stress, emotional regulation difficulties and school adaptation in adolescents aspiring to higher education in Ecuador

Authors

Gabriela Jarrín Pontificia Universidad Católica del Ecuador, sede Ambato
Rodrigo Moreta-Herrera Pontificia Universidad Católica del Ecuador

DOI:

https://doi.org/10.33936/rehuso.v9i1.5772

Keywords:

Emotional dysregulation, academic stress, school adjustment, gender, relationship

Abstract

Objective: To analyze the presence, gender differences, and correlations between stress, emotional regulation difficulties, and school adjustment in a sample of adolescents aspiring to higher education in Ecuador. Methodology: Quantitative, descriptive, comparative by gender, correlational and cross-sectional approach. Participants: 375 adolescents, 69.3% correspond to women and 31.7% to men, who are originally from the 24 provinces of Ecuador, with a mean age of M= 17.85 years and SD= 0.73. Results: The participants experienced high levels of emotional regulation difficulties and moderate levels of stress and school adjustment. There are significant differences (p< .05) in the stress and school adjustment results according to gender, with a greater presence in adolescents. The variables show moderate and significant correlations (p< .01). Conclusions: Adolescents who perceive entering college as a stressful event and experience difficulties regulating their emotions may have trouble adjusting to college.

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References

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