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Recent Submissions
DUELO MIGRATORIO Y SU RELACIÓN CON LA ANSIEDAD Y DEPRESIÓN EN INMIGRANTES LATINOAMERICANOS
(2025-12) GEOMARA GIANELLA LEÓN HUACÓN; VALERIA MABEL REYES TORRES
The study aimed to analyze the relationship between migratory grief and levels of anxiety and depression in Latin American immigrants residing in Ecuador. A quantitative, non-experimental, cross-sectional, correlational design was used. The sample consisted of 384 immigrants over 18 years old, selected through non-probabilistic convenience sampling and living in different cities of the country. Data were collected using an online questionnaire administered via a virtual form, which included the Migratory Grief and Loss Questionnaire (MGLQ), the Beck Anxiety Inventory (BAI), and the Beck Depression Inventory-II (BDI-II).
Descriptive statistics were calculated, and correlation tests were conducted to examine the hypothesized associations among the variables. The results showed positive and significant correlations between migratory grief and anxiety, as well as between migratory grief and depression, with coefficients of moderate magnitude. These findings indicated that higher levels of migratory grief were associated with an increase in anxious and depressive symptoms in the studied sample. The study provided empirical evidence of relevant emotional distress in this population and underscored the need to incorporate the assessment of migratory grief into clinical practice. However, the results should be interpreted with caution due to the non-probabilistic sampling, the cross-sectional design, and the imbalance in some subgroups of the sample, factors that limited the generalization of the findings and the inference of causality.
FLEXIBILIDAD PSICOLÓGICA COMO FACTOR PROTECTOR EN EL SÍNDROME DE BURNOUT EN ESTUDIANTES UNIVERSITARIOS DE GRADO
(2025-12) KIARA VALESKA ESPÍN MONTERO; ERICK SEBASTIAN ZAMBRANO MORA
Academic burnout is a syndrome that affects the emotional, cognitive, and behavioral well-being of university students and consists of three dimensions: exhaustion, cynicism, and academic ineffectiveness. This highlights the need for a protective factor against this syndrome. Psychological flexibility is a suitable candidate, as it is related to several factors of human adaptability, such as resilience and emotional regulation. It is defined as being in total contact with the present moment, without unnecessary defenses, maintaining behavior based on a specific set of chosen values. The research methodology was quantitative with a relational objective, in which convenience sampling was used to select participants.
The general objective was to analyze the relationship between psychological flexibility and academic burnout by determining the correlation between the two. The research hypothesis was that psychological flexibility was negatively associated with academic burnout. To this end, online surveys were conducted with 304 undergraduate students (62% women, average age = 22.15), using the Multidimensional Psychological Flexibility Inventory to measure psychological flexibility and the Maslach Burnout Inventory - Student Survey to measure academic burnout. No significant correlation was found between average burnout and psychological flexibility (r = .042, p = .478). However, significant relationships were found between psychological flexibility and dimensions of burnout: a positive correlation with exhaustion (rho = .170, p = .004) and a negative correlation with cynicism and academic inefficacy (rho = -.176, p = .003).
Relación entre el apoyo social, la regulación emocional y el estrés en estudiantes universitarios
(2025-12) GIOVANNA NICOLLS TACLE GÓMEZ; BEATRIZ SOLANGE ORTEGA ARGUELLO
The aim of the present study was to evaluate the relationship between social support, emotional regulation and stress in university students. For this purpose, the Perceived Stress Scale (PSS-14), the Medical Outcomes Study-Social Support Survey (MOS) and the Difficulties in Emotional Regulation Scale (DERS) were applied to 172 Ecuadorian undergraduate university students. The study was non-experimental, cross-sectional and relational. In addition, the levels of internal consistency and reliability of the applied instruments were evaluated. The results showed that the PSS-14, the MOS and DERS tests obtained high KMO values (.824, 0.942, and 0.910, respectively). In terms of reliability, all the instruments obtained high alpha and omega values, demonstrating their high internal consistency. As for the hypothesis that sought to evaluate the relationship between the variables, linear regression analyses showed that social support acts as a
protective factor against stress, since when its values increase, those of stress decrease β=-0.219, R2=0.048, p<0.01). On the other hand, emotional dysregulation functions as a predictor of stress, since the higher the level of dysregulation, the higher the levels of perceived stress (β=0.361, R2=0.131, p<0.01). These results demonstrate that there is a relationship between the variables and lay the groundwork for fostering the development of healthy relationships and emotional regulation strategies that favor the emotional well-being of students at this educational level.
Keywords: Stress, social support, emotional regulation, college students, emotional well-being.
INFLUENCIA DEL ENTORNO FAMILIAR EN EL RENDIMIENTO ESCOLAR EN ADOLESCENTES DE 12 A 16 AÑOS
(2025-12) MARIA PAULA VIVAR CHACON
This study focuses on determining the influence of the family environment on the academic performance of adolescents between the ages of 12 and 16. From an explanatory perspective, the research examines how this environment can positively or negatively affect students' academic performance. The methodology used was non-experimental, ex post facto, cross-sectional, quantitative, and explanatory in scope. The results showed that Self-Efficacy (SE) is explained by Family Satisfaction (FS) and Family Beliefs and Values (FBV), reaching
an explanatory variance of 73%. Performance (P) is explained solely by Family Beliefs and Values (FBV), with an explanatory variance of 58%. In conclusion, this study emphasizes the importance of strengthening the relationship between family and school, as well as promoting functional family environments that favor comprehensive learning and better school performance.
EL PERFECCIONISMO DESADAPTATIVO Y LA AUTOEFICACIA COMO PREDICTORES DEL SÍNDROME DEL IMPOSTOR EN ESTUDIANTES UNIVERSITARIOS
(2025-03) DANIELA CATALINA CHICAÍZA ORTEGA; CARLOS OSWALDO ROMERO PELÁEZ
The aim of this study was to determine the extent to which maladaptive perfectionism and self-efficacy predict the presence of the impostor phenomenon among university students. It was hypothesized that higher levels of maladaptive perfectionism would be associated with stronger impostor feelings whereas higher self-efficacy might function as a protective factor. A quantitative, non-experimental, correlational and cross-sectional design was used with a convenience sample of 215 undergraduate students aged 18 to 25, selected through non-probability convenience sampling. Three standardized instruments were applied: the Frost Multidimensional Perfectionism Scale (FMPS), the General Self-Efficacy Scale (GSE), and the Clance Impostor Phenomenon Scale (CIPS). Psychometric analyses confirmed high reliability and factorial validity for all measures. A multiple linear regression showed that maladaptive perfectionism was a significant predictor of the impostor phenomenon (F=48.90; p < .001) whereas self-efficacy did not reach statistical significance as a predictor (p = .087). A subsequent analysis, based on the factors derived from the EFA of maladaptive perfectionism, revealed that the Insecurity about Performance dimension was the main predictor of impostor syndrome (b=0.433; t=9.763; p < .001; β=0.555), while High Personal Standards lost relevance when examined alongside this variable. Since self-efficacy was associated with lower levels of insecurity, a mediation model was tested, confirming that its influence on the syndrome is indirect, by reducing such insecurity, indicating full mediation. Altogether, the findings suggest that impostorism is primarily linked to persistent doubts about one’s personal competence rather than to high self-demand.