Gisela El\u00edzabeth L\u00f3pez-Bustamante – giselae.lopezb@pucp.pe<\/p>\n\n\n\n
Pontificia Universidad Cat\u00f3lica del Per\u00fa. Doctorado en Ciencias de la Educaci\u00f3n. Lima, Per\u00fa<\/p>\n\n\n\n
Esther Magda Gonzales Vargas – esther.gonzales2@unmsm.edu.pe<\/p>\n\n\n\n
Universidad Nacional Mayor de San Marcos. Maestr\u00eda en Psicolog\u00eda con menci\u00f3n en Psicolog\u00eda Cl\u00ednica y de la Salud. Lima, Per\u00fa<\/p>\n\n\n\n
Natalia Luisa Ram\u00edrez S\u00e1enz – nramirezs@unmsm.edu.pe<\/p>\n\n\n\n
Universidad Nacional Mayor de San Marcos. Maestr\u00eda en Psicolog\u00eda con menci\u00f3n en Psicolog\u00eda Cl\u00ednica y de la Salud. Lima, Per\u00fa<\/p>\n\n\n\n
El impacto de las tecnolog\u00edas en la salud mental (SM) constituye un eje prioritario del debate acad\u00e9mico actual, evidenciando las oportunidades y riesgos para el bienestar estudiantil. Desde los Objetivos de Desarrollo Sostenible 3 y 4, se promueve el bienestar y la educaci\u00f3n de calidad, se reconoce la SM en la educaci\u00f3n superior como factor potenciador para el aprendizaje y progreso social. Aunque la integraci\u00f3n de tecnolog\u00edas es indispensable, su uso excesivo se asocia a fen\u00f3menos de ansiedad, estr\u00e9s y adicciones digitales (Varchetta et al., 2023; Mart\u00ednez-Libano et al., 2022; Bul\u00e1s et al., 2020), afectando el rendimiento acad\u00e9mico y la calidad de vida estudiantil. Ante estos desaf\u00edos, surge la necesidad de estrategias de afrontamiento y gesti\u00f3n emocional que fortalezcan la resiliencia estudiantil (Simental-Ch\u00e1vez, 2023; Veloz & Gonz\u00e1les, 2022). Desde este contexto, el presente estudio analiza las competencias emocionales y la desregulaci\u00f3n emocional como variables escenciales en la gesti\u00f3n emocional de los estudiantes universitarios.<\/p>\n\n\n\n
Desde la perspectiva de Bisquerra y P\u00e9rez (2007), las competencias emocionales (CE) fortalecen el equilibrio emocional y la resiliencia en entornos educativos cada vez m\u00e1s exigentes, organiz\u00e1ndose en cinco dimensiones: conciencia emocional, regulaci\u00f3n emocional, autonom\u00eda emocional, competencia social, y la competencia para la vida y el bienestar. Promover su desarrollo en la educaci\u00f3n superior no solo impulsa el rendimiento acad\u00e9mico, sino que tambi\u00e9n la prevenci\u00f3n de riesgos psicosociales y la consolidaci\u00f3n de una cultura institucional orientada al cuidado de la salud mental (Erazo-Moreno et al., 2023). No obstante, la constante exposici\u00f3n a est\u00edmulos digitales plantea nuevos desaf\u00edos, dado que podr\u00eda propiciar escenarios de desregulaci\u00f3n emocional (DE) entre los estudiantes universitarios (P\u00e9rez-Escoda et al., 2019; Gratz & Roemer, 2004).<\/p>\n\n\n\n
Por tanto, el presente estudio, de enfoque cualitativo y basado en una revisi\u00f3n sistem\u00e1tica de la literatura (Ram\u00edrez-Montoya, 2020), tiene como objetivo analizar el papel de las competencias emocionales y la desregulaci\u00f3n emocional en la educaci\u00f3n superior desde la perspectiva de la salud mental. La revisi\u00f3n, realizada en el periodo 2018\u20132023, identific\u00f3 427 registros en bases de datos como Scopus, EBSCO, Redalyc y Dimensions.IA, de los cuales, tras aplicar criterios de inclusi\u00f3n y exclusi\u00f3n, se seleccionaron 14 estudios para el an\u00e1lisis final.<\/p>\n\n\n\n
Los hallazgos revelan que, entre las CE, la regulaci\u00f3n emocional es la dimensi\u00f3n predominante, seguida de la conciencia emocional. Se identifica una relaci\u00f3n directa entre DE y la competencia social, evidenci\u00e1ndose desaf\u00edos en manejo del apego y la ansiedad social, afectando las relaciones interpersonales. En la autonom\u00eda emocional, resalta la dependencia de redes sociales, mientras que en la competencia para la vida y el bienestar se observan riesgos asociados a la atenci\u00f3n y al cuidado de la salud mental. Adem\u00e1s, la DE se ve influida por el sexo y las creencias metacognitivas, afectando principalmente a mujeres, manifest\u00e1ndose en dependencia emocional, consumo de sustancias y autolesiones, conductas agravadas por factores cognitivos, emocionales y conductuales (Orozco-Vargas et al., 2021; Linehan, 2003; Gross, 2002).<\/p>\n\n\n\n
En conclusi\u00f3n, en torno a la SM de los estudiantes universitarios, se identifican riesgos como la exposici\u00f3n excesiva a la tecnolog\u00eda e impacto de creencias negativas. Tambi\u00e9n, oportunidades mendiante el fortalecimiento de la empat\u00eda, la toma de decisiones y la necesidad de aprobaci\u00f3n social. Este \u00faltimo factor favorece la autoestima y el sentido de pertenencia en los entornos acad\u00e9micos, impactando positivamente en la SM. Se reafirma as\u00ed la importancia de profundizar en las CE para afrontar los desaf\u00edos actuales.<\/p>\n\n\n\n
\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2013<\/strong><\/p>\n\n\n\n Emotional Competencies and Emotional Dysregulation from the Perspective of Mental Health in Higher Education<\/strong><\/p>\n\n\n\n T he impact of technology on mental health (MH) has become a central focus of current academic debate, highlighting both opportunities and risks for student well-being. Within the framework of Sustainable Development Goals (SDGs) 3 and 4, efforts are directed toward promoting well-being and quality education, recognizing mental health in higher education as a key factor for enhancing learning and fostering social progress. Although technological integration is now indispensable, excessive use has been associated with phenomena such as anxiety, stress, and digital addictions (Varchetta et al., 2023; Mart\u00ednez-L\u00edbano et al., 2022; Bul\u00e1s et al., 2020), negatively impacting academic performance and students\u2019 quality of life. In response to these challenges, there is a growing need for coping strategies and emotional management programs that strengthen students\u2019 resilience (Simental-Ch\u00e1vez, 2023; Veloz & Gonz\u00e1les, 2022). From this perspective, the present study analyzes emotional competencies and emotional dysregulation as essential variables in the emotional management of university students.<\/p>\n\n\n\n From the perspective of Bisquerra and P\u00e9rez (2007), emotional competencies (EC) play a critical role in strengthening emotional balance and resilience in increasingly demanding educational environments. These competencies are organized into five dimensions: emotional awareness, emotional regulation, emotional autonomy, social competence, and competence for life and well-being. Promoting their development in higher education not only enhances academic performance but also contributes to the prevention of psychosocial risks and the consolidation of an institutional culture oriented toward mental health care (Erazo-Moreno et al., 2023). Nevertheless, the constant exposure to digital stimuli presents new challenges, as it may foster scenarios of emotional dysregulation (ED) among university students (P\u00e9rez-Escoda et al., 2019; Gratz & Roemer, 2004).<\/p>\n\n\n\n Therefore, the present study, employing a qualitative approach and based on a systematic literature review (Ram\u00edrez-Montoya, 2020), aims to analyze the role of emotional competencies and emotional dysregulation in higher education from the perspective of mental health. The review, conducted between 2018 and 2023, identified 427 records in databases such as Scopus, EBSCO, Redalyc, and Dimensions.IA, from which, after applying inclusion and exclusion criteria, 14 studies were selected for final analysis.<\/p>\n\n\n\n The findings reveal that among emotional competencies (EC), emotional regulation is the most prominent dimension, followed by emotional awareness. A direct relationship is identified between emotional dysregulation (ED) and social competence, with notable challenges in managing attachment and social anxiety, which negatively affect interpersonal relationships. Within emotional autonomy, the dependency on social media stands out, while in the dimension of life and well-being competence, risks related to attention and mental health care are observed. Furthermore, ED appears to be influenced by sex and metacognitive beliefs, primarily affecting women, and manifesting through emotional dependence, substance use, and self-harming behaviors. These conditions are exacerbated by a combination of cognitive, emotional, and behavioral factors (Orozco-Vargas et al., 2021; Linehan, 2003; Gross, 2002).<\/p>\n\n\n\n In conclusion, regarding the mental health (MH) of university students, risks such as excessive exposure to technology and the influence of negative beliefs are identified. At the same time, opportunities emerge through the strengthening of empathy, decision-making, and the need for social approval. The latter contributes to enhancing self-esteem and a sense of belonging within academic environments, positively impacting mental health. These findings reaffirm the importance of deepening the development of emotional competencies (EC) as a key strategy for addressing the current challenges faced in higher education.<\/p>\n\n\n\n Referencias \u2013 References:<\/strong><\/p>\n\n\n\n Bisquerra, R., & P\u00e9rez, N. (2007). Las competencias emocionales. Educaci\u00f3n XX1, 10(1), 61-82. https:\/\/doi.org\/10.5944\/educxx1.1.10.297<\/a><\/p>\n\n\n\n Bisquerra, R., & P\u00e9rez, N. (2012). Educaci\u00f3n emocional: estrategias para su puesta en pr\u00e1ctica. Avances en supervisi\u00f3n educativa, 16, 1-11. https:\/\/doi.org\/10.23824\/ase.v0i16.502<\/a><\/p>\n\n\n\n Bul\u00e1s, M., Ram\u00edrez, A., & Corona, M. (2020). Relevancia de las competencias emocionales en el proceso de ense\u00f1anza aprendizaje a nivel de posgrado. Revista de Estudios y Experiencias en Educaci\u00f3n, 19 (39), 57-73. https:\/\/doi.org\/10.21703\/rexe.20201939bulas4<\/a><\/p>\n\n\n\n Erazo-Moreno, M., Colich\u00f3n-Chiscul, M., Nina-Cuchillo, J., & Cubas-Irigoin, N. (2023). Competencias emocionales y aprendizaje cooperativo de estudiantes universitarios en el contexto de la educaci\u00f3n en l\u00ednea. Formaci\u00f3n universitaria, 16(3), 11-20. http:\/\/doi.org\/10.4067\/s0718-50062023000300011<\/p>\n\n\n\n Gratz, K., & Roemer, L. (2004). Multidimensional Assesment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assesment, 26(1), 41-55.<\/p>\n\n\n\n Gross, J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39, 281\u2013291. https:\/\/doi.org\/10.1017\/S0048577201393198<\/a><\/p>\n\n\n\n Lineham, M. (2003). Manual de tratamiento de los trastornos de personalidad l\u00edmite. Barcelona: Paid\u00f3s.<\/p>\n\n\n\n Mart\u00ednez-Libano, J., Gonzalez-Campusano, N., & Pereira-Castillo, J. (2022). Las Redes Sociales y su Influencia en la Salud Mental de los Estudiantes Universitarios: Una Revisi\u00f3n Sistem\u00e1tica. REIDOCREA, 11(4), 44-57.<\/a><\/p>\n\n\n\n Orozco-Vargas, A., Venebra-Mu\u00f1oz, A., Aguilera-Reyes, U., & Garc\u00eda-L\u00f3pez, G. (2021). The mediating role of emotion regulation strategies in the relationship between family of origin violence and intimate partner violence. Psicologia: Reflex\u00e3o e Cr\u00edtica, 34. https:\/\/doi.org\/10.1186\/s41155-021-00187-8<\/p>\n\n\n\n P\u00e9rez-Escoda, N., Berlanga, V., & Alegre, A. (2019). Desarrollo de competencias socioemocionales en educaci\u00f3n superior: evaluaci\u00f3n del posgrado en educaci\u00f3n emocional. Bord\u00f3n, Revista de Pedagog\u00eda, 71(1), 97-113. https:\/\/doi.org\/10.13042\/Bordon.2019.64128<\/a><\/p>\n\n\n\n Ram\u00edrez-Montoya, M. (2020). Challenges for Open Education with Educational Innovation: a Systematic Literature Review. Sustainability, 2(17), 7053; https:\/\/doi.org\/10.3390\/su12177053<\/p>\n\n\n\n Simental-Ch\u00e1vez, L. (2023). Caracterizaci\u00f3n de la salud mental de estudiantes universitarios de enfermer\u00eda. Ciencia Latina Revista Cient\u00edfica Multidisciplinar, 7(1), 10896-10909. https:\/\/doi.org\/10.37811\/cl_rcm.v7i1.5260<\/a><\/p>\n\n\n\n Varchetta, M., Gonz\u00e1lez-Sala, F., Mari, E., Quaglieri, A., Fraschetti, A., Cricenti, C., Giannini, A., & Mart\u00ed-Vilar, M. (2023). Psychosocial risk factors of technological addictions in a sample of Spanish University students: The influence of Emotional (Dys) Regulation, personality traits and Fear of Missing Out on internet addiction. Psychiatry Research, 329, 115518, https:\/\/doi.org\/10.1016\/j.psychres.2023.115518<\/a><\/p>\n\n\n\n Veloz, G., & Gonz\u00e1lez, M. (2022). Competencias emocionales en el contexto universitario post pand\u00e9mico: una propuesta para su fortalecimiento. Visi\u00f3n Antataura, 6(2), 136-151.<\/p>\n","protected":false},"excerpt":{"rendered":" Gisela El\u00edzabeth L\u00f3pez-Bustamante – giselae.lopezb@pucp.pe Pontificia Universidad Cat\u00f3lica del Per\u00fa. Doctorado en Ciencias de la Educaci\u00f3n. Lima, Per\u00fa Esther Magda Gonzales Vargas – esther.gonzales2@unmsm.edu.pe Universidad Nacional Mayor de San Marcos. Maestr\u00eda en Psicolog\u00eda con menci\u00f3n en Psicolog\u00eda Cl\u00ednica y de la Salud. Lima, Per\u00fa Natalia Luisa Ram\u00edrez S\u00e1enz – nramirezs@unmsm.edu.pe Universidad Nacional Mayor de San […]<\/p>\n","protected":false},"author":2,"featured_media":1414,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[372,374],"tags":[373,395,394,378,377],"class_list":["post-1412","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-boletin-no-115","category-seccion-especial","tag-boletin-115","tag-competencias-emocionales","tag-desregulacion-emocional","tag-salud-mental-en-iberoamerica","tag-seccion-especial","et-has-post-format-content","et_post_format-et-post-format-standard"],"_links":{"self":[{"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/posts\/1412","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/comments?post=1412"}],"version-history":[{"count":2,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/posts\/1412\/revisions"}],"predecessor-version":[{"id":1415,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/posts\/1412\/revisions\/1415"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/media\/1414"}],"wp:attachment":[{"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/media?parent=1412"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/categories?post=1412"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bulletin.sipsych.org\/index.php\/wp-json\/wp\/v2\/tags?post=1412"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}