Abstract:

The general objective of this research was to describe the relationship between family functioning and digital learning in academic stress in students of the V cycle of San Juan de Lurigancho, 2021. The methodology was of a basic type, quantitative approach, with a non-experimental design at a correlational level and cross-sectional. The study sample was 223 students of V cycle of three educational institutions of San Juan de Lurigancho, selected under probabilistic and stratified sampling from a population of 530. The survey technique was used considering as an instrument, the questionnaires, for family functioning the Family Functioning Questionnaire (FF-SIL) was used; for virtual learning the Digital Learning Questionnaire, and for academic stress the SISCO Inventory of Academic Stress. In turn, their respective adaptation to the reality of children in the fifth cycle was carried out by the author, with high validity and reliability. According to the results of the study, family functioning and digital learning, have a negative and significant correlation with academic stress, in addition, the first two variables, have a prediction percentage of 80.4% on academic stress, on the other hand, there is also a significant and negative relationship with respect to the dimensions of family functioning and digital learning with the total of the academic stress variable (p<.001). Concluding that, the better the functioning within the family and the better the perceived digital learning, the lower the academic stress of the students.

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