<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2223-3032</journal-id>
<journal-title><![CDATA[Revista de Investigacion Psicologica]]></journal-title>
<abbrev-journal-title><![CDATA[Revista de Psicologia]]></abbrev-journal-title>
<issn>2223-3032</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigacion,Interaccion y Postgrado de Psicologia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2223-30322022000100015</article-id>
<article-id pub-id-type="doi">10.53287/yhtp7673mi81z</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés, afrontamiento y rendimiento académico en estudiantes adolescentes peruanos durante tiempos de covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Stress, coping and academic performance in peruvian teenage students in the time of covid-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estresse, enfrentamento e desempenho acadêmico em estudantes adolescentes peruanos na época de covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tacca Huamán]]></surname>
<given-names><![CDATA[Daniel Rubén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alva Rodríguez]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tacca Huamán]]></surname>
<given-names><![CDATA[Ana Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,c17500@utp.edu.pe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,c21114@utp.edu.pe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,aluisath@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>27</numero>
<fpage>15</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2223-30322022000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2223-30322022000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2223-30322022000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El contexto social y educativo ha cambiado producto del aislamiento social por COVID-19. La investigación pretendió determinar la presencia de estrés académico, identificar los estresores, indagar el proceso de afrontamiento y revisar los resultados del rendimiento académico de los estudiantes peruanos de educación secundaria. El enfoque del trabajo fue mixto con diseño explicativo secuencial y la muestra estuvo constituida por 178 estudiantes de los tres últimos años de secundaria. Los resultados evidenciaron la presencia de estrés académico, siendo las mujeres, los estudiantes de escuelas privadas y de último año escolar quienes presentaban más estrés. Las tareas, el tiempo para desarrollarlas y la poca comprensión de los temas desarrollados fueron los principales estímulos estresores. Las estrategias de afrontamiento se centraron en organizar la carga académica, defender sus ideas y la búsqueda de información. El rendimiento académico mostró una relación inversa con el estrés y los varones presentaron mejor puntuación en el rendimiento. Por otra parte, los estudiantes percibieron que el buen humor y la interacción social con su familia y amigos son aspectos importantes; además, buscaron diversas actividades recreativas para superar los tiempos difíciles considerando las limitaciones de tiempo y espacio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The social and educational context have changed as a result of social isolation due to COVID-19. The research aimed to determine the presence of academic stress, identify stressors, investigate the coping process and review the results of the academic performance of Peruvian students. The research approach was mixed with sequential explanatory scope and the sample consisted of 178 students from the final three year of study of high school. The results evidenced the presence of academic stress in the sample, being the women, the students of private schools and the students in their final year of study who presented more stress. The homework, the time to carry them out and the poor understanding of the topics developed were the main stressors. The coping strategies focused on organizing the courses load, defending their ideas and search information. Academic performance showed an inverse relationship with stress, and men had better performance scores. On the other hand, the students perceived that good humor and social interaction with their family and friends are important aspects; furthermore, they seek various leisure and recreational activities to overcome difficult times considering the limitations of time and space.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O contexto social e educacional mudou em decorrência do isolamento social devido ao COVID-19. Portanto, o objetivo principal da investigação foi verificar a presença de estresse acadêmico, identificar estressores, investigar o processo de enfrentamento e revisar os resultados do desempenho acadêmico de estudantes peruanos do ensino médio. O trabalho teve uma abordagem mista com um desenho explicativo sequencial e a amostra foi composta por 178 alunos dos três últimos anos do ensino médio. Os resultados mostraram a presença de estresse acadêmico, sendo as mulheres, alunos de escolas privadas e alunos do último ano letivo os que mais apresentaram estresse. As tarefas, o tempo para desenvolvê-las e a pouca compreensão dos temas desenvolvidos foram os principais estressores. As estratégias de enfrentamento focaram em organizar a carga acadêmica, defender suas ideias e buscar informações. O desempenho acadêmico apresentou relação inversa com o estresse e os meninos apresentaram melhores escores de desempenho. Por outro lado, os alunos perceberam que o bom humor e a interação social com a família e amigos são aspectos importantes; além disso, buscaram diversas atividades recreativas para superar momentos difíceis, considerando as limitações de tempo e espaço.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrés]]></kwd>
<kwd lng="es"><![CDATA[Afrontamiento]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Adolescente]]></kwd>
<kwd lng="es"><![CDATA[Colegio]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="en"><![CDATA[Coping]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[Teenagers]]></kwd>
<kwd lng="en"><![CDATA[Schools]]></kwd>
<kwd lng="pt"><![CDATA[Estresse]]></kwd>
<kwd lng="pt"><![CDATA[Enfrentamento]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho académico]]></kwd>
<kwd lng="pt"><![CDATA[Adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[Escolas]]></kwd>
</kwd-group>
</article-meta>
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