EXPERIMENTAL PSYCHOLOGY

TOPIC: STRESS AND ACADEMIC PERFORMANCE IN UNIVERSITY

STUDENTS OF THE NATIONAL TECHNOLOGICAL UNIVERSITY OF PERU

(UTP) HEADQUARTERS THIS 2022

TEACHER:

GIULIANA CECILIA CASTRO CARRASCO

STUDENTS:

 ATTO CASTRO DEYANNIRA KRISTELL

 DÁVILA SÁNCHEZ KATHERIN YUVITSA

 FLOWERS HUARAYA ADELA

 HUACHUHUILLCA REJAS DANIELA

 IBARRA CHIHUA ANTURO JESUS (NOT WORK)

 REYMUNDO ASPUR ELVIRA PAOLA

 YESQUEN MELGAREJO ANA YACKELYNE ROSSEMARY

(NOT WORKING)

LIMA PERU
 SUMMARY

The objectives of this work were to determine the influence of stress on the

academic performance of university students at UTP East Campus, for which we applied

the instrument called SISCO in a random population of 50 students….

KEYWORDS: Stress, academic performance, university students, UTP.

CHAPTER I: STATEMENT OF THE PROBLEM

1.1 Problem description:

According to Lemos, H. and López, M. (2018) pointed out that “stress is a process

in which an event or stimulus is perceived as threatening and that generates physiological,

emotional and behavioral responses which can be considered normal” (p. 2).

(Selye, 2000) pointed out that stress is a non-specific response of the organism to

external stimuli. In other words, these are the person's reactions to situations, which

requires adaptation, the stressor that stimulates a state of change can be: Biological,

Psychological and Social Factor.

While we were at the technological university of Peru, we were able to observe that

the students start with a lot of enthusiasm, but this changes as the academic year

progresses, this enthusiasm decreases due to the stress generated. Likewise, some students

have a little difficulty adapting, due to various circumstances they go through.

In this research we have proposed to determine the influence of stress in various

areas of the person and if it is related to academic performance.

. 1.2 Problem formulation:

Based on the above, in this research project the following question will be asked:

Can stress cause students at the Technological University of Peru to have poor academic

performance?

1.3 Research objectives:

1.3.1 General objective:

 Determine the influence of stress on the academic performance of university

students at UTP East Campus.

1.3.2 Specific objectives:

 Determine the influence of stress on the physical symptoms of university students

at UTP East Campus.

 Determine the influence of stress on the psychological symptoms of university

students at UTP East Campus.

 Determine the influence of stress on the behavioral symptoms of university

students at UTP East Campus.

1.4 Justification of the research:

It is evident that potential academic stress and its coping cannot be conceived from

a solely individual perspective. The organizational context of the center and the

educational system in general constitute environments in which numerous stressors outside

the student, and beyond their control, can make their academic task difficult and become

real obstacles to success (Extremera and Rey 2007).

Previous studies reveal that universities and work are the causes of stress, because

today university students face different situations in their daily lives, some young people

do not have much time because they work and study at the same time, increased tasks as

the academic year progresses, intersection of work and academic schedules, which can be

observed in the classrooms in the low participation and not being able to cope with

everything, some choose to withdraw from the university, for this we are carrying out the

present research to determine the influence of stress on the physical, psychological and

behavioral symptoms of university students at UTP East Campus.

CHAPTER II: THEORETICAL FRAMEWORK

2.1 Research background:

The research deals with the Influence of stress on the academic performance of

university students at the Technological University of Peru North Campus, this topic is

very frequent, because the student currently sees his studies as a demand for time, and this

It is because many students work and study at the same time, which is why poor

performance in studies is generated, a university student with stress can no longer see

studying as something important or a passion, but rather as something that It is stressful

and you have to do it simply to comply, which is why many young people fail to complete

their studies, since, due to stress, they end up with an emotional imbalance.

For example, Trunce et al. (2020) conducted a study on stress levels in university

students, they mention that the “transition from an educational establishment to university

can affect mental health” (p. 8). On the other hand, Gomez et al. (2016) tells us through

their study that “stress occurs when people feel anxious, tense and their heart rate

increases” (p. 28), the aforementioned is frequent in students, since some students feel

anxious when entering classes and if the day of the exams arrives, the situation becomes

more tense and many of them generate stress. Finally, Launert at al. (2015) mentions that

students who study general medicine experience a feeling of stress more quickly since they

must have more concentration, they must be more careful, their career is more demanding

since it is “a human life.”

In conclusion, there are various studies that show that students can suffer from

stress due to academic activities, but through the aforementioned studies we will be able to

visualize the percentage of students affected, and we will also be able to understand how to
help them so that They can cope with the subject of their studies and be able to continue

with zero or less stress.

International Background:

Gomez, M. and Luna, L. (2016) conducted a study titled “Effects of stress on the

academic performance of Mechanical Engineering students in Pachuca” to identify the

effects of stress on the performance of students studying Mechanical Engineering.

The research method is based on the use of specialized methods for acquiring

information about stress, to be more precise it is the SISCO inventory of academic stress.

The main structure of the questionnaire consists of closed (YES, NO), open (which one?,

mention) and multiple choice question sections.

Finally, a percentage of students usually have difficulties in subjects due to the

stress they present, and the other percentage does not show academic stress, but stress

generates a mystery since it is said that "stress helps the individual to mature and grow." as

a person” (p. 28)

Suárez, O., Hurtado, A. and Pulido, O. (2019) carried out a study titled “Academic

stress in engineering students studying Physics: Exploratory analysis” to identify the

elements that influence academic stress in students studying physics in engineering.

The study design of this research work had a quantitative-exploratory approach.

The population is 395 students of the engineering faculty, of which 219 are men (55.4%)

and 176 women (44.6%). In this study to collect data, the survey was used as a method, the

questionnaire as a technique and as instruments: The IEA Academic Stress Inventory.

 Among its most important conclusions we have: “Reading and writing physics texts

is a necessary activity in class that stresses students; It is not about avoiding doing the

activities, what it implies is that it must be reflected on how it can be incorporated into the

training work", "Higher Education Institutions must incorporate programs aimed at

teachers and students in the areas engineering and basic sciences, which allow them to

understand and address academic stress, as well as generate strategies that mitigate

reactions or responses to it.”

Trunce, S., Villarroel, G., Arntz, J., Muñoz, S. and Werner, K. presented a research

work titled “Levels of depression, anxiety, stress and their relationship with academic

performance in university students” to determine the levels of stress in first-year university

students in health areas, relating them to academic performance.

The study design of this work is qualitative, exploratory, non-experimental,

descriptive cross-sectional. The sample was non-probabilistic of 186 students from the

health department (Chile). The research protocol was approved by the Scientific Ethics

Committee of the Del Reloncaví Health Service.

Finally, “Various factors can influence the learning process, causing alterations in

the emotional, psychological, family, teaching and work spheres” (p. 9) “

National Background:

Soto, M. and Alvarado, P. (2018). developed the research titled “Effect of

Peperomia dolabriformis essential oil and mindfulness meditation on anxiety and academic

stress levels of university students” for the search for new treatments, which has led to the

increasing acceptance of the use of Medicine Alternative and Complementary.

 An experimental study was carried out with pre-test and post-test measurements, in

a sample of 55 university students in a health career. For the present study, the STAI

questionnaire by Spielberg, G. was applied. and Lushene and the Academic Stress

Inventory (ASI).

They concluded: Aromatherapy based on the essential oil of Peperomia

dolabriformis “fox congona”, used in conjunction with mindfulness meditation, presents a

greater reduction in anxiety and academic stress levels than these same techniques used

alone.

Córdova, D. and Santa María, F. (2018) developed the research titled “Factors

associated with stress in dental students at a Peruvian university” to determine the factors

associated with stress in students at the Faculty of Dentistry at a Peruvian University.

The study was non-experimental and cross-sectional carried out during April and

May 2016. The sample was 140 Dentistry students selected by non-probabilistic sampling;

The selection criteria were all enrolled students of both sexes.

They concluded that the majority of dental students at a Peruvian university present

academic stress, which is associated with academic level and age. On the other hand,

“stress is the “set of physiological reactions that prepare the organism for action” (p. 253)

Amemiya, I., Oliveros, M., Acosta, Z., Martina, M. and Barrientos, A. (2019)

developed a research titled “Violence and stress perceived by first-year medicine students

at a public university.” Determine the perception of violence and stress in 1st year medical

students at the Universidad Nacional Mayor de San Marcos.

 The study was a cross-sectional descriptive study carried out on 133/160 (83.1%)

of students enrolled in the 1st year of the UNMSM medical school. A validated instrument

was also used.

Finally, stress in dental students was high in recent years, since “abuse in medical

school is a frequent but little-studied phenomenon in Peru” (p. 483) that is why students

live with stress because they are victims of violence at the same time, that is why this type

of research is carried out to be able to combat stress and violence at the same time.

2.2 Theoretical bases:

The WHO defines stress as the “set of physiological reactions that prepare the body

for action” (1). It was in 1936 that the Austrian doctor Hans Selye used the term stress, for

the first time, to define the specific reactions that the body manifests when it suffers

external stimuli (2). Dentistry is considered one of the professions that produces the most

stress, since there is an increase in this as one progresses in the career (3). The source that

causes stress involves those events or problems related to academic activity; which are

perceived as unpredictable and uncontrollable, and therefore are valued as stressful

(Herediana 2018).

Arbildo H, González L, Mosquera A, (2014) state that the university system

requires greater autonomy, adequate distribution of personal time, security in decision

making and adaptation to the new organizational culture, which affects their lifestyle. .

Many authors have shown concern for the mental health of university students, arguing

that the set of academic activities can KIRU. 2014 Jul-Dec;11(2):143-7. Original Article

influence their physical and psychological well-being, even contributing to the appearance

of anxious or depressive symptoms (2). In the field of health, no single definition has been
adopted for the concept of anxiety, using synonyms such as: anxiety, stress and fear,

among others (3).

2.2.1 Independent variable:

academic stress

The present study was of a non-experimental design, cross-sectional type, carried

out during the month of April and May 2016. The population was made up of students

from the Faculty of Dentistry of a Peruvian University, the sample was made up of 140

students at the preclinical and clinical level, which was selected by non-probabilistic

sampling. The selection criteria were all students of both sexes enrolled in the academic

semester and who signed the informed consent letter as established in the Declaration of

Helsinki, prior approval by the ethics committee (Rev Estomatol Herediana. 2018 Oct-

Dec;28(4).)

2.2.2 Dependent variable:

Trait anxiety

In the field of health, no single definition has been adopted for the concept of

anxiety, using synonyms such as: anxiety, stress and fear, among others (3). Ochoa (4)

defines anxiety as the most frequent sensation experienced by human beings, being a

complex, diffuse and unpleasant emotion, which is expressed by a feeling of fear and

emotional tension accompanied by symptoms. For their part, Bensabat & Selye (5) relate

anxiety to anguish and 144 stress, and establish anxiety as a psychological wait and fear

that is felt in the face of an event, difficult or dangerous situation. Herbert l., eat. (2014).

Various theorists have been especially interested in investigating the mental health

of students in careers such as Medicine and Dentistry, who at the end of their training will

be directly responsible for the health of other people (14). These careers are characterized

by being highly demanding, both in academic and psychological terms, which is

exacerbated when students also have a poor relationship with their teachers (15). Along

with requiring the learning of a large amount of information in short periods, they include

dealing with patients in their study plan (16). According to Bayona et al. (17), this is an

event of intense emotional charge that can be accompanied by feelings of frustration, fear,

anger or despair on the part of the professional, which is understood by others as Burnout

syndrome (18,19).

There is evidence that the clinical years are more stressful than the preclinical

years, and that the teacher-student relationship turns out to be more stressful than the

treatment performed on their patients (20-22). Studies carried out in various places

explored the adverse effects of anxiety on the academic results of students, finding that

students who had high levels of anxiety presented lower academic performance than those

with low anxiety.

There is no significant difference between sex and anxiety levels – state and there is

no significant difference between sex and anxiety levels – trait in the students of the

Faculty of Dentistry of the University of San Martín de Porres – North Branch of the V

cycle. THANK YOU.

2.3 Definition of variables:

2.3.1 Independent variable:

Academic stress in university students

Conceptual definition:

It should be noted that stress in students increases in successive academic years

with harmful effects on their performance and health (7). Marty et al., in a study on the

prevalence of stress in health students at the University of the Andes and its relationship

with infectious diseases, found that 36.3% of the studied population had moderate stress

(8) ; Bedoya et al., in a study on the evaluation of levels, generating situations and
manifestations of academic stress in third and fourth year students of a Faculty of

Dentistry, found that 96.63% of the population studied had academic stress (9) ; Likewise,

Arrieta et al., in a study on symptoms of depression, anxiety and stress in dental students:

prevalence and related factors, found that 45.4% of the studied population had some degree

of stress (10); and Díaz et al., in a study on academic stress and family functioning in

dental students, found that 87.3% of the studied population had academic stress (11). Santa

María F, Córdova D, (2018).

Operational definition:

Risk scale occurs in young people who do not practice sports. Likewise, the factors

are associated with stress in students of the Faculty of Dentistry of a Peruvian university.

2.3.2 Dependent variable:

Anxiety in traits according to sex.

Conceptual definition:

According to Arenas M, Puigcerver A, (2009) Anxiety and mood disorders are one

of the most frequent mental illnesses that have been seen. In the United States alone, it is

estimated that 1 in 5 people will suffer from one or more of these disorders in their lifetime

(Kessler et al., 1994). Women of reproductive age are more vulnerable to developing

anxiety disorders than men, approximately 2 to 3 times more. In fact, 17.5% of women

compared to 9.5% of men had suffered from an anxiety disorder throughout their lives;

while 8.7% of women compared to 3.8% of men had suffered from an anxiety disorder in

the last year (Alonso et al., 2004; Carrasco, G. and Espinar, F. 2008).

Operational definition: according to the studies carried out, anxiety is a disease that

can be conceptualized as a negative state with three components, one physiological,

hypervigilance, another affective, fear, and another cognitive, helplessness; and whose

main characteristic is the feeling that one cannot control possible threats or harm (Chua
and Dolan, 2000). Although anxiety is a normal psychological reaction that has the

function of preparing us for future dangers, it also represents the most common psychiatric

symptom.

2.4 Hypothesis formulation:

2.4.1 General hypothesis:

Stress influences the academic performance of university students at UTP East

Campus.

2.4.2 Specific hypotheses:

 Stress influences the physical symptoms presented by university students at the

National Technological University of Peru (UTP).

 Stress influences psychological symptoms in university students at the National

Technological University of Peru (UTP).

 Stress influences behavioral symptoms in university students at the National

Technological University of Peru (UTP).

CHAPTER III: METHODOLOGY.

3.1 Methodological design:

The general objective of the research work is to determine the influence of stress on

the academic performance of university students at UTP East Campus. For this purpose,

three specific objectives were defined: 1) Determine the influence of stress on the physical

symptoms of students. 2) Determine the influence of stress on the psychological symptoms

of students. 3) Determine the influence of stress on the behavioral symptoms of students.

The research is quantitative since it uses measurement and statistical analysis to test

hypotheses about behaviors and support or refute hypotheses, this through data collection
(Hernández, Fernández & Baptista, 2014). At the same time, the research is also

quantitative since it is characterized by being objective, applying deductive logic in which

the researcher is only a compiler and does not influence the study, that is, it is neutral

(Hernández et al. 2014).

3.2 Sample design:

The population under study is all the students of the National Technological

University of Peru, East Campus, of mixed gender, varying in age and socioeconomic

level, they themselves were the ones who underwent a sample with sociodemographic

indicators.

Inclusion criteria:

 University students from the National Technological University of Peru of the year

2022 East campus.

 Students who decided to be part of the object of study.

Exclusion criteria:

 University students who do not belong to the East campus of the UTP.

 Students who did not accept to be part of the object of study.

3.3 Data collection techniques:

The technique is the survey, which are questionnaires that evaluate knowledge

and/or attitudes (Cabrejos et al. 2016), in that sense the questionnaire is a set of questions

about one or more variables that are intended to be measured (Hernández et al. 2014), this

is identified as standardized tests and inventories which “measure specific variables by

determining their status in a variable” (Hernández et al. 2014, p. 217), which is why in this

research the SISCO Inventory for academic stress, Barraza (2007), will be used.

3.3.1 Instrument 1:

SISCO Inventory is a self-report instrument for use in the psychoeducational

context, which contains 21 items with a Likert-type response format of six response

alternatives, from never = 0 to always = 5, distributed in three factors: stressors (items 1-

7), symptoms (items 8-14) and coping strategies (items 15-21, worded in reverse).

It is designed to measure the frequency in which a series of academic situations

generate stress and the frequency in which certain types of psychological, physiological

and behavioral reactions occur in these situations. Additionally, it assesses the type of

coping strategies used to respond to stress.

3.3.2 Instrument 2:

The Lifestyle Questionnaire for Young University Students-CEV-JU was designed

based on the review of the literature and the results of interviews about the lifestyle of

young adults from different universities (Arrivillaga & Salazar, 2005). . Based on the

findings, a first instrument was developed, which was subjected to a first review, which

consists of a final questionnaire composed of 69 items to be answered using a Likert-type

scale, with four possible response options (never, some sometimes, frequently and always).

It is divided into seven areas: “Physical activity and sports”; "Eating habits"; “Organization

of sleep and rest”; “Self-care and medical care”; “Consumption of alcohol, tobacco and

other drugs”; and “Safety Practices.”

3.4 Ethical aspects:

 In this project, informed consent will be applied to the university student. A permit

will be requested from the academic department of the Technological University of Peru,

East Campus.

Four principles will be respected in this project.

 The principle of non-masculinity to not intentionally harm the participants.

 The principle of interest, by which all researchers are obliged to promote the

interests of our participants.

 The principle of autonomy, where the freedom of students to participate in projects

is recognized, specifically respect for their rights, such as their moral, religious and

cultural norms.

 The principle of equity, in which harm of any kind is avoided and an active search

for justice is maintained in its implementation, requires that the rights of

participants be respected equally.

This project follows the standards of the Declaration of Helsinki and the Ethical Guidelines

of the American Psychological Association. The confidentiality of the data obtained will

be maintained thanks to the anonymity of the participants. In addition, the objectives,

benefits, risks and benefits of the research, and the roles of its participants, are explained,

respecting the principle of their independence.

SCHEDULE:

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ACTIVITY Da Da Da Da Da Da Da Da Da Da Da Day Day Day Day

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references

Problem

Statement

Research

Problem

Aim

Hypothesis

Definition of

variables

Theoretical

framework
Literature

analysis

Analyze articles

Order work

Interviews

Fix errors

Final delivery

and presentation

BUDGET:

MATERIAL COST

SISCO INVENTORY COPIES It was sent online

TOTAL COST
RESULTS:

PHYSICAL REACTIONS:
PSYCHOLOGICAL REACTIONS:
BEHAVIORAL REACTIONS:
BIBLIOGRAPHIC REFERENCES:

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