El estrés académico y las estrategias de afrontamiento en la formación de los rasgos intelectuales del pensamiento crítico, a través de comunidades de diálogo

Abstract

The objective of this paper was to understand the strategies of coping with academic stress in the formation of critical thinking in the second semester students of the Universidad Santo Tomás city Villavicencio, from communities of dialogue (focus groups). Likewise, the justification considers some deferences where the needs, relevance, contributions and expected impacts in the research are described. The study was guided from a qualitative methodology, with the purpose of achieving an approach to academic stress and its coping strategies narrated from the discourses of the students from their lived experiences; this is intended to establish the object of study proposed from academic stress and the eight intellectual traits of critical thinking proposed by Richard Paul and Linda Elder (2003). As a strategy for collecting information, a questionnaire of open questions was used through the Google platform and subsequently, developed in focus groups, an analysis was performed consecutively using the software "ATLAS TI" of the speeches of the participants. It is concluded that within the category critical thinking features predominate humility and intellectual empathy, and the category of academic stress, the factor that presented greater incidence in students is behavioral and in the coping strategy developed by students that achieving their replication highlights emotional expression