Keywords
academic self-efficacy
communication
school stress
stressors
communication
school stress
stressors
How to Cite
Gonzalez-Sanchez, J., Arteaga Rolando, M. G., Solis Zambrano, R., Guaraca Parreno, S., & Briones Quito, V. (2024). A look at school stress and academic self-efficacy in students. Universidad Ciencia Y Tecnología, 28(125), 25-34. https://doi.org/10.47460/uct.v28i125.852
Abstract
School stress is present at many educational levels and can represent a problem when achieving effective academic self-efficacy in young people. This study analyzed school stress to verify its possible relationship with academic self-efficacy in adolescent students. A sample of 245 students was used, to whom the academic self-efficacy scale and the systemic cognitive inventory (SISCO) were applied to determine the possible relationship between these variables. The main findings revealed that school stress has a weak positive relationship with academic stress, because, to achieve satisfactory results in academic performance, there must be appropriate academic self-efficacy, which merits effort and commitment on the part of the student, which causes stressful situations, inevitable for the achievement of objectives.
References
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[13] C. Kassaw and V. Demareva, “Determinants of academic achievement among higher education student found in a low resource setting, A systematic review,” PLoS One, vol. 18, no. 11, p. e0294585, Nov. 2023, doi: 10.1371/journal.pone.0294585.
[14] H. Blanco Vega, M. Martínez Marín, M. Zueck Enríquez, & G. Gastélum Cuadras. “Análisis psicométrico de la escala autoeficacia en conductas académicas en universitarios de primer ingreso”. Revista Electrónica Actualidades Investigativas en Educación, 11(3), 1-27, 2011.
[15] A. Barraza-Macías. Inventario SISCO SV-21. Editorial ECORFAN. Segunda versión de 21 ítems. Books-©ECORFAN- México, Durango. 2018.
[2] M. Cassaretto, P. Vilela, and L. Gamarra, “Estrés académico en universitarios peruanos: importancia de las conductas de salud, características sociodemográficas y académicas,” LIBERABIT. Revista Peruana de Psicología, vol. 27, no. 2, p. e482, Dec. 2021, doi: 10.24265/liberabit.2021.v27n2.07.
[3] INEVAL, Políticas transformadoras: hacia el nuevo Ecuador, desde la evalucación educativa, Primera. 2024. Accessed: Jul. 27, 2024. [Online]. Available:
https://evaluaciones.evaluacion.gob.ec/archivosPD/uploads/dlm_uploads/2023/12/PoliticaDAEEV04PRINT.pdf
[4] F. Xie and A. Derakhshan, “A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context,” Front Psychol, vol. 12, Jul. 2021, doi: 10.3389/fpsyg.2021.708490.
[5] A. A. Alhamed, “The link among academic stress, sleep disturbances, depressive symptoms, academic performance, and the moderating role of resourcefulness in health professions students during COVID-19 pandemic,” Journal of Professional Nursing, vol. 46, pp. 83–91, May 2023, doi: 10.1016/j.profnurs.2023.02.010.
[6] J. González-Sánchez, C. Núñez Michuy, and S. Guaraca Parreño, “ESTRATEGIA NEURODIDÁCTICA: CONSOLIDAR COMPRENSIÓN DEL APRENDIZAJE EN EL DESPERTAR COGNITIVO,” Revista de Investigación, Formación y Desarrollo: Generando Productividad Institucional, vol. 9, pp. 77–84, 2021.
[7] C. Freire, M. del M. Ferradás, B. Regueiro, S. Rodríguez, A. Valle, and J. C. Núñez, “Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach,” Front Psychol, vol. 11, May 2020, doi: 10.3389/fpsyg.2020.00841.
[8] M. M. Al-Shahrani, B. Alasmri, R. Al-Shahrani, N. Al-Moalwi, A. Al Qahtani, and A. Siddiqui, “The Prevalence and Associated Factors of Academic Stress among Medical Students of King Khalid University: An Analytical Cross-Sectional Study,” Healthcare, vol. 11, no. 14, p. 2029, Jul. 2023, doi: 10.3390/healthcare11142029.
[9] G. Barbayannis, M. Bandari, X. Zheng, H. Baquerizo, K. Pecor, and X. Ming, “Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19,” Front Psychol, vol. 13, May 2022, doi: 10.3389/fpsyg.2022.886344.
[10] Y. Valdez, R. Marentes, S. Correa, R. Hernández, I. Enríquez, and M. Quintana, “Nivel de estrés y estrategias de afrontamiento utilizadas por estudiantes de la licenciatura en Enfermería,” Enfermería Global, vol. 21, no. 1, pp. 248–270, Jan. 2022, doi: 10.6018/eglobal.441711.
[11] T. Ley, J. Kisielewska, T. Collett, and S. Burr, “Improving communication for learning with students: expectations, feedback and feedforward,” MedEdPublish, vol. 8, p. 14, Jan. 2019, doi: 10.15694/mep.2019.000014.1.
[12] P. Goldberg, J. Schwerter, T. Seidel, K. Müller, and K. Stürmer, “How does learners’ behavior attract preservice teachers’ attention during teaching?,” Teach Teach Educ, vol. 97, p. 103213, Jan. 2021, doi: 10.1016/j.tate.2020.103213.
[13] C. Kassaw and V. Demareva, “Determinants of academic achievement among higher education student found in a low resource setting, A systematic review,” PLoS One, vol. 18, no. 11, p. e0294585, Nov. 2023, doi: 10.1371/journal.pone.0294585.
[14] H. Blanco Vega, M. Martínez Marín, M. Zueck Enríquez, & G. Gastélum Cuadras. “Análisis psicométrico de la escala autoeficacia en conductas académicas en universitarios de primer ingreso”. Revista Electrónica Actualidades Investigativas en Educación, 11(3), 1-27, 2011.
[15] A. Barraza-Macías. Inventario SISCO SV-21. Editorial ECORFAN. Segunda versión de 21 ítems. Books-©ECORFAN- México, Durango. 2018.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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