Entrance To The University In Peru

Entrance to the University in Peru

Introduction

First, most young people, due to their early age, are not prepared to handle and control the great academic pressure of the university.

During adolescence, the individual develops his emotional intelligence (IE), which can be defined as a group of emotional and personality features, which interact jointly in the person, facilitating their adaptation to the environment. However, it is at this stage where the subject is exposed to new spaces and situations and the construction of his identity is consolidated. Zavala indicates that young people are going through a critical moment, because they face psychosocial risk behaviors that seem impossible to handle. IE is linked to eating disorders, addictive disorders and predisposition to crime. Therefore, this takes an important role in the development of the young man and, also, will harm the academic aspect. That is, the degree of IE that has a young man will have a direct link with his level of academic adaptation.

Developing

In a study conducted by goodrostro, the relationship between both variables is confirmed. This demonstrates that while the ability to self-aware. In this way, the data shows that more emphasis should be placed on emotional intelligence programs, before a greater academic demand as the university represents.

In addition, it is necessary to deepen young people who fail to adapt to the high academic demand at the University.

In this context, the main sources of stress tend to be the organization of time, the fulfillment of deadlines to perform tasks, economic resources, family expectations, future labor perspectives and meet academic requirements (cited in Garcia-ROS 2012: 146). However, the situation of new incorporation students is even more intense, since they are in full process or attempt to incorporate university and their demands. According to a psychological study towards recently incorporation, 82% of the participants state have experienced a lot of stress in one or more of the situations raised, which were part of a student’s daily habit (García-Ros 2012: 150). In other words, it is evident that most young people were not suitable for managing academic demand when they entered the university.

However, this educational context could be improved, if the culture of collaboration and teaching collegiality at the university was developed. This consists of an improvement in coordination, communication and teaching method of teachers. However, "work in academies requires additional time that is not recognized by the University" (Moreno 2006: 120). Therefore, prior education in academies must be implemented, since it would favor a better educational quality. In Peru, on the contrary, the relationship of collaboration and teaching collegiality does not represent a relevant issue for the State. Then, it does not have the necessary conditions and, therefore, it is not a conducive context in which it can be carried out.

In the same way, it can be verified that the young man is not ready to cope with the academic burden through the “styles” of each student. The styles represent the way of acting to which a person tends in the face of problematic situations. These can be classified as three: Style solve the problem, reference style to others and non -productive style. The first is to concentrate, strive, and succeed;the second, seek social support;The third, to worry, but ignore the problem. According to a PUCP study, the most frequented coping strategy was within the non -productive item. A direct correlation was even found among stressful factors with the non -productive style. In other words, despite being in university, the young man fails to adapt and continues to opt for mechanisms that are not fruitful and harm him.

Likewise, academic failure at the University provokes the abandonment of this. Young people are facing the challenge of reaching a minimum of average in the courses, which, once achieved, will allow them to continue their university studies. This can represent a problem for anyone who has struggled, but, even so, he has not succeeded and even repeating several courses. The young man ends up confusing academic failure with a personal failure, because the second involves personal dissatisfaction, demotivation and even low self – esteem due to the impossibility of successfully concluding his studies. For example, in a study of the University Welfare Network Atlantic Cost. Consequently, young people end up leaving their unfinished university studies and, some, even abandon them.

conclusion

The imaginary around unfinished university studies causes feelings of ambivalence, identified as inaugural of another personal cycle, more is criticized by dissatisfaction that usually causes the abandonment of the university.

In Peru, according to INEI, 15.7% of graduates and university graduates do not have a professional or bachelor’s degree, as well as 18 out of 100 young people do not study or work, which leaves them in a situation of greater vulnerability. It also indicates that the highest rate of young people who do not study or work is in the group of 25 to 29 years of age (2017: 1-2). Indeed, these data can represent the percentage of young people who left their studies unfinished and then could not get a job.