Keywords
academic stress
emotional regulation
university students
high demand
emotional regulation
university students
high demand
How to Cite
Sierra Delgado, M. S., Coaquira Mamani , J. M., Coaquira Ramon, I. J., Caceres Cabana, Z. A., & Aleman Vilca, Y. (2026). Emotional States and Academic Performance in Higher Education: An Educational Psychology Approach. Universidad Ciencia Y Tecnología, 30(130), 87-97. https://doi.org/10.47460/uct.v30i130.1038
Abstract
This study analyzed the relationship between emotional states and academic performance in higher education students from an educational psychology perspective. Using a quantitative design and synthetic data, academic emotions, affect, psychological distress, academic engagement, and burnout were assessed. Descriptive and correlational results showed positive associations between academic performance and adaptive emotions, positive affect, and academic engagement, as well as negative relationships with anxiety, boredom, and psychological distress. Hierarchical regression confirmed the incremental and significant contribution of different emotional and motivational domains in explaining academic performance. These findings highlight the importance of integrating emotional well-being into university training strategies.
References
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[14] C. A. Lamadrid Vela, E. M. Aguirre Reyes, R. A. Garavito Criollo, y C. E. Lamadrid Aguirre, "Influence of motivation on job satisfaction: Evidence from educational management," Minerva, vol. 6, n.º 18, pp. 70-77, 2025, doi: 10.47460/minerva.v6i18.230.
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[17] D. Bedewy y A. Gabriel, "Measuring academic stress and its sources: The perception of academic stress scale," Health Psychology Open, vol. 2, n.º 2, 2015.
[18] J. J. Gross y O. P. John, "Individual differences in emotion regulation processes," Journal of Personality and Social Psychology, vol. 85, n.º 2, pp. 348-362, 2003.
[2] A. D. Crosswell y K. G. Lockwood, "Best practices for stress measurement: How to measure psychological stress in health research," Health Psychology Open, vol. 7, n.º 2, 2020, doi: 10.1177/2055102920933072.
[3] D. Bedewy y A. Gabriel, "Examining perceptions of academic stress and its sources among university students: The perception of academic stress scale," Health Psychology Open, vol. 2, n.º 2, 2015, doi: 10.1177/2055102915596714.
[4] G. Barbayannis, L. Bandari, M. Zheng, K. Baquerizo, M. Pecoraro, y E. M. Xie, "Academic stress and mental well-being in college students: Correlations, affected groups, and COVID-19," Frontiers in Psychology, 2022, doi: 10.3389/fpsyg.2022.886344.
[5] J. J. Gross, "The emerging field of emotion regulation: An integrative review," Review of General Psychology, vol. 2, n.º 3, pp. 271-299, 1998, doi: 10.1037/1089-2680.2.3.271.
[6] J. J. Gross, "Emotion regulation: Current status and future prospects," Psychological Inquiry, vol. 26, n.º 1, pp. 1-26, 2015.
[7] J. J. Gross y O. P. John, "Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being," Journal of Personality and Social Psychology, vol. 85, n.º 2, pp. 348-362, 2003, doi: 10.1037/0022-3514.85.2.348.
[8] R. Pekrun, "The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice," Educational Psychology Review, vol. 18, pp. 315-341, 2006, doi: 10.1007/s10648-006-9029-9.
[9] W. B. Schaufeli, M. Salanova, V. González-Romá, y A. B. Bakker, "The measurement of engagement and burnout: A two sample confirmatory factor analytic approach," Journal of Happiness Studies, vol. 3, pp. 71-92, 2002, doi: 10.1023/A:1015630930326.
[10] I. S. Santiago, S. de Castro e Castro, A. P. A. de Brito, et al., "Stress and exhaustion among medical students: A prospective longitudinal study on the impact of the assessment period on medical education," BMC Medical Education, vol. 24, p. 630, 2024, doi: 10.1186/s12909-024-05617-6.
[11] Z. Kordzanganeh, S. Bakhtiarpour, F. Hafezi, y Z. Dashtbozorgi, "The relationship between time management and academic burnout with the mediating role of test anxiety and self-efficacy beliefs among university students," Journal of Medical Education, vol. 20, n.º 1, p. e112142, 2021, doi: 10.5812/jme.112142.
[12] M. D. D. R. Alcivar Cedeño, J. I. Cedeno Molina, E. R. Mendoza Rodriguez, y Y. B. Bravo Sanchez, "Confinement, stress and attitudes in pandemic times," Minerva, vol. 2, n.º 5, pp. 13-19, 2021, doi: 10.47460/minerva.v2i5.30.
[13] J. Calizaya Lopez, A. Carita Choquecahua, S. C. Minaya Medina, M. Pacheco Quico, y G. I. Monzon Alvarez, "Student burnout in the contemporary university: Emotional, institutional, and pedagogical factors," Minerva, vol. 7, n.º 19, pp. 64-73, 2026, doi: 10.47460/minerva.v7i19.271.
[14] C. A. Lamadrid Vela, E. M. Aguirre Reyes, R. A. Garavito Criollo, y C. E. Lamadrid Aguirre, "Influence of motivation on job satisfaction: Evidence from educational management," Minerva, vol. 6, n.º 18, pp. 70-77, 2025, doi: 10.47460/minerva.v6i18.230.
[15] E. Guthrie, D. Black, H. Bagalkote, C. Shaw, M. Campbell, y F. Creed, "Psychological stress and burnout in medical students: A five-year prospective longitudinal study," Journal of the Royal Society of Medicine, vol. 91, n.º 5, pp. 237-243, 1998, doi: 10.1177/014107689809100502.
[16] J. W. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches, 4.ª ed. Thousand Oaks, CA, USA: Sage, 2014.
[17] D. Bedewy y A. Gabriel, "Measuring academic stress and its sources: The perception of academic stress scale," Health Psychology Open, vol. 2, n.º 2, 2015.
[18] J. J. Gross y O. P. John, "Individual differences in emotion regulation processes," Journal of Personality and Social Psychology, vol. 85, n.º 2, pp. 348-362, 2003.
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