated with suicidal ideation, whereas coping strategies did not show a significant relationship. These findings partially support the research hypothesis and make it clear that psychological accompaniment from the first semester should not be optional.
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    ¿Cuál es la asociación entre los estilos de apego, la dependencia emocional y la intolerancia a la soledad en estudiantes de la universidad Eafit matriculados durante el periodo académico 2026-1?
    (Universidad EAFIT, 2026-05-28) Díaz Peña, Jerelyn Karenssa; Vargas Navarro, Luisa María; Díez Cardona, Paula Andrea
    The present study aimed to analyze the association between attachment styles, emotional dependency, and intolerance to loneliness in students enrolled at Universidad EAFIT during the academic period 2026-1. The research was conducted using a quantitative approach with a non-experimental, cross-sectional, and correlational design. The sample consisted of 32 university students selected through non-probabilistic convenience sampling. Data were collected using the CaMir questionnaire, the Emotional Dependency Questionnaire (CDE), and the SELSA scale. The results showed statistically significant associations among the studied variables, revealing that participants with anxious attachment presented higher levels of emotional dependency and intolerance to loneliness. Likewise, although secure attachment predominated within the sample, a significant presence of insecure attachment styles and moderate to high levels of intolerance to loneliness were also identified. It is concluded that attachment styles influence the way students establish emotional relationships and emotionally cope with loneliness, highlighting the importance of strengthening emotional well-being and psychological support strategies within the university context.
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    Desafíos en la gestión del riesgo de fraude académico en tiempos de Covid-19 : un análisis en universidades de Medellín (Colombia)
    (Universidad EAFIT, 2021) Ríos Avendaño, Claudia Yanneth; Ocampo Salazar, Carmen Alejandra; Nuñez Patiño, Maria Antonia
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    Efectos de las redes sociales virtuales en las relaciones interpersonales percibidos por estudiantes universitarios de la ciudad de Medellín
    (Universidad EAFIT, 2020) Morales Zapata, Andrea; Echeverri Álvarez, Jonathan
    The present research focuses on understanding the effects of virtual social networks on the interpersonal relationships perceived by university students in the city of Medellin. Virtual social networks are approached from the positive and negative effects that these networks have on interpersonal relationships, interpersonal relationships as the central axis of the study and the characteristics of university students. The present study is of a qualitative type and describes situations, events and the way they manifest themselves, based on semi-structured interviews with 8 young men and women from different faculties and public and private universities in the city of Medellin.
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    La autodeterminación como capacidad motivadora para la adopción de conductas de gestión del bienestar propio
    (Universidad EAFIT, 2024) Zuluaga Noreña, Andrea; Pérez Villar, Lucía; Echeverri Álvarez, Jonathan; Universidad Pontificia Bolivariana
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    Proceso de ASC - EXPERIENCIA DE TOMA DE DECISIONES EN PRACTICAS EVALUATIVAS DESDE LA EXPERIENCIA DE DOCENTES Y ESTUDIANTES
    (Universidad EAFIT, 2021) Manrique-Tisnés, Horacio; Valle-Zuluaga, Carolina; Ordóñez-Echeverri, Monserrat; González-Peña, Maritza; Universidad EAFIT
    Decision-making in evaluative practices is fundamental in the teacher-student interaction, however, it has been little studied from the perspective of the experience of those involved. Therefore, we propose as a research question: How is the experience of decision-making in evaluative practices from the perspective of teachers and students? Consequently, the objective of this project is to analyze the experience of decision making in evaluative practices from the perspective of university teachers and students, understanding their logic, with the intention of proposing alternatives to improve the experience of decision making in these practices. To answer the question and fulfill the objective, we propose an analytical and phenomenological-hermeneutic approach, which allows us to explore the experiences of the subjects involved in decisions about evaluation from both the teacher's and the student's perspective. Although evaluation is a topic that due to its importance has been studied from many perspectives (Salinas, 2013), we consider that it is important to ask ourselves about what those directly involved (teachers and students) experience when making decisions, since this approach has been little explored (as evidenced in the state of the art presented below), being of paramount importance to understand many associated phenomena such as, for example, motivational factors of students and teachers, conflicts that arise in the classroom, academic fraud behaviors, effects of the proposed changes in evaluation models (focused on teaching, focused on learning), incidence of new technologies in evaluation processes, challenges and challenges in understanding the integral formation of the new generations in our context, but with the influence of other contexts in an increasingly interconnected world, among others.