Influencia del estrés en el rendimiento académico de los estudiantes universitarios iberoamericanos: una revisión sistemática
Abstract
La presente investigación tuvo como objetivo analizar la influencia que tiene el estrés en el rendimiento académico de los estudiantes universitarios en Iberoamérica. Se realizó una revisión sistemática basada en el método PRISMA, identificándose 20 artículos publicados a partir del 2020. En 16 de los estudios se reportó cifra considerable de alumnos que presentan estrés en niveles moderado o alto, y en 14 se demostró que a medida que disminuye el estrés, el rendimiento académico tiende a aumentar. Los principales factores generadores de estrés incluyen la sobrecarga académica y tiempo limitado para hacerlos, uso inadecuado de la tecnología, adaptación forzada a la virtualización, responsabilidades familiares; así como, la personalidad, falta de preparación y estilo de evaluación y enseñanza del profesor. En conclusión, el estrés influye negativamente en el rendimiento académico de los estudiantes, lo que resalta la necesidad de implementar estrategias que fomenten el desarrollo de habilidades de afrontamiento efectivas.
The aim of this research was to analyze the influence of stress on the academic performance of university students in Ibero-America. A systematic review based on the PRISMA method was conducted, identifying 20 articles published from 2020 onwards. In 16 of the studies, a significant number of students were reported to experience moderate to high levels of stress, and in 14 studies, it was demonstrated that as stress decreases, academic performance tends to increase. The main stress-inducing factors include academic overload and limited time to complete tasks, inappropriate use of technology, forced adaptation to virtualization, family responsibilities, as well as personality, lack of preparation, and the teacher's evaluation and teaching style. In conclusion, stress negatively impacts students' academic performance, highlighting the need to implement strategies that promote the development of effective coping skills.
The aim of this research was to analyze the influence of stress on the academic performance of university students in Ibero-America. A systematic review based on the PRISMA method was conducted, identifying 20 articles published from 2020 onwards. In 16 of the studies, a significant number of students were reported to experience moderate to high levels of stress, and in 14 studies, it was demonstrated that as stress decreases, academic performance tends to increase. The main stress-inducing factors include academic overload and limited time to complete tasks, inappropriate use of technology, forced adaptation to virtualization, family responsibilities, as well as personality, lack of preparation, and the teacher's evaluation and teaching style. In conclusion, stress negatively impacts students' academic performance, highlighting the need to implement strategies that promote the development of effective coping skills.
Description
Vol. 4, No. 9