<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000200787</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2200</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés y rendimiento académico en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Stress and Performance in University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estresse e desempenho acadêmico em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Arteaga]]></surname>
<given-names><![CDATA[Lorena Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Limón]]></surname>
<given-names><![CDATA[Mónica Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas Facultad de Comercio y Administración de Tampico ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas Facultad de Comercio y Administración de Tampico ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200787&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200787&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200787&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estrés académico puede tener un impacto negativo en el rendimiento de los estudiantes universitarios. El presente estudio exploratorio cualitativo investigó las causas y consecuencias del estrés académico desde la experiencia de los propios estudiantes. Se realizaron tres entrevistas semiestructuradas y un grupo focal con estudiantes de noveno semestre de la carrera de Licenciado en Negocios Internacionales, adaptando el Inventario SISCO del Estrés Académico de Barraza-Macías y examinando los estímulos estresores, reacciones físicas, reacciones psicológicas y reacciones comportamentales para evaluar el nivel de estrés académico. Los resultados obtenidos a través del análisis de contenido de las entrevistas y el grupo focal con el software ATLAS.ti 23 indican que las principales fuentes de estrés son la carga de trabajos excesivos y las interacciones con maestros. El estrés académico conduce a problemas de concentración y ansiedad entre los estudiantes, impactando negativamente en su rendimiento. Se necesitan más estudios para comprender a profundidad este fenómeno en el contexto universitario. Estos hallazgos sugieren la necesidad de implementar programas de manejo del estrés en instituciones de educación superior. Dichos programas podrían incluir talleres de manejo del tiempo, técnicas de relajación y apoyo psicológico, con el fin de mejorar el bienestar y el rendimiento académico de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Academic stress can have a negative impact on the performance of university students. This exploratory qualitative study investigated the causes and consequences of academic stress from the students' own experiences. Three semi-structured interviews and a focus group were conducted with ninth-semester students of the Bachelor of International Business program, adapting the SISCO Inventory of Academic Stress by Barraza-Macías and examining stress-inducing stimuli, physical reactions, psychological reactions, and behavioral reactions to assess the level of academic stress. The results obtained through content analysis of the interviews and the focus group using ATLAS.ti 23 software indicate that the main sources of stress are excessive workloads and interactions with professors. Academic stress leads to concentration problems and anxiety among students, negatively impacting their performance. Further studies are needed to gain a deeper understanding of this phenomenon in the university context. These findings suggest the need to implement stress management programs in higher education institutions. Such programs could include time management workshops, relaxation techniques, and psychological support to improve student well-being and academic performance]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estresse acadêmico pode ter um impacto negativo no desempenho dos estudantes universitários. O presente estudo exploratório qualitativo investigou as causas e consequências do estresse acadêmico a partir da própria experiência dos estudantes. Foram realizadas três entrevistas semiestruturadas e um grupo focal com alunos do nono semestre do bacharelado em Negócios Internacionais, adaptando o Inventário SISCO de Estresse Acadêmico de Barraza-Macías e examinando os estímulos estressantes, reações físicas, reações psicológicas e comportamentais. reações para avaliar o nível de estresse acadêmico. Os resultados obtidos por meio da análise de conteúdo das entrevistas e do grupo focal com o software ATLAS.ti 23 indicam que as principais fontes de estresse são a carga horária excessiva e as interações com os professores. O estresse acadêmico leva a problemas de concentração e ansiedade nos alunos, impactando negativamente seu desempenho. Mais estudos são necessários para compreender plenamente esse fenômeno no contexto universitário. Estas conclusões sugerem a necessidade de implementar programas de gestão do stress nas instituições de ensino superior. Esses programas poderiam incluir workshops de gestão do tempo, técnicas de relaxamento e apoio psicológico, a fim de melhorar o bem-estar e o desempenho académico dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Inventario SISCO de Estrés Académico]]></kwd>
<kwd lng="es"><![CDATA[ATLAS ti. 23]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[SISCO Academic Stress Inventory]]></kwd>
<kwd lng="en"><![CDATA[ATLAS.ti 23]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[estresse acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[SISCO Academic Stress Inventory]]></kwd>
<kwd lng="pt"><![CDATA[ATLAS ti. 23]]></kwd>
</kwd-group>
</article-meta>
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