Estrés académico, calidad de las relaciones interpersonales escolares y rendimiento académico en estudiantes chilenos: Un modelo de mediación con perspectiva de género

Olga Cuadros Jiménez; Benito León-del Barco

doi:10.6018/rie.678921

Autores/as

Olga Cuadros Jiménez Universidad Católica Silva Henríquez https://orcid.org/0000-0001-9220-9060
Benito León-del Barco Universidad de Extremadura https://orcid.org/0000-0003-0061-9498

DOI: https://doi.org/10.6018/rie.678921

Palabras clave: rendimiento escolar, estrés, relaciones interpersonales, estudiante-docente

Agencias de apoyo

Agencia Nacional de Investigación y Desarrollo ANID (Chile)

Resumen

Este estudio propuso investigar el efecto del estrés académico sobre el rendimiento académico a través de las relaciones interpersonales del estudiantado con sus pares y docentes en el nivel escolar, diferenciando efectos por género. De esta manera, se buscó establecer un efecto de mediación de la calidad de las relaciones interpersonales con pares (con quienes comparten como grupo- curso) y con docentes. Participaron un total de 1273 estudiantes de origen chileno de Educación Básica (5° a 8° básico) y de Educación Media (1° a 4° Medio). La edad media fue de 14,2 años (SD= 2,43; rango 10-19), un 47,5% fueron mujeres (n=605), un 48% varones(n=611) y un 4,5% (n=57) autopercibidos como no binarios. Cada participante completó las Escala de Estrés Cotidiano Escolar, y Escala de Calidad de las Relaciones Interpersonales, y se obtuvo el promedio de notas de cada estudiante durante el período del año en curso. Los resultados de los modelos de mediación evidenciaron un efecto significativo negativo del estrés académico escolar sobre el rendimiento académico. Así mismo, los resultados de la mediación de las relaciones interpersonales de calidad del estudiantado con sus pares y docentes se obtuvieron conforme a lo esperado, dando cuenta de un efecto mediador positivo y significativo de estas relaciones, especialmente en lo que respecta a los pares, dentro de la experiencia de logro estudiantil. El análisis de la covariable género mostró mayor afectación en mujeres y aquellas personas con identidad de género no binaria, producto del estrés académico que influye en la calidad de la relación interpersonal positiva con sus pares y docentes.

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Biografía del autor/a

Olga Cuadros Jiménez, Universidad Católica Silva Henríquez

Doctor of Psychology. Academic-Researcher, Full Professor at the Faculty of Education, Silva Henríquez Catholic University, Santiago, Chile.

Research topics: Education and Educational Psychology. Topics related to school coexistence, socio-emotional development, students' well-being, mental health in school, motivation, classroom engagement and, especially, peer and teachers relationships.

Benito León-del Barco, Universidad de Extremadura

Doctor of Psychology. Professor of Psychology at the University of Extremadura, Faculty of Teacher Training (Cáceres), Department of Psychology and Anthropology.

Research topics: Developmental Psychology and Educational Psychology. Topics related to Cooperative Learning, Collaborative Learning, Teaching and Learning, Psychopathology, Teacher Training, Child Development.

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