medigraphic.com
ISSN 0185-3325 (Print)
Órgano Oficial del Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz

2020, Number 6

<< Back Next >>

Salud Mental 2020; 43 (6)

Socioemotional skills and their relationship with stress levels during the COVID-19 contingency in Mexican junior and high school students

Rodríguez-Leonardo NM, Peña PA

Language: English
References: 8
Page: 279-283
PDF size: 122.85 Kb.


ABSTRACT

Introduction. Due to the worldwide COVID-19 health contingency, school activities in Mexico were suspended, as a result of which students of all educational levels began to carry out their learning activities at home. Objective. Adapt a Socioemotional Skills (SES) Survey to the context of COVID-19 and undertake a diagnosis of the emotional state, stress, and learning experiences of Mexican junior and senior high school students. Method. A test battery was administered to 205 students from nine states in the country from schools where Enseña por México collaborates, and an exploratory factor analysis (EFA) was conducted for the SES survey. In addition, a Pearson’s correlation was calculated between SES and stress levels. Results. The EFA yielded four components that explain 51.71% of the sample variance. In addition, statistically significant negative correlations were found between SES and stress in the health field (r = -.316, p ‹.01) and SES and school stress (r = -.606, p ‹.01). Discussion and conclusion. The results showed that a high level of socio-emotional skills is related to a lower level of stress in students


REFERENCES

  1. Álvarez Zarzuelo, M. (2020). El confinamiento de niñas y niños en España en 2020 por la crisis del COVID-19. Propuesta desde la Educación Social Escolar para la vuelta al centro escolar. Revista de Educación Social, 30(1), 457-461. Retrieved from http://eduso.net/res/wp-content/uploads/2020/06/confinamiento_res_30.pdf

  2. Chacón, A., & Peña, P. (2017). The impact of Enseña por México on student socioemotional skills. Retrieved from http://www.microanalitica.com/TFA/ The%20impact%20of%20Ensena%20por%20Mexico%20on%20student%20 socioemotional%20skills.pdf

  3. Edel Navarro, R. (2003). El rendimiento académico: concepto, investigación y desarrollo. REICE: Revista Electrónica Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, 1(2), 1-15. Retrieved from https://repositorio. uam.es/handle/10486/660693

  4. Estévez López, E., Martínez Ferrer, B., & Jiménez Gutiérrez, T. I. (2009). Las relaciones sociales en la escuela: El problema del rechazo escolar. Educational Psychology, 15(1), 45-60. Retrieved from https://journals.copmadrid.org/psed/ art/e1696007be4eefb81b1a1d39ce48681b

  5. Hernández, N. (2018). Bullying, cyber bullying y estrés en niños y adolescentes de escuelas primarias y secundarias, (tesis de pregrado). Ciudad de México, México: Universidad Nacional Autónoma de México.

  6. Lorenzo Ruiz, A., Díaz Arcaño, K., & Zaldívar Pérez, D. (2020). La psicología como ciencia en el afrontamiento a la COVID-19: apuntes generales. Anales de la Academia de Ciencias de Cuba, 10(2), e839. Retrieved from http://www. revistaccuba.sld.cu/index.php/revacc/article/view/839

  7. Ramos, C. (2020). Covid-19: la nueva enfermedad causada por un coronavirus. Salud Pública de México. 62(2), 225-227. doi: 10.21149/11276

  8. Sociedad Mexicana de Psicología [SMP]. (2010). Código ético del psicólogo. México: Trillas.




2020     |     www.medigraphic.com