Bibliographic citations
Yupanqui, E., (2020). El estrés y el rendimiento académico de los estudiantes del II ciclo de la Facultad de Medicina Humana de la Universidad Peruana Los Andes 2019 [Tesis, Universidad Peruana de Ciencias e Informática]. http://repositorio.upci.edu.pe/handle/upci/169
Yupanqui, E., El estrés y el rendimiento académico de los estudiantes del II ciclo de la Facultad de Medicina Humana de la Universidad Peruana Los Andes 2019 [Tesis]. : Universidad Peruana de Ciencias e Informática; 2020. http://repositorio.upci.edu.pe/handle/upci/169
@mastersthesis{renati/772937,
title = "El estrés y el rendimiento académico de los estudiantes del II ciclo de la Facultad de Medicina Humana de la Universidad Peruana Los Andes 2019",
author = "Yupanqui Aguilar, Erika Ruth",
publisher = "Universidad Peruana de Ciencias e Informática",
year = "2020"
}
Introduction: Among the situations classified as exceptional are the stressors that we find within the university environment such as the successful completion of the academic semester, the need for approval by your group, the expectations that were made of the university, the degree of maturity with which they enter the university, among others; All these stressors significantly influence the academic performance of individuals who handle this phenomenon improperly. Objective: To determine the relationship between stress and academic performance in the students of the second cycle of the Faculty of Human Medicine of the Peruvian University Los Andes - 2019. Method: the study is quantitative, relational, type approach also relational, transversal, prospective, applied or practical, with correlational design. The population was 125 students of the II cycle of the academic period 2019-II, of the Faculty of Human Medicine The sample was made up of 94 students according to the formula for proportions, the Inventory of academic stress was used as a data collection technique SISCO V2 and the Documentary Record of Academic Performance. Results: a regular academic performance was found in 69.1%, with a deficit in 21.3% and good only in 9.6%. Academic stress occurred in 66% of the medium level, 19.1% of the high level and 14.9% of the low level. There is a relationship between the academic performance measured with the final average. (r = - 0.573); with a significance level of 0.008. Academic performance and stress intensity are related to a r = - 0.626; Spearman's Rho. Academic performance and stressful stimuli. They reach a r = - 0.544; Likewise, the greater the presence of stress symptoms, the lower the academic performance with a r = - 0.584; There is no relationship between coping strategies and academic performance.
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