STUDY HABITS AND ACADEMIC STRESS IN UNIVERSITY STUDENTS IN PSYCHOPEDAGOGY

Abstract

The present study was developed considering the need to determine risk factors in relation to academic stress and study habits, which influence the learning process. The general objective was to determine the influence of academic stress on the application of study habits in students of the Psychopedagogy Career of the National University of Chimborazo, Riobamba – Ecuador. We worked with a quantitative approach. The research design is non-experimental, descriptive correlational. The sampling defined in this research was non-probabilistic-intentional, having a sample of 50 students. The participants contributed through their responses through the “CASM-85 Study Habits Inventory” and the “Sisco Academic Stress Inventory” questionnaires. The work procedure and the results obtained made it possible to show that there is the presence of signs or symptoms of academic stress, the main stressors being the overload of homework and schoolwork, the teachers' evaluations, the type of work requested by the teachers and the time allocated to complete the work. The students' tendencies were identified in relation to their study habits, which are mostly focused on the categories that include “positive” aspects. Finally, it was determined that there is a correlation between the academic performance of the students and the study habits used, although most of them maintain categories focused on the "positive", it must be considered that each category maintains different characteristics and recommendations for improvement to the application of study habits.