Uso de pruebas de estrés percibido para identificar y manejar el estrés académico en estudiantes.
DOI:
https://doi.org/10.56931/jhsw.2024.e19Palabras clave:
Estrés académico, Rendimiento académico, Estrategias de afrontamiento, Estrés percibido, Estudiantes universitariosResumen
El concepto de estrés ha evolucionado significativamente desde los años 1930, cuando Selye identificó respuestas fisiológicas similares en diversas enfermedades. En el ámbito educativo, el estrés académico es una respuesta negativa a demandas percibidas como abrumadoras, afectando el rendimiento y el bienestar de los estudiantes. Su impacto se ha vuelto relevante en estudiantes universitarios, especialmente en periodos de examen, donde niveles altos de ansiedad y distrés afectan la motivación y el rendimiento. La percepción del estrés varía según factores individuales como personalidad y autoestima. La revisión se basó en la selección de estudios publicados entre 2013 y 2024 en Scielo, PubMed y Scopus. Se incluyeron estudios en inglés y español que emplearon pruebas de estrés percibido, excluyendo estudios anteriores a 2013 o en otros idiomas. Los estudios indican que el uso de pruebas de estrés percibido permite identificar niveles de estrés y promover estrategias de afrontamiento. Se evidenció que el estrés académico persistente está relacionado con problemas de salud mental y bajo rendimiento académico, siendo particularmente alto en entornos de educación superior. La implementación de pruebas de estrés y estrategias de afrontamiento, como la reevaluación del estrés y la resiliencia, es fundamental para mejorar el bienestar académico. La comprensión del eustrés y distrés facilita la creación de programas que reduzcan el estrés negativo y fomenten la adaptación en estudiantes universitarios. Esta revisión fue registrada en PROSPERO, con el número de identificación CRD42023486926.
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Derechos de autor 2024 Ana Valencia Naranjo, Katerin González Jácome, Micaela Corchero Coloma (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
