Impact of Stress and Anxiety on Academic Performance: An Analysis among First-year Engineering Students at Óscar Ribas University (UÓR)
DOI:
https://doi.org/10.14295/idonline.v19i78.4254Keywords:
Stress and Anxiety, Academic Performance, University Student, Óscar Ribas UniversityAbstract
Impact of stress and anxiety on academic performance: An analysis among first-year engineering students at Óscar Ribas University (UÓR)
Abstract
The transition to and progress within university is often associated with significant increases in stress and anxiety levels among students. Stress and anxiety are common reactions to the demanding academic environment of universities that can negatively affect students' mental health and academic performance. This study aims to analyze the impact of stress and anxiety on the academic performance of first-year engineering students at Óscar Ribas University. The aim is to understand how these conditions impact students throughout their university journey. The data collection instruments were the Beck Anxiety Scale (BAI) and the Perceived Stress Scale (EPS-10). This study concluded that first-year male students in Electromechanical Engineering and Architecture and Urban Planning, aged 22 to 26, exhibited high levels of stress in the alert and resistance phases, as well as moderate to severe anxiety. These levels impact poor academic performance due to academic pressure, financial concerns, family expectations, and their limited experience and familiarity with the university environment and its demands.
Key-words: Stress and Anxiety, Academic Performance, University Student, Óscar Ribas University
Downloads
References
ALMEIDA, Leandro S. Transição, adaptação acadêmica e êxito escolar no ensino superior. Revista Galego-Portuguesa de Psicoloxía e Educación, Barcelona, v. 15, n. 11, p. 203-215, 2007.
AMBIEL, R. A. M. et al. Avaliação psicológica: guia de consulta para estudantes e profissionais de psicologia. São Paulo: Casa do Psicólogo, 2011.
ANDIFES. Pesquisa do perfil socioeconômico dos estudantes de graduação das universidades federais. Coord. PATRÍCIA VIEIRA TROPIA; LEONARDO BARBOSA E SILVA. Brasília: ANDIFES, 2019.
CARDOSO, Josiane Viana et al. Estresse em estudantes universitários: uma abordagem epidemiológica. Revista de Enfermagem UFPE On Line, [S.l.], v. 13, 27 ago. 2019. DOI: https://doi.org/10.5205/1981-8963.2019.241547
CASSADY, J. C.; JOHNSON, R. E. Cognitive test anxiety and academic performance. Contemporary Educational Psychology, v. 27, n. 2, p. 270–295, 2002. DOI: https://doi.org/10.1006/ceps.2001.1094
CHOW, K.; HEALEY, M. Place attachment and place identity: first-year undergraduates making the transition from home to university. Journal of Environmental Psychology, v. 28, n. 4, p. 362–372, 2008. DOI: https://doi.org/10.1016/j.jenvp.2008.02.011
COSTA, D. S. D. et al. Sintomas de depressão, ansiedade e estresse em estudantes de Medicina e estratégias institucionais de enfrentamento. Revista Brasileira de Educação Médica, v. 44, n. 1, p. 1–10, 2020. DOI: https://doi.org/10.1590/1981-5271v44.1-20190069
CUNHA, J. A. Manual da versão em português das Escalas Beck. São Paulo: Casa do Psicólogo Livraria e Editora, 2001.
ELAGRA, M. I. et al. Sleep quality among dental students and its association with academic performance. Journal of International Society of Preventive & Community Dentistry, v. 6, n. 4, p. 305–312, 2016. DOI: https://doi.org/10.4103/2231-0762.186788
FERREIRA, J. M. Ansiedade e estresse: conceitos e implicações. São Paulo: Editora Universitária, 2009.
GADZELLA, B. M. Student-life stress inventory: identification of and reactions to stressors. Psychological Reports, v. 74, n. 2, p. 395–402, 1994. DOI: https://doi.org/10.2466/pr0.1994.74.2.395
GARBIN, M. C.; OLIVEIRA, É. T.; TELLES, S. Active methodologies supported by interaction and communication technologies in higher education. Global Journal of Information Technology: Emerging Technologies, v. 11, n. 2, p. 47–54, 2021. DOI: https://doi.org/10.18844/gjit.v11i2.6117
GUIMARÃES, A. B. et al. Impact of excessive stress and anxiety on individual well-being and academic performance: a comparative study. Journal of Psychological Studies, v. 30, n. 2, p. 123–135, 2022.
HAYES, S. C.; SYTRATTON, T. Anxiety and stress: the fight-or-flight response and its implications. New York: Behavioral Science Press, 2008.
HERSI, L. et al. Mental distress and associated factors among undergraduate students at the University of Hargeisa, Somaliland: a cross-sectional study. International Journal of Mental Health Systems, v. 11, n. 1, p. 1–8, 2017. DOI: https://doi.org/10.1186/s13033-017-0146-2
LAZARUS, R. S.; FOLKMAN, S. Stress, appraisal, and coping. New York: Springer, 1984.
LIPP, M. E. N.; GUEVARA, A. J. H. Validação empírica do Inventário de Sintomas de Stress. Estudos de Psicologia, v. 11, n. 3, p. 43–49, 1994.
LIPP, M. N. Manual Inventário de Sintomas de Stress para adultos de Lipp (ISSL). São Paulo: Casa do Psicólogo, 2000.
LIPP, M. N.; MALAGRIS, L. E. N. O stress emocional e seu tratamento. In: RANGE, B. (Org.). São Paulo: Artes Médicas, 2001.
LÚCIO, S. S. R. et al. Níveis de ansiedade e estresse em estudantes universitários. Revista Temas em Saúde, v. 19, n. 1, p. 260–274, 2019.
MALAGRIS, L. E. N.; FIORITO, A. C. C. Avaliação do nível de stress de técnicos da área de saúde. Estudos de Psicologia (Campinas), v. 23, n. 4, p. 391–398, dez. 2006. DOI: https://doi.org/10.1590/S0103-166X2006000400007
MÁXIMO, C. N.; FORTES, I. G. Estresse e nível de cortisol em universitários: revisão da literatura. Revista Saúde, Batatais-SP, v. 5, n. 2, p. 67–77, 2016.
MISRA, R.; McKEAN, M. College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, v. 16, n. 1, p. 41–51, 2000.
PANCER, S. M. et al. Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, v. 15, n. 1, p. 38–57, 2000. DOI: https://doi.org/10.1177/0743558400151003
PENA, G. S. et al. Odontologia Clínica-Científica, v. 20, p. 32–36, 2021. DOI: https://doi.org/10.25243/issn.1677-3888.v20i2p32-36
ROJAS, E. A ansiedade: como superar o estresse, as fobias e as obsessões. São Paulo: Mandarim, 1997.
ROSSETTI, M. O. et al. O inventário de sintomas de stress para adultos de Lipp (ISSL) em servidores da Polícia Federal de São Paulo. Revista Brasileira de Terapias Cognitivas, v. 4, n. 2, p. 108–120, dez. 2008.
SARASON, I. G. Stress, anxiety, and cognitive interference: reactions to tests. Journal of Personality and Social Psychology, v. 46, n. 4, p. 929–938, 1984. DOI: https://doi.org/10.1037//0022-3514.46.4.929
SEYLE, H. Stress: a tensão da vida. São Paulo: IBRASA, 1965.
SILVA, R. T.; GOMES, A. P. Managing academic stress: a comparative study. Higher Education Studies, v. 15, n. 4, p. 45–59, 2021.
SILVA, J. G. A. R.; ROMARCO, E. K. V. Instrumento. Revista de Estudo e Pesquisa em Educação, v. 23, p. 134–150, 2021. DOI: https://doi.org/10.34019/1984-5499.2021.v23.30912
SMITH, M. H.; RENK, K. Predictors of academic-related stress in college students: an examination of coping, social support, parenting, and anxiety. NASPA Journal, v. 44, n. 3, p. 405–431, 2007. DOI: https://doi.org/10.2202/1949-6605.1829
SOARES, A. B. et al. O impacto das expectativas na adaptação acadêmica dos estudantes no ensino superior. Psico-USF, Itatiba, v. 19, abr. 2014. DOI: https://doi.org/10.1590/S1413-82712014000100006
• ZEIDNER, M. Test anxiety: the state of the art. New York: Springer, 1998.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Américo Custódio Hungulo, Cristina de Oliveira, Sandra Cruz
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Os autores detêm os direitos autorais sem restrições, devendo informar a publicação inicial nesta revista, em caso de nova publicação de algum trabalho.
