Use of perceived stress tests to identify and manage academic stress in students.
DOI:
https://doi.org/10.56931/jhsw.2024.e19Keywords:
Academic stress, Academic performance, Coping strategies, Perceived stress, University studentsAbstract
The concept of stress has evolved significantly since the 1930s, when Selye identified similar physiological responses across various diseases. In the educational field, academic stress is a negative response to demands perceived as overwhelming, affecting students' performance and well-being. Its impact has become particularly relevant among university students, especially during exam periods, where high levels of anxiety and distress affect motivation and performance. Stress perception varies according to individual factors such as personality and self-esteem. The review was based on the selection of studies published between 2013 and 2024 in Scielo, PubMed, and Scopus. Studies in English and Spanish that utilized perceived stress tests were included, excluding those published before 2013 or in other languages. The studies indicate that the use of perceived stress tests enables the identification of stress levels and the promotion of coping strategies. Persistent academic stress was shown to be associated with mental health issues and poor academic performance, particularly in higher education settings. Implementing stress tests and coping strategies, such as stress reevaluation and resilience, is essential to improve academic well-being. Understanding eustress and distress facilitates the creation of programs that reduce negative stress and promote adaptation among university students. This review was registered in PROSPERO, with the identification number CRD42023486926.
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