<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2014-9832</journal-id>
<journal-title><![CDATA[FEM: Revista de la Fundación Educación Médica]]></journal-title>
<abbrev-journal-title><![CDATA[FEM (Ed. impresa)]]></abbrev-journal-title>
<issn>2014-9832</issn>
<publisher>
<publisher-name><![CDATA[Fundación Educación Médica y Viguera Editores, S.L.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2014-98322021000600295</article-id>
<article-id pub-id-type="doi">10.33588/fem.246.1152</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Propiedades psicométricas del cuestionario de estrés académico en la universidad (CEAU) en una muestra de estudiantes de Medicina mexicanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychometric properties of the University Academic Stress Questionnaire (CEAU) in a sample of Mexican medical students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fouilloux]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amscheridam-Herrera]]></surname>
<given-names><![CDATA[Schajrit E]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tafoya]]></surname>
<given-names><![CDATA[Silvia A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fouilloux-Morales]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barragán-Pérez]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Psiquiatría y Salud Mental]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>6</numero>
<fpage>295</fpage>
<lpage>302</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000600295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000600295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000600295&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. El estrés se asocia a un pobre desempeño académico y problemas de salud mental entre los universitarios. Existen pocos instrumentos adaptados a esta población que identifiquen las fuentes de estrés académico.  Objetivo. Evaluar las propiedades psicométricas del cuestionario de estrés académico en la universidad (CEAU) en estudiantes mexicanos.  Sujetos y métodos. Contestaron el CEAU y la escala de malestar psicológico de Kessler (K-10) 232 alumnos de primer año de Medicina. El CEAU contiene 19 ítems sobre situaciones escolares potencialmente estresantes, mientras que la K-10 mide el malestar psicológico global inespecífico con 10 ítems. La validez de constructo se evaluó por composición factorial y por convergencia con la K-10. Las medidas de confiabilidad se obtuvieron por consistencia interna y estabilidad temporal.  Resultados. Los reactivos se agruparon en los cuatro componentes de su versión original y explicaron el 45% de la varianza total, con cargas factoriales bajas en dos reactivos y uno fuera del factor propuesto inicialmente; eliminar este último reactivo produjo un mejor ajuste de los componentes y aumentó la explicación de la varianza al 57%. La consistencia interna fue de alfa = 0,88 para la puntuación total, con valores de alfa = 0,70-0,83 en sus subescalas y una estabilidad temporal de r(202) = 0,76 (p = 0,0001). La correlación del CEAU con la K-10 fue de r(232) = 0,64 (p = 0,0001).  Conclusiones. El CEAU cumple con los criterios de confiabilidad y validez de constructo, se ajusta a los factores propuestos y correlaciona con el malestar psicológico en el sentido esperado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Stress is associated with poor academic performance and mental health problems among university students. There are few instruments adapted to this population that identify sources of academic stress.  Objective. To evaluate the psychometric properties of the Academic Stress Questionnaire at University (CEAU) in Mexican students.  Subjects and methods. 232 first-year medical students answered the CEAU and the Kessler psychological distress scale (K-10). The CEAU contains 19 items on potentially stressful school situations, while the K-10 measures nonspecific global psychological distress with 10 items. The construct validity was evaluated by factorial composition and by convergence with the K-10. Reliability measures were obtained by internal consistency and temporal stability.  Results. The items were grouped into the four components of their original version and explained 45% of the total variance, with low factor loadings in two items and one outside the initially proposed factor; eliminating this last item produced a better fit of the components and increased the explanation of the variance to 57%. The internal consistency was &#945; = 0.88 for the total score, with values from &#945; = 0.70 to 0.83 in its subscales and a temporal stability of r(202) = 0.76 (p = .0001). The correlation between CEAU and K-10 was r(232) = 0.64 (p = .0001).  Conclusions. The CEAU meets the reliability and construct validity criteria, adjusts to the proposed factors and correlates with psychological distress in the expected sense.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Confiabilidad]]></kwd>
<kwd lng="es"><![CDATA[Estrés]]></kwd>
<kwd lng="es"><![CDATA[Estrés académico]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de Medicina]]></kwd>
<kwd lng="es"><![CDATA[Universitarios]]></kwd>
<kwd lng="es"><![CDATA[Validez]]></kwd>
<kwd lng="en"><![CDATA[Academic stress]]></kwd>
<kwd lng="en"><![CDATA[College]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
<kwd lng="en"><![CDATA[Reliability]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
</kwd-group>
</article-meta>
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