Relationship between Study Habits and Academic Stress in University Students of the Basic Sciences area of Lima (Peru)

Abstract

Introduction: This study analyzes the study habits, academic stress, and the relationship between them in students at a state university in Lima. Materials and methods: For this purpose, we conducted a transactional, descriptive, and correlational study. The sample consisted of 316 students. Through two research instruments—the questionnaires used were: Barraza Academic Stress Inventory and the Vicuna Study Habits Inventory—the data were collected in June 2019. For the statistical analysis, the Spearman cor-relation coefficient was used to determine the existence of a relationship between the study habits and academic stress. Results: 77% of the students presented with a moderate to deep level of stress. Regarding the study habits, total of 13% have study habits from a very negative to a negative level, this means that students show that their usual strategies and techniques for obtaining information and the way they carry out their tasks do not allow them to obtain an optimal result, while 57.6% have negative tendency habits. Conclusions: Likewise, it was found that study habits and academic stress are directly related (p < 0.05). Thus, we concluded that study habits are positively related to academic-stress-inducing factors and reactions or symptoms. However, they are not related to the coping strategies.