Academic stress as a predictor of student performance: A factorial investigation in university contexts

This study examines academic stress as a predictor of university student performance through exploratory factor analysis. Quantitative data revealed three primary stress dimensions: (1) academic overload and social climate, encompassing workload intensity, perceived performance, negative interactions, and participation challenges; (2) teaching methodology and content relevance, reflecting instructional inadequacies and perceived curriculum value; and (3) evaluation anxiety, related to examinations and public presentations. The analysis determined that teaching-related elements significantly predict stress among students with specific sociodemographic profiles. These findings establish academic stress as a multidimensional construct with meaningful implications for educational outcomes in higher education, highlighting the need for targeted institutional interventions addressing these distinct stress factors.