DISCUSSION RESEARCH ARTICLE
Yuranis Arrieta Campo
Kelly Gomez Galindo
Maria Carolina Daza
Teacher.
ANDEAN AREA UNIVERSITY FOUNDATION
PSYCHOLOGY
SEVENTH SEMESTE
GROUP 701
VALLEDUPAR
2022
In the world, one in four individuals suffers from some serious stress problem and in cities,
people generally have some mental health problem of this type, as an epidemiological factor,
it is considered a serious aspect, since stress It is an important generator of various pathologies.
In addition, stress is present in all media and environments, including education, where the
objective of this discussion is focused; Hence, psychologists, teachers and parents have
identified the need to know the implications it has on student performance, that is, the stress
they experience in the academic field.
Various authors state that stress alters the response system of the individual at a cognitive,
motor and physiological level. The alteration in these three levels of responses has a negative
influence on academic performance, in some cases the grade of the students in the exams
decreases and, in other cases, the students do not take the exam or leave the classroom before
taking the exam. start to this.
Therefore, it is necessary to design programs to reduce the adverse effects that this problem
can have on academic performance in general, and provide timely care to students at risk. The
above, because the consequences of high levels of stress range from depressive states, anxiety,
irritability, low self-esteem, insomnia, to asthma, hypertension, ulcers, etc. detrimentally
affecting both the health and the academic performance of students.
On the other hand, the subject has shown the existence of notable rates of stress in university
populations and academic institutions, reaching higher rates in the first courses of the degree
and in the periods immediately prior to exams.
This is why coping is necessary, which is the process through which the individual manages
the demands of the individual-environment relationship that he evaluates as stressful and the
emotions that this generates. In addition, coping is closely related to the evaluation cognition
of stressful situations.
Understood as a process, coping is defined as the constantly changing cognitive and behavioral
efforts to manage specific external and internal demands that are assessed as exceeding or
overflowing the individual's resources. This term is used regardless of whether the process is
adaptive or not.
In addition, there are coping strategies that are more stable or consistent than others, depending
on the stressful situation, since coping depends on the context.
As a psychological state, academic stress is essentially psychological because it presents major
stressors, that is, they threaten the vital integrity of the individual and are unrelated to their
assessment, and minor stressors are constituted as such by the assessment that the person makes
of them. In general, a stressor is a ''stimulus or threatening situation that triggers a generalized
and non-specific reaction in the subject''.
In relation to cognitive function, academic stress is explained as a series of evaluative processes
in the face of stressful stimuli from the environment, which have the objective of achieving a
systemic balance of the person-environment relationship.
Normally the environment poses a series of demands or requirements to the individual. The
person submits these demands to an assessment process. If you consider that the demands
exceed your resources, you value them as stressors. These stressors are constituted by the
information that enters the system and causes a systemic imbalance in the person-environment
relationship. This imbalance gives way to a second process of assessing the ability to deal with
the stressful situation, determining the best way to deal with it. The system responds with
coping strategies to the demands of the environment. Once these coping strategies are applied,
if they are successful, the system recovers its systemic balance; if they are not, the system
performs a third evaluation process that leads to an adjustment of the strategies to achieve the
expected success.
Therefore, it is essential to restore the systemic balance since, faced with the imbalance caused
by stress, the individual implements various coping strategies to restore the system's balance.
Although coping strategies are very varied, he suggests the following: assertive ability; self-
praise; evasive distractions; ventilation or confidences; religiosity; search for information about
the situation; request for professional assistance, take the situation with a sense of humor, and
prepare a plan and carry out their tasks. In addition, it is necessary that there be confrontation,
distancing, self-control, search for social support, acceptance of responsibility, escape-
avoidance, problem-solving planning and positive reappraisal, since they are the fundamental
strategies to carry out coping with the stress that occurs. have been associated with positive
outcomes.
Finally, the phenomenon of stress is usually interpreted in reference to a wide range of
experiences, including nervousness, tension, tiredness, overwhelm, restlessness and other
similar sensations, such as excessive pressure at school, work or of another kind. Likewise, it
is attributed to situations of fear, fear, anguish, panic, eagerness to comply, existential
emptiness, speed to meet goals and purposes, inability to cope or interrelate incompetence in
socialization.
REFERENCES
Fernandez martin, Eugenia. Estrés psicológico y psicobiológico en la relación entre
función cognitiva básica y rendimiento escolar . Anal. psicol. [en línea]. 2015, vol.31, n.1,
pp.120-126. ISSN 1695-2294. https://dx.doi.org/10.6018/analesps.31.1.151451.
