Academic stress and academic self-efficacy in students of 1st and 8th semester of the Pontificia Universidad Católica del Ecuador, 2019

Abstract

The following study aims to determine the relationship between academic stress and academic self-efficacy of the Physiotherapy students belonging to the 1^st and 8^th semester at the Pontificia Universidad Católica del Ecuador. This quantitative study is a correlational (non-experimental design) and a cross-sectional one. A sample of 98 students was used in this research. Regarding the data collection instruments, the SISCO Inventory of Academic Stress and the Academic and Social Self-Efficacy Scale has been chosen. The results of the correlations showed that there is not a significant relationship between academic stress and academic self-efficacy (r = -.180; p> .05). On the other hand, there is a negative and significant relationship between attention and stressor stimuli (r = -.234; p <.05), symptoms and attention (r = -.403; p <.01), symptoms and academic self-efficacy (r = -.305; p <.01), academic stress and attention (r = -.280; p <.01). A significant correlation exists between coping strategies and excellence (r = .231; p <.05), coping strategies and academic self-efficacy (r = .236; p <.05). Notwithstanding, in the dimensions where there is not a significant relationship (p> .05), are stressor stimuli and communication, stressor stimuli and excellence, stressor stimuli and academic self-efficacy, symptoms and communication, symptoms and excellence, coping and communication strategies, coping and attention strategies, academic stress and communication, academic stress and excellence. From the results obtained, we conclude that there is no significant relationship between academic stress and academic self-efficacy in the university students studied.