Escala para valorar el estrés en estudiantes de cursos de física en tiempos de Covid-19

Abstract

Learning physics involves hard efforts whose results are often paradoxically disproportionate, which leads to generate a strategy to assess the level of stress among students since this in turn allows to establish pedagogical and didactic actions for teaching physics and to enhance physical thinking. Objective: to establish the validity and reliability of a scale to evaluate the stress in students of physics courses in higher education institutions of the municipality of Cúcuta in times of covid-19. Materials and Methods: Descriptive cross-sectional study, instrumental design; evidence of construct validity was evaluated through confirmatory factor analysis, correlation and comparison; internal consistency was estimated through Cronbach’s alpha coefficient. The sample was constituted by 1200 participants selected from the population of students of public and private educational institutions of the municipality of Cúcuta, Colombia, of different academic programs that have enrolled physics courses. Results: a scale with 20 items and 3 factors is formed: anxiety, institutional pressure, coping and its reliability and validity for the diagnosis of stress in students of physics courses is evaluated. Conclusion: the scale to evaluate stress in students is valid and reliable