The influence of academic stress on the performance of basic education students at the Central University of Ecuador
Academic stress significantly affects the performance of university students, manifesting itself in various ways: physical, emotional, and cognitive. Previous studies indicate that 77% of people worldwide suffer from moderate or severe stress (United Nations Development Program, 2022). In Ecuador, r...
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| Formato: | article |
| Idioma: | spa |
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2025
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| Acceso en liña: | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/7909 |
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Engadir etiqueta | Summary: | Academic stress significantly affects the performance of university students, manifesting itself in various ways: physical, emotional, and cognitive. Previous studies indicate that 77% of people worldwide suffer from moderate or severe stress (United Nations Development Program, 2022). In Ecuador, research such as that by Moscoso and Barsallo (2018) reveals that 43.2% of students experience moderate academic stress. This research sought to evaluate the level of stress in students of in-person basic education. To do so, a non-experimental-descriptive methodology and a deductive method with a quantitative approach were used. The SISCO SV-21 Inventory was applied to 586 students, selected through stratified probability sampling by semester. The results showed that a severe level of stress prevails among students, ranging from 61% to 100%. The main stressors identified were homework overload (M=3.68) and the type of work required (M=3.58). The most frequent consequences included concentration problems (M=4.10) and feelings of depression (M=3.77). Coping strategies that stood out were emotional control (M=3.86) and focusing on positive aspects (M=3.62). Statistical analysis (χ2=150.530, p<.001) confirmed the relationship between the semester completed and the level of stress. These findings suggest the need to implement institutional programs to manage academic stress, especially aimed at first-semester students and those in advanced semesters. |
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