Mental health is considered an indicator of well-being in which people perceive their own potential, can face adverse life situations, function adequately and fruitfully, and are capable of contributing to society. In this sense, the objective of the present investigation was to evaluate depression, anxiety, and stress in Peruvian university students upon their return to face-to-face classes. The quantitative approach was used, the design was non-experimental, and the type was descriptive of a cross-section. The sample consisted of 746 students who were administered the Depression Anxiety Stress Scale, an instrument with adequate psychometric properties. The results indicate that the students presented low levels of depression and anxiety. However, they presented moderate levels of stress. High, direct, and significant correlations were also reported between depression and anxiety (rs = 0.850; p < 0.05), between depression and stress (rs = 0.840; p < 0.05), and between anxiety and stress (rs = 0.836; p < 0.05). It was also determined that depression, anxiety, and stress were significantly associated with some sociodemographic factors such as gender and age group (p < 0.05). It was concluded that the students presented symptoms of depression, anxiety, and stress. Therefore, it is necessary for university authorities to implement strategies for the evaluation and prevention of these symptoms and for the promotion of better mental health in future professionals to promote their personal well-being and quality of life.

El objetivo de la presente investigación fue analizar la actitud de los estudiantes de la Universidad Nacional Amazónica de Madre de Dios frente a la educación virtual en tiempos de la pandemia de COVID-19. El enfoque de investigación fue cuantitativo, el diseño no experimental y el tipo de diseño transeccional descriptivo. La muestra estuvo conformada por 154 estudiantes de ambos sexos de la carrera profesional de educación y fue determinada mediante un muestreo probabilístico estratificado. El instrumento utilizado para la recolección de datos fue la Escala de Actitudes frente a la educación virtual, la cual cuenta con la confiabilidad y validez requerida. En base a los resultados se demostró que la mayoría de estudiantes presentan una actitud de indiferencia frente a la educación virtual y se hallaron diferencias estadísticamente significativas entre el sexo y la edad de los estudiantes.

In recent decades, a series of environmental problems such as pollution, climate change and the loss of biodiversity are being perceived. Given this context, the need to implement strategies arises, such as environmental education, to mitigate the mentioned problems. Therefore, the objective of this research was to determine if environmental education is related to the pro-environmental behavior of regular basic education students in the Peruvian Amazon. The research approach was quantitative, the design was non-experimental, and the scope was cross-sectional correlational. The sample was obtained of 293 students of the seventh cycle of regular basic education who were administered the Environmental Education Questionnaire and the Environmental Behavior Questionnaire, instruments with adequate metric properties. According to the results, the students were characterized by perceiving that the environmental education that was implemented in the educational institutions was partially adequate. Similarly, pro-environmental behavior was found to be unusual. On the other hand, it was found that the Pearson correlation coefficient between both variables was 0.877, and the p-value was below the significance level (p < 0.05). It was concluded that there is a direct and significant relationship between environmental education and the pro-environmental behavior of regular basic education students in the Peruvian Amazon.

This research aimed to determine whether there is a relationship between academic self-efficacy and dependence on artificial intelligence in a sample of Peruvian university students. A quantitative, non-experimental, correlational, and cross-sectional study was conducted. The sample consisted of 186 students of both sexes, selected through probabilistic sampling, who were administered the Specific Academic Situations Perceived Self-Efficacy Scale and the Artificial Intelligence Dependence Scale, instruments that showed adequate metric properties. The results showed that the level of academic self-efficacy was medium, while the dependence on artificial intelligence was moderate. Furthermore, it was found that men and students between the ages of 25 and 34 had slightly higher levels of academic self-efficacy. In comparison, those between the ages of 16 and 24 experienced higher levels of dependence on artificial intelligence. On the other hand, the Pearson correlation coefficient (r) between both variables was -0.299 (p<0.05). It was concluded that there is an inverse and significant relationship between academic self-efficacy and dependence on artificial intelligence in the sample of Peruvian university students. In other words, as academic self-efficacy increases, the level of dependence on artificial intelligence tools decreases.

Depression, anxiety and stress are multifactorial affective disorders that could manifest through a set of symptoms, both physical and psychological, that affect the quality of life and performance of people who suffer from them. In this sense, the present research had the objective of evaluating depression, anxiety and stress in students of the Faculty of Engineering of a Peruvian public university when returning to face-to-face classes. The research was developed under a quantitative approach and is of a non-experimental design of the descriptive cross-sectional type. The sample consisted of 244 students who responded to the Depression, Anxiety and Stress Scale, an instrument with adequate psychometric properties. According to the results, the students presented low levels of depression and anxiety. However, they showed moderate levels of stress. On the other hand, it was found out that the three variables were directly and significantly related. In the same way, it was found that there were statistically significant differences regarding the levels of depression, anxiety and stress related to gender, age group, family responsibilities and professional career. Finally, it was concluded that there were symptoms of depression, anxiety and stress in students of the Faculty of Engineering of a Peruvian public university when returning to face-to-face classes.

The present research aimed to describe the academic burnout of the students of the professional education career of a public university in Madre de Dios (Peru). The research approach was quantitative, the design was non-experimental, and the type was descriptive-transectional. The sample consisted of 220 students to whom a sociodemographic and academic data questionnaire was applied as well as the Maslach Burnout Inventory Student Survey (MBI-SS), an instrument with adequate levels of validity and reliability. The findings indicate that students are characterized by moderate levels of academic burnout and it was determined that some variables such as sex, age group, work situation and year of study are significantly associated with academic burnout. Finally, it was concluded that it is necessary to design and implement programs that develop the protective factors of students so that they can adequately cope with adverse and stressful situations and thus decrease the prevalence of academic burnout.