Diferencias de género de los estudiantes en el manejo del estrés a través de la comunicación

• Oksana Molchanova Donetsk State University of Internal Affairs, Kropyvnytskyi, Ukraine. https://orcid.org/0000-0003-3054-1126
• Alina Yudina Alfred Nobel University, Dnipro, Ukraine. https://orcid.org/0000-0003-4697-919X
• Oleksandr Kocharian V.N. Karazin Kharkiv National Universiti, Kharkiv, Ukraine. https://orcid.org/0000-0001-8998-3370
• Anait Meloian SHEI «Donbas State Pedagogical University», Sloviansk, Donetsk region, Ukraine. https://orcid.org/0000-0001-7201-5453
• Nataliia Barinova V.N. Karazin Kharkiv National Universiti Kharkiv, Ukraine. https://orcid.org/0000-0001-5103-0611

DOI: https://doi.org/10.46925//rdluz.43.08

Palabras clave: Estrés, manejo del estrés, comunicación, estudiantes, género, formación

Resumen

El objetivo del artículo es determinar las particularidades de optimizar la gestión del estrés de niños y niñas durante el periodo estudiantil a través de la formación comunicativa. Los datos confiables se obtuvieron mediante métodos de prueba válidos y confiables, y se planificó y realizó un experimento formativo. Los resultados del experimento formativo indican la eficacia moderada del programa de formación comunicativa desarrollado para hacer más eficaz el manejo del estrés en la edad estudiantil. Se identificaron diferencias de género significativas en las estrategias de manejo del estrés y las consecuencias del impacto del programa de capacitación. Las niñas están más centradas en la estrategia de superar activamente el problema, planificar una solución al problema y buscar apoyo social. Los chicos se centran más en el autocontrol, el distanciamiento y la reevaluación positiva de la situación. Los indicadores de bienestar psicológico son más altos entre los niños que entre las niñas. El programa de formación resultó eficaz para que las niñas desarrollaran la resistencia al estrés, el autocontrol, la aceptación de responsabilidades y el bienestar psicológico. Para los niños, la influencia formativa más efectiva se basó en el autocontrol, la búsqueda de apoyo social y la estrategia de afrontamiento de escape. Los resultados del estudio pueden utilizarse para optimizar la asistencia psicológica y el proceso educativo en la edad del estudiante.

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