Academic stress and psychological well-being in university students
Keywords:
academic performance, academic success, psychological well-being, stress psychologicalAbstract
Introduction: Higher medical education aims to train healthcare professionals with a high level of knowledge, sufficient skills, and abilities to ensure adequate professional performance. To achieve this, it is necessary to maintain psychological well-being that allows for high academic performance.
Objective: To identify whether there is a relationship between academic stress and psychological well-being in university students.
Methods: Descriptive, observational, and correlational research was conducted with university students of health sciences. The sample consisted of a total of 243 nursing students from the Faculty of Medical Sciences of the National University of Chimborazo. The sample consisted of 150 students who were assessed using the Ryff scale to determine psychological well-being and the academic stress coping scale. The Spearman correlation test was used to identify the relationship between psychological well-being and academic stress.
Results: The average age was 23.47 years, with a predominance of females (68.67%) and singles (78.67%). Students with a medium level of academic stress (32.00%) and a medium level of psychological well-being (44.67%) predominated. A medium negative correlation (-0.497 and p = 0.001) was identified between academic stress and psychological well-being.
Conclusions: There is a relationship between academic stress and psychological well-being. Academic stress affects psychological well-being; the higher the academic stress score, the greater the impact on psychological well-being.
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