Influence of academic stress associated with student performance of students in graduation status from uniandes, ibarra campus

The present study aimed to thoroughly examine the influence of academic stress on the academic performance of undergraduate students at the Universidad Regional Autónoma de los Andes, Ibarra campus, in Ecuador. The study followed a qualitative approach based on documentary evidence through a systematic review embedded in the PRISMA method. Stress was measured through the documentary analysis of principal components, utilizing triangulation, verification, and reflexivity of academic performance demonstrated during the defense of final degree projects. The sample consisted of a focus group of students prior to the defense of their law degree projects. The results show that students who experience higher levels of stress are more likely to report a decline in their grades. Previous studies were analyzed, and empirical references were reviewed to better understand how stress affects the academic performance of these students. Additionally, potential mediating and moderating variables that may influence this relationship were explored. It was concluded that the information gathered through this analysis provided a comprehensive and updated view of the topic, which could be useful for designing strategies and intervention programs to help students manage stress and improve their academic performance