Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia

  • Ramón González Cabanach Grupo de investigación e Intervención Psicosocial y Rehabilitación Funcional, Universidade da Coruña, A Coruña, España
  • Antonio Souto-Gestal
  • Ramón Fernández Cervantes Grupo de investigación e Intervención Psicosocial y Rehabilitación Funcional, Universidade da Coruña, A Coruña, España

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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