Equilibrio afectivo como herramienta de monitoreo psicoeducativo en estudiantes universitarios: un procedimiento de medida
DOI:
https://doi.org/10.24265/liberabit.2026.v32n1.1100Palabras clave:
equilibrio afectivo, aula, contexto educativo, estudiantes universitarios, regulación emocionalResumen
Antecedentes: los estudiantes universitarios conviven durante largos periodos de tiempo, lo que propicia la formación de un microclima emocional dentro del grupo. En ese contexto, el tipo de emociones compartidas (afecto positivo y negativo) y la forma de gestionarlas (regulación emocional), pueden dar lugar a un desequilibrio afectivo en el grupo. La medida y análisis del equilibrio afectivo podría ser relevante en contextos educativos por su relación con el bienestar y rendimiento académico de los estudiantes. Objetivo: se propone y desarrolla un novedoso procedimiento de medida y análisis del equilibrio afectivo, y se analiza su relación con la regulación emocional. Método: una vez desarrollado paso a paso el procedimiento de medida y análisis del equilibrio afectivo se aplicó a dos grupos de estudiantes universitarios (G1: 30 estudiantes; G2: 25 estudiantes), con edades comprendidas entre 18 y 26 años. Los participantes completaron un cuestionario para medir el afecto (PANAS) y otro para medir la desregulación emocional (DERS). Resultados: no se observó desequilibrio afectivo en los grupos de estudiantes. Sin embargo, G1 presentó niveles más elevados de afecto negativo en comparación con G2, y estos se asociaron de manera directa y moderada con mayores dificultades en la regulación emocional. Conclusión: el procedimiento propuesto facilita la identificación de desequilibrios afectivos, lo que podría ser valioso para guiar decisiones educativas, como la implementación de intervenciones psicoeducativas orientadas a promover el bienestar emocional de los estudiantes.
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Derechos de autor 2026 Fernando Gordillo León, Ángel De-Juanas Oliva, Alberto Valentín Centeno, Lilia Mestas Hernández, Germán Gálvez García
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