El objetivo del presente estudio fue señalar la evidencia científica disponible sobre la actitud hacia la investigación, a partir de la revisión sistemática de artículos relevantes existentes en la literatura científica. El análisis sistemático de estos estudios, muestra que el 50% de la población de estudio presenta una actitud favorable hacia la investigación, el 41.7% muestra una actitud desfavorable y solo el 8.3% medianamente favorable. Asimismo, en relación a los componentes, se aprecia que el componente cognitivo muestra una categoría positiva con un 35.7%, mientras que el componente afectivo, presenta una categoría positiva con un 21.4% a comparación de la categoría negativa, que se encuentra en un 14.2%. Mientras que el componente conductual muestra una categoría positiva con un 21.4% en relación a la categoría negativa que presentó un 7.1%. Por ello, es relevante cubrir con la necesidad de motivación y uso de estrategias por parte de los docentes responsables de los cursos en investigación para promover la actitud hacia la investigación en estudiantes de pregrado y posgrado.

Los múltiples retos sociales actuales obligan a coordinar gestiones empresariales capaces de solventar las necesidades materiales colectivas. En consideración, los modelos administrativos basados en la amenaza y castigo determinan los quiebres organizacionales. En virtud, es menester organizar gestiones que consideran la capacidad sensible y racional humana como basamento de la apropiada dirección. Consecuentemente, esta investigación analiza el reconocimiento del desempeño laboral como fortaleza del acertado liderazgo, toda vez que el aumento del sentido de pertinencia, la disposición para servir, el logro de las metas y objetivos como realización de sí favorecen significativamente la eficiencia y eficacia institucional. Es un estudio bibliográfico de carácter diacrónico estructurado desde el enfoque racionalista deductivo, donde el pensamiento crítico valida las apropiadas acciones comunes. En el contexto, cobran importancia los métodos de promoción alternos al incremento salarial, siempre que se procuran entornos profesionales funcionales. Así, se incentiva la participación al destacar en el espacio laboral los logros y quiénes son los responsables de estos. Se concluye que deben impedirse las imposiciones; pues, estas promueven los fracasos; por el contrario, se promueven relaciones basadas en el trato acertado, la mediación dialógica para el bienestar social.

Objective: The objective was to determine the relationship between perceived stress and emotional self-regulation for the sustainable practice of mental health in university students in Peru. Theoretical framework: The constant presence of tension experienced by students, consequently, triggers a series of manifestations such as: loss of motivation, feeling of failure, frustration, guilt and self-distrust, as well as difficulties in presenting effective coping strategies; causing the person to perceive their life as exhausting and uncontrollable, affecting all areas of their life (Estrada, 2021). Emotional self-regulation is conceptualized as the capacity that enables the subject to manage what they feel and efficiently face the demands of the environment; this, in turn, is considered a support strategy that facilitates the person to have a better performance in their environment and well-being with themselves, as well as to cope with stressful events that can generate dysfunctional behavior (Dominguez, 2018). Methodology: The research is non-experimental and has a descriptive correlational design that allows to describe and explain the relationship between variables. 220 university students from the last cycles of the Psychology degree participated, of both genders. The instruments used were the Perceived Stress Scale (PSS) by Cohen et al. (1983) and the Emotion Regulation Questionnaire (ERQ-P) by Gross and John (2003). Results and discussion: The students present a medium level of perceived stress in 50.9%. While in emotional self-regulation they show a moderate level of 78.6%. Although the population evaluated has the capacity to cope at a very high level; the cognitive assessment is presented at a low level, which suggests that despite the strategies that the students have, these may be inefficient since a previous analysis of the situation is not carried out to determine the most adequate tool to address the problem. Conclusion: Students use suppression as a self-regulation strategy, which, although it helps self-control at a given moment, is not considered the best way to cope since the inhibition of emotions generates higher levels of stress in the long term, affecting overall well-being and professional performance. Implications: Based on the findings obtained, it is necessary to promote acceptance and emotional release, as well as the use of adaptive strategies to achieve effective self-regulation and preserve mental health.

Introduction: after the pandemic known as COVID19, education has been a cause of analysis and concern, both by the relevant authorities and also by the directors and teachers of educational institutions at different levels of education. In this sense, higher education has been deteriorated and students have been affected, not only economically but also psychologically, with students having low intrinsic motivation. Objective: to establish the association between the levels of intrinsic motivation and the stages of development that students in the first academic semester of a technological higher education institute have in the year 2023. Method: a quantitative approach was used, which was type non-experimental and descriptive. The studied population consisted of 114 students, selected through intentional non-probabilistic sampling according to the study programs offered by the institution. Results: the results indicated that there is no association between the levels of intrinsic motivation and the stages of development in the students (p>.05), since the population was made up of a heterogeneous group with respect to the ages of the registered students. in said academic semester. Conclusions: the level of development of intrinsic motivation is an element with a strong influence on all stages of development that students go through, since the desire for professional improvement predominates in them

Una sociedad que promueva la diversidad e inclusión necesita ser fortalecida a nivel de varios aspectos que permitan dar una atención de calidad e igualdad de oportunidades a todas las personas sin excepción. El objetivo consiste en identificar la importancia de los factores que inciden en la atención a estudiantes con necesidades educativas especiales en el Perú. El estudio se realizó con base en el trabajo documental presentado con una metodología de revisión sistemática considerando diecinueve artículos con idoneidad. Los resultados precisan que los factores políticos, el rol del docente y de la familia, influyen de manera directa. Se concluye que la labor de la familia debe estar orientada y fortalecida por el docente en correspondencia biunívoca para el logro de la inclusión del estudiante en el ámbito educativo y social. PALABRAS CLAVE: Educación inclusiva; Discapacidad; Necesidades especiales; Adaptaciones; Docente inclusivo; Inclusión en la familia

Objective: The objective of this study was to explain from the preventative context the relationship between dependence on social networks and anxiety in university students. Theoretical benchmark: Dependence on social networks is an important factor that can negatively affect mental health, causing behavioral phenomena such as anxiety, stress, depression, among others. Psychosocial problems in university students are related to the presentation of certain behaviors that affect their personal development and academic formation. Method: The type of study is non-experimental and the design of the study was descriptive across the board. The sample was composed of 320 university students of the psychology course. The ARS Scale of Dependence on Social Networks and the EAS Social Anxiety Scale were used as instruments. Results and discussion: The evidence showed a statistically significant correlation between social network dependence and anxiety rho=0,575 (p=0,000). In relation to the factors, the existence of a statistically significant relationship between obsession with social networks, lack of personal control, excessive use and physiological, cognitive and behavioral factors rho>.100 (p=0,000) was determined. Conclusion: The indiscriminate use of networks is associated with symptoms of anxiety in university students. Value: Therefore, preventive actions are guided from a cognitive-behavioral approach to managing social awareness about the effects and repercussions on your professional training and your future, as well as emphasizing the importance of the effective integration of social networks through responsible use.