Estudio del Eustrés Académico desde el enfoque Socioformativo mediante la Cartografía Conceptual

Objective: this paper focuses on the academic eustress based on a socio-formative approach. Method: documentary research, following the axes of conceptual cartography was used as strategy. Results: the concept of academic eustress was considered taking into account a socio-formative approach. To guide students to a state of academic eustress, in which their academic and emotional competencies help strengthen to respond to academic stressors, an accompanying methodology was developed.  108 high school students who submitted Math partial exam were sampled. The percentage of passing rate increase from 34% to 93%, while insecurity and frustration decreased during the exams submission. Conclusion: the proposed definition of academic eustress remedies a gap found in the literature related to this topic. The accompaniment methodology showed its effectiveness when was applied to a specific case.