Academic stress and learning results in medical students
Keywords:
ACADEMIC PERFORMANCE, STRESS, STUDENTS, MEDICAL, FACULTY, PSYCHOPHYSIOLOGY.Abstract
Introduction: academic demands behave like stressors leading to student stress, an experience is shown.
Objective: to evaluate the possible association between levels of academic stress and learning results in students of the second academic year of medicine at Cuenca Catholic University - Azogues Venue.
Methods: a cross-sectional study was carried out involving 72 students of both genders. The SISCO inventory was applied to determine academic stress levels. Normal or low learning performance was established by the final average of points of the total number of subjects. Differences and associations between variables were determined by means of the proportions test and X2, respectively.
Results: there were no significant differences between genders in learning performance or levels of academic stress. High levels of stress significantly predominated among the total number of students with respect to low level and in the female gender. Levels of academic stress and learning performance were not associated with gender. Students with normal learning performance were found in higher percentages, while those with high levels of academic stress had significantly higher percentages (p ≤ 0.05), who showed low learning performance. Stress levels were significantly associated with learning performance.
Conclusions: high levels of academic stress were found among the students participating in this study, which evidenced a negative influence on their learning performance.
Downloads
References
1.- Jerez-Mendoza M, Oyarzo-Barría C. Estrés académico en estudiantes del Departamento de Salud de la Universidad de Los Lagos Osorno. Revista chilena de neuro-psiquiatría. [Internet]. 2015 [cited 18/2/2018]; 53(3): [aprox. 7p.]. Disponible en: https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0717-92272015000300002&lng=es.
2.- Gutiérrez AM, Amador ME. Estudio del estrés en el ámbito académico para la mejora del rendimiento estudiantil. Revista de la Facultad de Ciencias Contables. [Internet] 2016[cited 18/2/2018]; 24(45): [aprox. 5p.]. Disponible en: http://revistasinvestigacion.unmsm.edu.pe/index.php/quipu/article/view/12457
3.- Dominguez RA, Guerrero GJ, Dominguez JG. Influencia del estrés en el rendimiento académico de un grupo de estudiantes universitarios. Educación y Ciencia. [Internet] 2015 [cited 21/2/2018]; 4(43): [aprox. 9p.]. Disponible en: http://www.educacionyciencia.org/index.php/educacionyciencia/article/download/313/pdf_12
4.- Barraza-López R, Muñoz-Navarro N, Behrens-Pérez C. Relationship between emotional intelligence and depression-anxiety and stress in medical students freshmen. Revista chilena de neuro-psiquiatría. [Internet] 2017 [cited 21/2/2018]; 55(1): [aprox. 7p.]. Disponible en: https://scielo.conicyt.cl/scielo.php?script=sci_abstract&pid=S0717-92272017000100003&lng=en&nrm=iso
5.- Vidal Conti J, Muntaner A, Palau Sampol P. Diferencias de estrés y afrontamiento del mismo según el género y cómo afecta al rendimiento académico en estudiantes universitarios. Contextos Educativos. [Internet] 2018 [cited 02/03/2018]; 22: [aprox. 11p.]. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=6524978
6.- Castillo Pimienta C, Chacón de la Cruz T, Díaz Véliz G. Ansiedad y fuentes de estrés académico en estudiantes de carreras de la salud. Investigación en Educación Médica. [Internet] 2016 [cited 05/03/2018]; 5(20): [aprox. 7p.]. Disponible en: http://www.scielo.org.mx/scielo.php?pid=S2007-50572016000400230&script=sci_arttext&tlng=en
7. - Pego-Pérez E R, del Río-Nieto Mª del C, Fernández I, Gutiérrez-García E. Prevalencia de sintomatología de ansiedad y depresión en estudiantado universitario del Grado en Enfermería en la Comunidad Autónoma de Galicia. [Internet]. 2018 [cited 10/03/2018]; 12(2): [aprox. 1p.]. Disponible en: http://scielo.isciii.es/pdf/ene/v12n2/1988-348X-ene-12-02-785.pdf
8.- Alfonso B, Calcines M, Monteagudo de la Guardia R, Achon Z. Estrés académico. Edumecentro. [Internet] 2015 [cited 15/03/2018]; 7(2): [aprox. 15p.]. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742015000200013
9.- Osorio-Alvarez MC, Parra Gámez L. La satisfacción escolar en los estudiantes del primer año de la carrera de Médico Cirujano. Investigación en educación médica. [Internet]. 2016 [cited 15/03/2018]; 5(17): [aprox. 7p.]. Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-50572016000100003
10.- García GA, Del Toro AAY, Cisneros PE, Querts MO, Cascaret SX. Algunas variables psicosociales asociadas al bajo rendimiento académico en estudiantes de primer año de Medicina. MediSan. [Internet] 2017 [cited 20/03/2018]; 21(4): [aprox. 6p.]. Disponible en: http://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=71778
11.- Cabanach R, Souto Gestal A, Franco V. Escala de estresores académicos para la evaluación de los estresores académicos en estudiantes universitarios. Revista Iberoamericana de Psicología y Salud. [Internet] 2016 [cited 22/03/2018]; 7(2): [aprox. 9p.]. Disponible en: https://www.sciencedirect.com/science/article/pii/S2171206916300138
12.- Morales Rodríguez FM. Relationships between coping with daily stress, self-concept, social skills and emotional intelligence. European Journal of Education and Psychology. [Internet] 2017 [cited 10/04/2018]; 10(2): [aprox. 7p.]. Disponible en: https://www.sciencedirect.com/science/article/pii/S1888899217300090
13.- Serrano C, Vaillo Yolanda A. Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes. Revista de psicodidáctica. [Internet] 2016 [cited 10/04/2018]; 21(2): [aprox. 20p.]. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5565745
14.- Misrachi C, Ríos M, Manríquez JM, Burgos C, Ponce D. Fuentes de estrés percibidas y rendimiento académico de estudiantes de odontología chilenos. Educación Médica. [Internet] 2015 [cited 10/04/2018]; 18(2): [aprox. 7p.]. Disponible en: http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S2014-98322015000200006
Published
How to Cite
Issue
Section
License
Authors who have publications with this journal agree to the following terms: Authors will retain their copyrights and grant the journal the right of first publication of their work, which will be publication of their work, which will be simultaneously subject to the Creative Commons Attribution License (CC-BY-NC 4.0) that allows third parties to share the work as long as its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g.: deposit it in an institutional telematic archive or publish it in a volume). Likewise, and according to the recommendations of the Medical Sciences Editorial (ECIMED), authors must declare in each article their contribution according to the CRediT taxonomy (contributor roles). This taxonomy includes 14 roles, which can be used to represent the tasks typically performed by contributors in scientific academic production. It should be consulted in monograph) whenever initial publication in this journal is indicated. Authors are allowed and encouraged to disseminate their work through the Internet (e.g., in institutional telematic archives or on their web page) before and during the submission process, which may produce interesting exchanges and increase citations of the published work. (See The effect of open access). https://casrai.org/credit/
