Incidencia de los factores socioeconómicos en el estrés académico de estudiantes de Trabajo Social, UNA Puno 2024
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Vive Rev. Salud
Abstract
El estudio sobre la incidencia de los factores socioeconómicos en el estrés académico de los estudiantes de la Escuela Profesional de Trabajo Social de la Universidad Nacional del Altiplano de Puno en 2024. Objetivo: determinar la relación de dichos factores con el nivel de estrés académico. Materiales y métodos: Se desarrolló bajo un enfoque cuantitativo, con método hipotético-deductivo, de tipo básico teórico, alcance explicativo y diseño no experimental de corte transversal; la población estuvo conformada por 283 estudiantes de primero a quinto ciclo, y la muestra estratificada fue de 163 participantes. La recolección de datos se realizó mediante encuesta con cuestionario validado, y el procesamiento empleó la prueba estadística Rho de Spearman y el modelo de regresión lineal múltiple en STATA. Resultados: los factores socioeconómicos incidieron significativamente en el estrés académico (p = 0.000; R² = 0.98), explicando el 97.99% de su variabilidad. En particular, los factores sociales (Rho = -0.776) y económicos (Rho = -0.999) mostraron correlaciones negativas fuertes y significativas, indicando que la carencia de apoyo social y las limitaciones económicas incrementan notablemente la frecuencia de estrés académico. Conclusiones: se concluye que los factores socioeconómicos tienen un impacto determinante en la presencia de estrés académico en los estudiantes, siendo los aspectos económicos y sociales los que mayor influencia ejercen. Estos resultados evidencian la necesidad de diseñar políticas universitarias y programas de apoyo que fortalezcan las condiciones socioeconómicas de los estudiantes para mitigar los efectos del estrés en su rendimiento académico.
The study on the incidence of socioeconomic factors in academic stress among students of the Professional School of Social Work at the National University of the Altiplano of Puno in 2024. Objective: to determine the relationship of these factors with the level of academic stress. Materials and Methods: it was conducted under a quantitative approach, with a hypothetical-deductive method, basic theoretical type, explanatory scope, and non-experimental cross-sectional design; the population consisted of 283 students from the first to the fifth cycle, and the stratified sample included 163 participants. Data collection was carried out through a validated questionnaire survey, and data processing employed Spearman's Rho statistical test and the multiple linear regression model in STATA. Results: socioeconomic factors significantly affected academic stress (p = 0.000; R² = 0.98), explaining 97.99% of its variability. In particular, social factors (Rho = -0.776) and economic factors (Rho = -0.999) showed strong and significant negative correlations, indicating that lack of social support and economic limitations markedly increase the frequency of academic stress. Conclusions: it is concluded that socioeconomic factors have a decisive impact on the presence of academic stress among students, with economic and social aspects exerting the greatest influence. These findings highlight the need to design university policies and support programs that strengthen students' socioeconomic conditions to mitigate the effects of stress on academic performance.
The study on the incidence of socioeconomic factors in academic stress among students of the Professional School of Social Work at the National University of the Altiplano of Puno in 2024. Objective: to determine the relationship of these factors with the level of academic stress. Materials and Methods: it was conducted under a quantitative approach, with a hypothetical-deductive method, basic theoretical type, explanatory scope, and non-experimental cross-sectional design; the population consisted of 283 students from the first to the fifth cycle, and the stratified sample included 163 participants. Data collection was carried out through a validated questionnaire survey, and data processing employed Spearman's Rho statistical test and the multiple linear regression model in STATA. Results: socioeconomic factors significantly affected academic stress (p = 0.000; R² = 0.98), explaining 97.99% of its variability. In particular, social factors (Rho = -0.776) and economic factors (Rho = -0.999) showed strong and significant negative correlations, indicating that lack of social support and economic limitations markedly increase the frequency of academic stress. Conclusions: it is concluded that socioeconomic factors have a decisive impact on the presence of academic stress among students, with economic and social aspects exerting the greatest influence. These findings highlight the need to design university policies and support programs that strengthen students' socioeconomic conditions to mitigate the effects of stress on academic performance.
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Vol. 8, No. 24