Academic Stress and Social Support in University Students
DOI:
https://doi.org/10.70171/x7b4pt36Keywords:
social support, student well-being, academic stress, university studentAbstract
Justification: The expansion of access to higher education in Ecuador has intensified academic demands, generating conditions that affect student well-being. Objective: Therefore, the aim of this study was to describe the levels of academic stress and social support among students at the Universidad Estatal Península de Santa Elena. Methodology: The study was conducted under a quantitative approach with a descriptive and cross-sectional scope, using a non-experimental design. The sample consisted of 1,833 students selected through non-probabilistic sampling. A 30-item Likert-type questionnaire was applied, showing adequate content validity and reliability (α = 0.87). Results: High levels of academic stress predominated, with 46.92% of students in the “very high” category and 36.61% in the “moderate” category. Regarding social support, family was identified as the main source (42.8%), followed by self-support (27.1%) and partners (13.8%), while support from faculty was minimal. Conclusion: The university experience takes place in a context of high demands, in which students primarily rely on support networks outside the institutional setting. This suggests a limited presence of other support spaces within the academic environment, highlighting the need to strengthen support mechanisms within the university to provide more comprehensive student support.
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