Stress and Academic Performance of University Students at the Technical University of Manabí: A Cross-Sectional Descriptive Study

Abstract

Academic stress is a systemic response to university demands that impacts health and performance. The objective was to determine the levels of academic stress and its correlation with academic performance in eighth-semester Psychology students at the Technical University of Manabí, in order to characterize the impact of this phenomenon and establish an empirical basis. This descriptive cross-sectional study, with a quantitative approach and a non-experimental design, administered the SISCO Inventory to 75 students selected through purposive sampling. The results reveal an alarming prevalence: 52% present very high stress and 15% high stress. The main stressors are limited time for assignments (68%) and faculty evaluations (55%). The most frequent physical and emotional symptoms are digestive problems (55%), sleep disorders (46%), and nervous behavior (48%). The predominant coping strategies are self-regulation and defensive thinking (75%) and planning (50%), while seeking professional help is less common (41%). The analysis confirms that stress-related symptoms, such as fatigue and concentration problems, directly impair academic performance. The discussion underscores that workload overload and time pressure create a systemic imbalance. It is concluded that academic stress is a critical phenomenon in this population, characterized by high prevalence, significant physical manifestations, and limited use of professional support resources.