Publication: Fuentes de estrés académico percibido en estudiantes universitarios: según género y rama de conocimiento
Authors
Expósito López, Jorge ; Olmedo Moreno, Eva Mª. ; Serrano García, Jennifer
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.673591
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio analiza el estrés académico percibido en una muestra de 278 alumnadouniversitario, considerando el género y la rama de conocimiento como variables diferenciadoras. Se utilizó un diseño cuantitativo y ex post-facto. y se emplea el Cuestionario de Estrés Académico en la Universidad (CEAU). Los resultados indican un nivel medio-alto de estrés general, siendo las obligaciones académicas y las perspectivas de futuro las fuentes más relevantes. Las mujeres reportaron mayores niveles de estrés en todas las dimensiones, con diferencias significativas en exigencias académicas y preocupaciones por el futuro profesional. Asimismo, el alumnado de Ciencias Sociales y Jurídicas mostró mayor estrés que sus pares de Ciencias, especialmente en obligaciones académicas y relaciones interpersonales. Se concluye que el estrés académico es un fenómeno multicausal que requiere intervenciones institucionales específicas orientadas al bienestar del estudiantado, con especial atención al enfoque de género y a las particularidades de ramas de conocimiento.
The present study analyses perceived academic stress in a sample of 278 university students, considering gender and field of knowledge as differentiating variables. A quantitative, ex post facto design was employed, using the Academic Stress Questionnaire at University(CEAU). The findings indicate a medium–high level of overall stress, with academic obligations and future prospects emerging as the most relevant sources. Female students reported higher stress levels across all dimensions, with significant differences in academic demands and concerns about professional futures. Likewise, students from the Social and Legal Sciences exhibited greater stress than their peers from the Sciences, particularly regarding academic obligations and interpersonal relationships. It is concluded that academic stress is a multifactorial phenomenon that requires specific institutional interventions aimed at promoting student well-being, with particular attention to gender perspectives and the specificities of different fieldsof knowledge.
The present study analyses perceived academic stress in a sample of 278 university students, considering gender and field of knowledge as differentiating variables. A quantitative, ex post facto design was employed, using the Academic Stress Questionnaire at University(CEAU). The findings indicate a medium–high level of overall stress, with academic obligations and future prospects emerging as the most relevant sources. Female students reported higher stress levels across all dimensions, with significant differences in academic demands and concerns about professional futures. Likewise, students from the Social and Legal Sciences exhibited greater stress than their peers from the Sciences, particularly regarding academic obligations and interpersonal relationships. It is concluded that academic stress is a multifactorial phenomenon that requires specific institutional interventions aimed at promoting student well-being, with particular attention to gender perspectives and the specificities of different fieldsof knowledge.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), vol. 29, núm. 1, pp. 143-154
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