El proceso de estrés académico en estudiantes de psicología en dos semestres académicos, 2022-2 y 2023-2: un estudio comparativo

This study aimed to identify and compare the process of academic stress the next aspects (intensity, stressors, symptoms and coping strategies) based on the cognitive assessment carried out by psychology students, comparing the 2022-2 and 2023-2 semesters. To this end, a descriptive and comparative method was used by applying the SISCO-SV-21 Inventory of Barraza (2018) to a purposive and convenience sample of 523 psychology students from the Autonomous University of Querétaro. The analysis of the results was carried out for two post-confinement periods, comparing the levels of academic stress, in its three dimensions: stressors, symptoms and coping strategies. In the case of symptoms and the coping strategies maintained a causal relationship with each other: since fewer coping strategies elevate the symptoms and vice versa. This relationship could be observed in the two periods studied. The conclusions showed that there were no significant differences in stress intensity between the two periods; the same was true for stressors. It is important to open spaces for applied research with training programs for students, teachers, advisors and university tutors; that help the management of this aspects in the academic field.