Palabras clave
estrés académico
regulación emocional
estudiantes universitarios
alta exigencia
regulación emocional
estudiantes universitarios
alta exigencia
Cómo citar
Sierra Delgado, M. S., Coaquira Mamani , J. M., Coaquira Ramon, I. J., Caceres Cabana, Z. A., & Aleman Vilca, Y. (2026). Estrés académico y regulación emocional en estudiantes universitarios: dinámicas psicológicas en entornos de alta exigencia. Universidad Ciencia Y Tecnología, 30(130), 87-97. https://doi.org/10.47460/uct.v30i130.1038
Resumen
El objetivo de este estudio fue analizar la relación entre el estrés académico y la regulación emocional en estudiantes universitarios que se desenvuelven en contextos de alta exigencia. Se adoptó un enfoque cuantitativo, con diseño no experimental y alcance correlacional, aplicando escalas validadas para medir estrés académico y estrategias de regulación emocional. Los resultados evidenciaron que mayores niveles de estrés académico se asocian con una menor utilización de la reevaluación cognitiva y con un mayor uso de la supresión emocional. Estos hallazgos sugieren que la alta exigencia académica favorece estilos de regulación emocional más reactivos, lo que puede incrementar el desgaste psicológico. Se concluye que fortalecer la regulación emocional resulta clave para promover el bienestar y la sostenibilidad del rendimiento académico.
Citas
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[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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