Determinantes del estrés académico y su impacto en el rendimiento estudiantil.

Abstract

This study addresses academic stress and its impact on the performance of Nursing students at a public university in Machala, Ecuador. Through a quantitative, descriptive, and cross-sectional design, a validated survey was applied to a sample of 158 officially enrolled students. The objective was to identify the main sources, manifestations, and coping strategies related to academic stress, as well as its relationship with sociodemographic variables and academic performance. The findings revealed a high prevalence of stress, with the primary stressors being academic workload, frequent evaluations, and difficulty balancing personal and academic responsibilities. The most common manifestations included anxiety (35.4%), insomnia (14.6%), and nervousness (12.6%), alongside physical symptoms such as gastrointestinal problems and changes in appetite. The analysis showed that female students reported higher levels of stress and used fewer effective coping strategies, such as relaxation techniques or seeking academic support from faculty. Despite this, most students rated their overall academic performance as "good," though they reported challenges in content comprehension, teamwork, and time management. Alarmingly, 35.4% of participants considered dropping out due to academic stress. The study concludes that academic stress has a significant negative impact on students’ physical and mental health, as well as their academic performance. Therefore, it is essential for higher education institutions to implement psychoeducational support programs and preventive strategies. Additionally, notable differences were identified based on gender and marital status, highlighting the need for tailored interventions to reduce stress and promote academic success among nursing students.