Autoeficacia y estrés académico en estudiantes universitarios

Abstract

Higher education is a stage of new experiences, according to the way they are faced, it can be a challenge to overcome or something overwhelming, so self-efficacy about the individual's capabilities plays an important role as a protector against stress. The aim of the study was to determine the relationship between academic self-efficacy and academic stress in university students. The study was approached by means of a nonexperimental design, quantitative approach, descriptive-correlational and cross-sectional type. A total of 239 students between 18 and 26 years of age participated, distributed in eight semesters and selected by non-probabilistic convenience sampling. The Inventory of Academic Self-Efficacy Expectations (IEAA) and the Systemic Cognitive Inventory for the study of academic stress in its second version of 21 items were applied. The results established that there is no correlation between academic self-efficacy and academic stress (Rho=-0.011, p>0.05). A medium level of academic self-efficacy was determined to be present in 69.9% of the study population and a moderate level of academic stress corresponding to 76.6%. The mean academic stress score in students of initial semesters (64.4) was not significantly different in the final semesters (62.0).