Afrontamiento flexible del estrés tecnológico en docentes de educación superior: Adaptación y validación de una escala
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https://doi.org/10.17979/reipe.2025.12.2.11499Resumen
Los avances digitales en la educación han introducido la tecnología como una nueva fuente de estrés laboral. Los modelos teóricos y las investigaciones subrayan el papel fundamental de los comportamientos de afrontamiento en la regulación de la respuesta psicológica de las personas al estrés tecnológico y en la gestión del bienestar personal. Sin embargo, existen pocos instrumentos que evalúen el afrontamiento del estrés tecnológico. Partiendo de la premisa de que ninguna estrategia de afrontamiento es universalmente óptima, lo que exige flexibilidad en su aplicación, este estudio tiene como objetivo adaptar una medida de afrontamiento flexible del estrés (Flexible Coping with Technostress Scale, FCTS-PT) a contextos de trabajo tecnológicos, validar su versión portuguesa y evaluar sus propiedades psicométricas. La muestra estuvo compuesta por 1107 docentes de educación superior (DES) portuguesa. Se utilizaron dos submuestras distintas y una submuestra de seguimiento para el análisis factorial exploratorio, el análisis factorial confirmatorio y las pruebas de fiabilidad. Los resultados exploratorios indicaron una estructura unifactorial similar a la escala original. La consistencia interna y la fiabilidad test-retest resultaron elevadas. La estructura factorial se confirmó con un buen ajuste del modelo y evidencias de validez factorial, convergente y discriminante, así como de fiabilidad compuesta. Este estudio destaca la contribución de la FCTS-PT como una herramienta fiable y válida para evaluar el afrontamiento flexible del estrés tecnológico en PES. Ofrece una medida parsimoniosa que puede apoyar el desarrollo, el bienestar y la productividad de este profesorado, proporcionando datos sólidos para fundamentar decisiones, intervenciones y políticas institucionales.
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