Stress and academic performance in health students: a preliminary analysis

Abstract

Higher education faces challenges due to increased enrollment and social diversification, especially in health areas. Factors such as stress, anxiety and academic demands impact student performance, exacerbating emotional problems. This study analyzes how stress affects academic performance. The research adopted a quantitative approach, with a correlational scope, a non-experimental and cross-sectional design. The sample was composed of second and fourth semester students of Bachelor's degree programs in the health area, selected by non-probabilistic convenience sampling. The Perceived Stress Scale (PSS-10) was used to assess the level of stress, and academic performance was determined from the classification of overall grade point averages. Data collection was conducted using an online form, complying with ethical guidelines of confidentiality and privacy. Academic stress significantly affects students in the health area, being more prevalent in women. In this study, 92.6% of the participants reported stress levels in the “medium” and “high” categories; despite these indices, more than 90% presented academic performance at “good” and “excellent” levels. As for the correlation between the variables studied, no significant relationship was observed. The described results suggest that, in spite of the high stress indexes in the studied population, most of them could be using some coping strategies to deal with stressful school situations, thus moderating the impact on their academic performance.