Presence of acute and chronic stress associated with academic performance in newly admitted dentistry students
DOI:
https://doi.org/10.70208/3007.8245.v6.n1.378Keywords:
Higher education, Academic stress, School performance, ewly admitted university students, DentistryAbstract
The objective of this study was to determine the presence of stress (acute and chronic) associated with academic performance in first-semester dentistry students at the Autonomous University of Chihuahua. Academic stress depends not only on the amount of assignments or exams, but also on how each student perceives and manages these demands. The study population consisted of 109 students. The design was non-experimental, descriptive, and cross-sectional. Data was collected using a semi-structured questionnaire administered via Google Forms, and SPSS was used for analysis. A statistically significant association was identified between chronic and acute stress (Fisher, p < 0.001). Students with mild chronic stress predominantly presented mild acute stress, while those with severe chronic stress showed a higher proportion of severe acute stress, demonstrating a progressive pattern in stress intensity, which affects their academic performance (Fisher, p = 0.032). It is important to strengthen institutional strategies so that the student feels supported both academically and emotionally; with this, the adaptation to higher education will occur naturally and they will learn to manage stress, which will benefit their university career.
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