Youth in university: adaptation, stability, and performance in this new stage
DOI:
https://doi.org/10.62697/rmiie.v5i2.331Keywords:
University student, school result, tensionAbstract
The influence of stress on students' adaptation and progress during class hours hinders academic performance. Stress is nothing more than the human body's response to physical or emotional tension. In university students, the pressure to adapt to class hours, competitiveness among students, and inexperience with their future roles as professionals can lead to high levels of stress. The purpose of this study was to determine categories that allow analysis of the relationship between stress and academic performance in university students based on a systematic review of previous research. A qualitative methodology was developed, based on a systematic review of the literature. The PRISMA methodology and the IADOV technique were applied. Four categories were identified in the relationship between stress and academic performance: self-regulation and self-efficacy, symptomatic manifestations of stress, external and contextual factors, and coping strategies and emotional intelligence. The conclusions determined that the categories can be structured into two dimensions that take into account interventions aimed at developing personal skills and structural modifications of the university environment. A comprehensive approach is needed that simultaneously addresses the student, in order to manage stress and prevent a negative impact on academic performance.
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Copyright (c) 2026 Diego Mauricio Laverde-Albarracín, Britanny Melissa Pico-Cordova, Lisbeth Maribel Yumisaca-Quishpe, Rolando Manuel-Benites
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