Academic stress in undergraduate students in the areas of education and mental health.

Abstract

The objective of this study is to describe academic stress among education and mental health students at a private university in Aguascalientes, Mexico. To this end, a quantitative study was conducted with a non-experimental, cross-sectional design and descriptive scope. The sample consisted of 84 Pedagogy, Psychopedagogy, and Psychology students who completed the Academic Stress Inventory (INVEA). The analysis of the results identified low to intermediate levels of academic stress among students, regardless of gender, major, and semester completed. The main strengths observed were satisfaction with their major choice and teaching quality, and the main limitation was the perception of not having sufficient skills and abilities to tackle academic challenges.