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Bienestar y estrés académico en estudiantes de educación superior: estudio de entrevistas y diarios
Nina Majerová1, Lenka Sokolová1
1Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University Bratislava, Slovakia.
International journal of qualitative studies on health and well-being
|December 13, 2025
Resumen
El estrés académico impacta el bienestar y la retención de los estudiantes. Este estudio exploró los factores estresantes, los mecanismos de afrontamiento y los factores de bienestar entre estudiantes universitarios eslovacos y checos, ofreciendo perspectivas longitudinales únicas.
Área de la Ciencia:
- Psicología
- Estudios de Educación Superior
- Investigación en Salud Mental
Sus antecedentes:
- El estrés académico impacta significativamente la salud mental de los estudiantes y puede conducir a la deserción.
- La investigación sobre el estrés académico en universidades occidentales es extensa, pero se sabe menos sobre los contextos de Europa Central.
- Las instituciones de educación superior en Eslovaquia y la República Checa requieren una mayor investigación sobre el estrés estudiantil.
Objetivo del estudio:
- Identificar las principales fuentes de estrés académico experimentadas por estudiantes universitarios en Eslovaquia y la República Checa.
- Examinar las estrategias de afrontamiento empleadas por estos estudiantes en respuesta a las presiones académicas.
- Explorar los factores que apoyan o dificultan el bienestar estudiantil dentro de estos entornos académicos.
Principales métodos:
- Se empleó análisis temático reflexivo de once entrevistas semiestructuradas con estudiantes.
- Se utilizaron diarios semanales de cinco meses de siete participantes para el seguimiento cronológico del estrés y el afrontamiento.
- Se realizó un análisis de contenido para identificar cinco temas relacionados con los períodos semestrales y las fluctuaciones de factores estresantes/afrontamiento.
Principales resultados:
- Identificó factores estresantes clave que incluyen exámenes, procrastinación, gestión del tiempo y el equilibrio entre compromisos académicos y de ocio.
- Observó una variedad de estrategias de afrontamiento, desde habilidades organizativas hasta comportamientos desadaptativos como el uso de sustancias y el retraimiento social.
- Encontró que los entornos de apoyo, la enseñanza innovadora y el reconocimiento del estrés actuaban como condiciones protectoras para el bienestar estudiantil.
Conclusiones:
- Destaca la necesidad crítica de abordar el estrés académico en la educación superior.
- Proporciona uno de los primeros relatos cualitativos longitudinales de universidades eslovacas y checas.
- Enfatiza la necesidad de estrategias institucionales y personales integradas para manejar el estrés estudiantil y mejorar el bienestar.
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