Estrés Académico y Variables Sociodemográficas como Predictores de la Intención de Abandono Universitario.
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| Title: | Estrés Académico y Variables Sociodemográficas como Predictores de la Intención de Abandono Universitario. |
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| Alternate Title: | Academic Stress and Socio-Demographic Variables as Predictors of University Dropout Intention. |
| Authors: | Bernardo, Ana B.1, Blanco, Elena1 blancoelena@uniovi.es, Tuero, Ellián1, Herrero, Javier1 |
| Source: | Electronic Journal of Research in Educational Psychology. sep2025, Vol. 23 Issue 66, p321-348. 56p. |
| Subject Terms: | *College dropouts, *Overpressure (Education), *Higher education, *Student well-being, Sociodemographic factors, Regression analysis, Public health research |
| Abstract (English): | Introduction. University life brings with it several demands that students may perceive as stressful, with effects on well-being, performance, and other institutional behaviours, such as university dropout. This is a highly prevalent phenomenon all over the world, with negative consequences for students and society. This paper examines academic stress and its relationship with university dropout intention, and the importance of certain socio-demographic variables. Method. The sample consisted of 1096 first- and second-year students at a Spanish university. The average age was M = 19.33 (SD = 3.58), and 723 were female (66%). This cross-sectional study used descriptive and inferential statistics (categorical regression). Results. Women, second-year students, students in Health Sciences, and students with an intention to drop out of university had higher scores in academic stress. Sex, course year and knowledge area explain 16.5% of academic stress. Then, a regression model was developed showing that sex, course year, knowledge area, and academic stress were able to explain 10% of university dropout intention, with academic stress having greatest weight. Discussion or Conclusion. These results highlight the role of socio-demographic variables in the perception of academic stress and suggest that higher levels of academic stress are associated with a higher probability of dropping out. This study contributes to the understanding of the role of academic stress in university dropout, potentially enabling the development of more complex models or more specific preventive interventions. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción. La vida universitaria conlleva diversas exigencias que los estudiantes pueden percibir como estresantes y que pueden tener efectos sobre el bienestar, el rendimiento y otros comportamientos institucionales, como el abandono universitario. Este se trata de un fenómeno altamente prevalente en todo el mundo, con consecuencias negativas para los estudiantes y la sociedad. Esta investigación examina el estrés académico y su relación con la intención de abandono universitario, así como la importancia de determinadas variables sociodemográficas. Método. La muestra consistió en 1096 estudiantes de primer y segundo curso de una universidad española. La edad media fue M = 19,33 (DE = 3,58), y 723 eran mujeres (66%). Se trata de un estudio transversal que emplea estadística descriptiva e inferencial (regresión categórica). Resultados. Las mujeres, los estudiantes de segundo curso, los estudiantes de Ciencias de la Salud y los estudiantes con intención de abandonar la universidad presentaron puntuaciones más altas en estrés académico. El sexo, el curso y el área de conocimiento explican el 16,5% del estrés académico. A continuación, se desarrolló un modelo de regresión que muestra que el sexo, el curso, el área de conocimiento y el estrés académico son capaces de explicar el 10% de la intención de abandonar la universidad, siendo el estrés académico el que tiene mayor peso. Discusión y conclusiones. Estos resultados evidencian el rol de las variables sociodemográficas en la percepción del estrés académico y sugieren que mayores niveles de estrés académico se asocian con una mayor probabilidad de abandono. Este estudio contribuye a la comprensión del papel del estrés académico en el abandono universitario, lo que podría permitir el desarrollo de modelos más complejos o intervenciones más específicas. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188812703 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Estrés Académico y Variables Sociodemográficas como Predictores de la Intención de Abandono Universitario. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Academic Stress and Socio-Demographic Variables as Predictors of University Dropout Intention. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bernardo%2C+Ana+B%2E%22">Bernardo, Ana B.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Blanco%2C+Elena%22">Blanco, Elena</searchLink><relatesTo>1</relatesTo><i> blancoelena@uniovi.es</i><br /><searchLink fieldCode="AR" term="%22Tuero%2C+Ellián%22">Tuero, Ellián</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Herrero%2C+Javier%22">Herrero, Javier</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. sep2025, Vol. 23 Issue 66, p321-348. 56p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+dropouts%22">College dropouts</searchLink><br />*<searchLink fieldCode="DE" term="%22Overpressure+%28Education%29%22">Overpressure (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Sociodemographic+factors%22">Sociodemographic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Public+health+research%22">Public health research</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction. University life brings with it several demands that students may perceive as stressful, with effects on well-being, performance, and other institutional behaviours, such as university dropout. This is a highly prevalent phenomenon all over the world, with negative consequences for students and society. This paper examines academic stress and its relationship with university dropout intention, and the importance of certain socio-demographic variables. Method. The sample consisted of 1096 first- and second-year students at a Spanish university. The average age was M = 19.33 (SD = 3.58), and 723 were female (66%). This cross-sectional study used descriptive and inferential statistics (categorical regression). Results. Women, second-year students, students in Health Sciences, and students with an intention to drop out of university had higher scores in academic stress. Sex, course year and knowledge area explain 16.5% of academic stress. Then, a regression model was developed showing that sex, course year, knowledge area, and academic stress were able to explain 10% of university dropout intention, with academic stress having greatest weight. Discussion or Conclusion. These results highlight the role of socio-demographic variables in the perception of academic stress and suggest that higher levels of academic stress are associated with a higher probability of dropping out. This study contributes to the understanding of the role of academic stress in university dropout, potentially enabling the development of more complex models or more specific preventive interventions. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción. La vida universitaria conlleva diversas exigencias que los estudiantes pueden percibir como estresantes y que pueden tener efectos sobre el bienestar, el rendimiento y otros comportamientos institucionales, como el abandono universitario. Este se trata de un fenómeno altamente prevalente en todo el mundo, con consecuencias negativas para los estudiantes y la sociedad. Esta investigación examina el estrés académico y su relación con la intención de abandono universitario, así como la importancia de determinadas variables sociodemográficas. Método. La muestra consistió en 1096 estudiantes de primer y segundo curso de una universidad española. La edad media fue M = 19,33 (DE = 3,58), y 723 eran mujeres (66%). Se trata de un estudio transversal que emplea estadística descriptiva e inferencial (regresión categórica). Resultados. Las mujeres, los estudiantes de segundo curso, los estudiantes de Ciencias de la Salud y los estudiantes con intención de abandonar la universidad presentaron puntuaciones más altas en estrés académico. El sexo, el curso y el área de conocimiento explican el 16,5% del estrés académico. A continuación, se desarrolló un modelo de regresión que muestra que el sexo, el curso, el área de conocimiento y el estrés académico son capaces de explicar el 10% de la intención de abandonar la universidad, siendo el estrés académico el que tiene mayor peso. Discusión y conclusiones. Estos resultados evidencian el rol de las variables sociodemográficas en la percepción del estrés académico y sugieren que mayores niveles de estrés académico se asocian con una mayor probabilidad de abandono. Este estudio contribuye a la comprensión del papel del estrés académico en el abandono universitario, lo que podría permitir el desarrollo de modelos más complejos o intervenciones más específicas. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.25115/ejrep.v23i66.10127 Languages: – Code: mul Text: Multiple languages PhysicalDescription: Pagination: PageCount: 56 StartPage: 321 Subjects: – SubjectFull: College dropouts Type: general – SubjectFull: Overpressure (Education) Type: general – SubjectFull: Higher education Type: general – SubjectFull: Student well-being Type: general – SubjectFull: Sociodemographic factors Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Public health research Type: general Titles: – TitleFull: Estrés Académico y Variables Sociodemográficas como Predictores de la Intención de Abandono Universitario. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bernardo, Ana B. – PersonEntity: Name: NameFull: Blanco, Elena – PersonEntity: Name: NameFull: Tuero, Ellián – PersonEntity: Name: NameFull: Herrero, Javier IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 16962095 Numbering: – Type: volume Value: 23 – Type: issue Value: 66 Titles: – TitleFull: Electronic Journal of Research in Educational Psychology Type: main |
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