Estrés académico en estudiantes universitarios de Iberoamérica: una revisión sistemática

Jurado-Botina, Liseth; Montero-Bolaños, Christian; Carlosama-Rodríguez, Diana; Tabares-Díaz, Yuranny Alejandra

doi:10.18270/chps..v2021i2.3917

Cited by 9 publications

(6 citation statements)

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“…En Latinoamérica, se ha estudiado la correlación del capital social con variables como apoyo social y depresión, pero no existen hasta el momento trabajos sobre la relación entre CSV y EA (Jurado-Botina et al, 2022;Serveleon Quincho, et al, 2021).…”

Section: Capital Social Y Estrés Académicounclassified

“…Investigaciones identificaron que por lo menos un tercio de los estudiantes de primer año tienen problemas de salud mental (Auerbach et al, 2018) y que la cuarta parte padece algún grado de depresión (Sheldon et al, 2021), siendo la exposición prolongada al estrés académico (EA) una de sus causas (Cobiellas-Carballo, 2020;Montoya Vélez et al, 2010). De hecho, la población estudiantil que tiene mayor nivel de EA es justamente la de los universitarios (Jurado-Botina et al, 2022;Pulido et al, 2011).…”

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Capital Social Vinculante Y Estrés Académico en Estudiantes Universitarios

Castro Torres,

Vargas-Piérola,

Pinto

et al. 2022

rcti

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Aunque el estrés académico (EA) es un problema con alta incidencia en universitarios, hay pocos estudios sobre el tema. Este trabajo busca determinar si existe correlación entre el capital social vinculante (CSV) y sus dimensiones (tamaño de red, confianza, reciprocidad y propiedad de los recursos) con los síntomas psicológicos (SPsi) del EA, determinando su fuerza y significancia. Método: Se evaluó la correlación entre las dimensiones del CSV con los SPsi del EA en una muestra de 150 estudiantes universitarios voluntarios. Se usó el coeficiente de Spearman (rs) para establecer la correlación, la prueba de independencia de Chi-cuadrado de Pearson (X2) para establecer la diferencia entre grupos y el análisis de residuos (Rü) para determinar dirección y significancia. Resultados: Un tercio de los estudiantes presenta alta frecuencia de SPsi mientras que la cuarta parte una regular. El CSV tiene una correlación negativa, débil y significativa con los SPsi (rs(123)= -.18, p= .040), al igual que la confianza (rs(123)= .-19, p= .031). Adicionalmente, se identificó una correlación negativa, significativa y fuerte entre la dimensión confianza del CSV y el SPsi 20 [ansiedad, angustia o desesperación] del EA (X2= 4.83; gl= 1; p= .028; V de Cramer= 0.21). Discusión: El tamaño del efecto de las correlaciones da cuenta de que existen otras variables involucradas en la relación entre capital social y EA, lo que implica mediación. Es necesario mejorar a futuro la explicación de la relación entre CSV y EA incluyendo más variables en un modelo más complejo de análisis. Palabras clave: capital social, estrés académico, síntomas psicológicos, estudiantes universitarios.

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Section: Capital Social Y Estrés Académicounclassified

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Capital Social Vinculante Y Estrés Académico en Estudiantes Universitarios

Castro Torres,

Vargas-Piérola,

Pinto

et al. 2022

rcti

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“…This problem, which is currently growing so much internationally [7,8], is being widely investigated, especially with studies of prevalence [9] and characterization of the phenomenon, analyzing psychological and academic variables [10,11], considering them as causal and/or modulatory variables for the presence of the phenomenon [12][13][14]. Also, studies carried out during the COVID-19 pandemic and the obligation of distance learning [15][16][17] revealed the presence of higher levels of stress compared to the prepandemic era, highlighting the importance of personal relationships.…”

Section: Introductionmentioning

confidence: 99%

Academic Stress in University Students: The Role of Physical Exercise and Nutrition

Monserrat-Hernández,

Checa-Olmos,

Arjona-Garrido

et al. 2023

Healthcare

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The university experience can cause academic stress that, in turn, can lead to comorbidities. Students increasingly face demands and challenges that require a large amount of physical and psychological resources. These circumstances can make them experience physical and mental fatigue, lower their interest in studying, and even lead them to lose control over their academic performance and health. The objective of this work is to determine the relationship between the practice of physical exercise, eating patterns, and academic stress among university students. A questionnaire was administered to 742 students using non-probabilistic sampling. The mean age was 21.24 (DT = 3.8), and 20.1% were men and 79.4% were women. To identify academic stress, the Stress Manifestation Scale of the Students Stress Inventory (SSI) subscale was used; the Mediterranean Diet Score adapted by Scröder et al. (2011) was applied for eating patterns, and the practice of exercise was measured by weekly hours of exercise. The results show that there is a relationship between academic stress and physical exercise, but not with adherence to the Mediterranean Diet. However, there is a relationship between the consumption of “unhealthy” foods exceeding the recommendations for the Spanish population and academic stress. In short, physical activity and diet are variables that are related to psychological well-being. Therefore, they should constitute the backbone of actions designed by university managers to eliminate or reduce stress suffered by students. Finally, the work demonstrates the need to create new scales that consider not only the foods that help alleviate stress but also their portions.

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“…Empirical studies have shown that social capital [ 3 , 4 ], social support [ 5 , 6 ], self-esteem (sEstee) and self-efficacy (sEffic) [ 7 , 8 ] reduce the indicators (or effects) of general stress on university students. Studies on AS conducted in Latin America focused on their correlation with psychological variables—social support, anxiety, depression, suicidal ideation, coping styles, sEffic and sEstee—as well as sociodemographic—sex, socioeconomic level and type of family—[ 9 , 10 ]. However, there are no specific studies on the relationship between social capital and AS.…”

Section: Introductionmentioning

confidence: 99%

Serial Mediation Model of Social Capital Effects over Academic Stress in University Students

Torres

Vargas-Piérola²,

Pinto

et al. 2022

EJIHPE

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Background: Although several studies have shown that social capital and social support decreases academic stress (AS), there has been lack of atheoretical model to explain how this occurs. This study aims to verify a model that explains the effect of bonding social capital (BSC) over academic stress psychological symptoms (PsyS), considering the multiple sequential mediation of socio-emotional support (SES), self-efficacy (sEffic) and self-esteem (sEstee). Methods: In a transversal study, 150 undergraduate volunteer students were recruited using non-probabilistic purposive sampling. Data were collected using psychological questionnaires and were processed through partial least squares structural equation modeling (PLS-SEM). Results: Goodness of fit of the models (SRMR = 0.056, 0.057, <HI95) (dULS, dG < HI95), reliability and validity are adequate. The indirect effect of BSC over PsyS (β = −0.196; IC 95% [−0.297, −0.098]) is relevant and significant and is serial mediated by SES and sEffic. Conclusions: From a very precise conceptual definition, a model is generated, within which empirical evidence explains the relationship between BSC and PsyS, emphasizing the role of BSC in the development of personal resources to cope with AS. This can be applied to policies and public health programs that affect these variables.

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Estrés académico en estudiantes universitarios de Iberoamérica: una revisión sistemática

Cited by 9 publications

References 0 publications

Capital Social Vinculante Y Estrés Académico en Estudiantes Universitarios

Capital Social Vinculante Y Estrés Académico en Estudiantes Universitarios

Academic Stress in University Students: The Role of Physical Exercise and Nutrition

Serial Mediation Model of Social Capital Effects over Academic Stress in University Students

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