Motivación académica y estrés de estudiantes universitarios de  Enfermería y Psicología en el confinamiento por Covid-19

Aintzane Orkaizagirre Gómara; Manuel Sánchez de Miguel; Andrea Izagirre Otaegi; Javier Ortiz de Elguea Díaz; Iker Badiola Etxaburu

Aintzane Orkaizagirre Gómara Sección de Enfermería de San Sebastián, Facultad de Medicina y Enfermería, Universidad del País Vasco UPV/EHU. Donostia-San Sebastián, España https://orcid.org/0000-0002-6328-5483
Manuel Sánchez de Miguel Facultad de Psicología, Universidad del País Vasco UPV/EHU. Donostia-San Sebastián, España https://orcid.org/0000-0002-3432-0745
Andrea Izagirre Otaegi Sección de Enfermería de San Sebastián, Facultad de Medicina y Enfermería, Universidad del País Vasco UPV/EHU. Donostia-San Sebastián, España https://orcid.org/0000-0001-7692-518X
Javier Ortiz de Elguea Díaz Sección de Enfermería de San Sebastián, Facultad de Medicina y Enfermería, Universidad del País Vasco UPV/EHU. Donostia-San Sebastián, España. Hospital Universitario de Donostia (Osakidetza). San Sebastián, España https://orcid.org/0000-0003-4117-8203
Iker Badiola Etxaburu Departamento de Odontología, Facultad de Medicina y Enfermería, Universidad del País Vasco UPV/EHU. Leioa, España https://orcid.org/0000-0003-2392-2537

Palabras clave: Teoría de autodeterminación, Resiliencia, Autoeficacia, Interacciones en línea, Estrés, Covid-19, Motivación

Key-words: Self-determination, Theory, Resilience, Self-efficacy, Online interactions, Stress, Covid-19

Resumen

Objetivo principal: Examinar la relación entre la autodeterminación de estudiantes universitarios en confinamiento y las interacciones en línea, resiliencia y autoeficacia y su influencia en la motivación, pérdida de autonomía y afrontamiento del estrés. Metodología: Estudio exploratorio correlacional y cualitativo. Participaron 92 estudiantes universitarios de Enfermería y Psicología. Se aplicó el cuestionario PLOC-U en línea para evaluar la autodeterminación. Se realizaron análisis factoriales para instrumentos ad hoc: Resiliencia (ARUL-COVID-19), Interacciones en línea (OIL-COVID-19) y Autoeficacia (SEUL-COVID-19). Resultados principales: Los instrumentos mostraron una buena confiabilidad. La resiliencia, la autoeficacia y las interacciones en línea se asociaron positivamente con la motivación intrínseca. Los principales estresores fueron la sobrecarga académica, los conflictos familiares y el riesgo de contagio. Niveles más bajos de motivación intrínseca, junto con niveles más altos de motivación externa, sugieren que el confinamiento puede disminuir el sentido de autonomía de los estudiantes.

Abstract

Objective: To examine the relationship between university students' self-determination during lockdown and online interactions, resilience, and self-efficacy, and their influence on motivation, loss of autonomy, and stress coping. Methods: Exploratory correlational and qualitative study. 92 university students from Nursing and Psychology participated. The online PLOC-U questionnaire was administered to assess self-determination. Factor analyzes were performed for ad hoc instruments: Resilience (ARUL-COVID-19), Online Interactions (OIL-COVID-19), and Self-Efficacy (SEUL-COVID-19). Results and conclusions: The instruments showed good reliability. Resilience, self-efficacy, and online interactions were positively associated with intrinsic motivation. The main stressors were academic overload, family conflicts and the risk of contagion. Lower levels of intrinsic motivation, along with higher levels of external motivation, suggest that lockdown may decrease students' sense of autonomy.

Bibliografía

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Motivación académica y estrés de estudiantes universitarios de Enfermería y Psicología en el confinamiento por Covid-19

Academic motivation and stress of university students of Nursing and Psychology during confinement due to Covid-19

Resumen

Abstract

Bibliografía