Relationship between student stress and reprobation [Relación entre estrés estudiantil y reprobación]
MetadataShow full item record
Objective: Stress is caused by overwhelming situations that cause psychosomatic reactions or psychological disorders. In the field of education, the academic demands are stressors, and the effect that these stimuli cause on the students is known as academic stress or student stress. Objective: To correlate the level of academic stress versus failure rate of students of 4th year, University of San Sebastian, School of Dentistry, Santiago. During the academic period 2015. Material and Method: SISCO Academic Stress was applied to students who were in 4th year, 2015. This instrument identifies the stress level, stimuli recognized as stressors, physical reac-tions, psychological reactions, behavioral reactions, and coping strategies. The questionnaire was completed shortly before the second half of 2015. When the academic period was over, the responses of students who passed versus those who failed the academic year were correlated. Results: All students had some degree of stress: 90% of them presented it always or almost always. Students who failed the academic year 2015 showed higher levels of stress than students who successfully passed their academic year. Women were more stressed than men. None of the cases showed statistically significant differences. Conclusions: The level of academic stress is not decisive in the passing of subjects. © 2018, Universidad del Norte. All rights reserved.
Showing items related by title, author, creator and subject.
Anxious state before an evaluation in dentistry students [Estado ansioso previo a una evaluación en estudiantes de odontología] (2020) Calbacho-Contreras V.P.; Torres-Martínez P.A.; Rodríguez-Hopp M.P.; Díaz-Narváez V.P. (Universidad del Norte, 2018)
Relationship between glycaemic levels and arterial stiffness in non-diabetic adults [Relación entre los valores de glucemia y la rigidez arterial en adultos no diabéticos] (2020) Cavero-Redondo I.; Martínez-Vizcaíno V.; Álvarez-Bueno C.; Recio-Rodríguez J.I.; Gómez-Marcos M.Á.; García-Ortiz L. (Ediciones Doyma, S.L., 2018)
Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students (2020) de la Fuente J.; Fernández-Cabezas M.; Cambil M.; Vera M.M.; González-Torres M.C.; Artuch-Garde R. (Frontiers Media S.A., 2017)