Estrés académico y su relación con la autoestima en estudiantes de secundaria superior

Abstract

The present study sought to identify the correlation between academic stress and selfesteem in high school students, using the SISCO Academic Stress Inventory and the Rosenberg Self-Esteem Scale, in a population of 107 high school students, 70 males and 37 females, with an age range of 14 to 16 years, selected by means of a sociodemographic form in which the inclusion and exclusion criteria were contemplated. The results showed that 77.6% of the students presented levels of moderate academic stress, being the predominant level, followed by levels of deep academic stress and in smaller proportion levels of mild academic stress, if there was a difference in gender, with females presenting deeper levels of academic stress. Regarding self-esteem, it was found that the highest level corresponds to high selfesteem with 37.4% of the population, followed by low self-esteem and finally medium self-esteem. It was found that there is a statistically significant correlation of p=.000 and inverse of R= -.357 between academic stress and self-esteem, that is to say, the higher the academic stress the lower the self-esteem and vice versa, being able to observe that while the students have a higher level of deep academic stress their selfesteem is at a low level.