University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students
Introduction Academic stress is a key psychological factor that influences student retention in higher education. Sustained stress can deteriorate self-efficacy, vocational decision, and social support networks, increasing the intention to dropout of University. The objective of this study was to in...
Guardado en:
| Autores principales: | , , , , , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2026
|
| Materias: | |
| Acceso en línea: | Enlace permanente (DOI o Handle) Enlace permanente (DOI o Handle) |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1881508828778856448 |
|---|---|
| author | Chavez Sosa, Jannett Virginia Huancahuire Vega, Salomon Casana Rojas, Daniela G. Terrones Huancas, Darlith A. Anaya Vilca, Andrea A. Newball Noriega, Edda Evnet |
| author_browse | Anaya Vilca, Andrea A. Casana Rojas, Daniela G. Chavez Sosa, Jannett Virginia Huancahuire Vega, Salomon Newball Noriega, Edda Evnet Terrones Huancas, Darlith A. |
| author_facet | Chavez Sosa, Jannett Virginia Huancahuire Vega, Salomon Casana Rojas, Daniela G. Terrones Huancas, Darlith A. Anaya Vilca, Andrea A. Newball Noriega, Edda Evnet |
| author_sort | Chavez Sosa, Jannett Virginia |
| collection | Producción científica |
| description | Introduction Academic stress is a key psychological factor that influences student retention in higher education. Sustained stress can deteriorate self-efficacy, vocational decision, and social support networks, increasing the intention to dropout of University. The objective of this study was to investigate the relationship between academic stress and the intention to dropout, including its psychological dimensions, among university students from a private university in Lima, Peru. Methods A cross-sectional analytical study was carried out with a sample of 297 students selected through non-probabilistic sampling. Validated instruments were used to measure academic stress and the intention to dropout, both globally and by dimension (self-efficacy, vocational decision, and functional social support). To measure the relationship between academic stress and academic dropout (and its dimensions) the Spearman correlation was used, for the multivariate analysis negative binomial regression models with robust variance were employed, estimating incidence rate ratios (IRR) and 95% confidence intervals (95% CI). Results A higher level of academic stress was significantly associated with a higher overall intention to dropout (IRR = 1.01; 95% CI: 1,007–1,013; p < 0.001) and with lower levels of self-efficacy, vocational clarity, and functional social support. Women showed greater vulnerability in support networks (IRR = 1.11; 95% CI: 1.01–1.23; p = 0.034). Likewise, belonging to the Faculty of Health Sciences was a protective factor against dropout (IRR = 0.87; 95% CI: 0.80–0.96; p = 0.004). Conclusions Academic stress was identified as a significant predictor of the intention to dropout, as well as its psychological dimensions. The findings underscore the need to implement institutional counseling, resilience training, and gender-differentiated support programs to strengthen student retention. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/338 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | oai:cris.upeu.edu.pe:20.500.15037/3382026-11-02T12:57:04ZUniversity dropout intention and its psychological dimensions: the role of academic stress in Peruvian studentsChavez Sosa, Jannett VirginiaHuancahuire Vega, SalomonCasana Rojas, Daniela G.Terrones Huancas, Darlith A.Anaya Vilca, Andrea A.Newball Noriega, Edda Evnethigher educationpsychological stressself-efficacystudentsuniversity dropoutIntroduction Academic stress is a key psychological factor that influences student retention in higher education. Sustained stress can deteriorate self-efficacy, vocational decision, and social support networks, increasing the intention to dropout of University. The objective of this study was to investigate the relationship between academic stress and the intention to dropout, including its psychological dimensions, among university students from a private university in Lima, Peru. Methods A cross-sectional analytical study was carried out with a sample of 297 students selected through non-probabilistic sampling. Validated instruments were used to measure academic stress and the intention to dropout, both globally and by dimension (self-efficacy, vocational decision, and functional social support). To measure the relationship between academic stress and academic dropout (and its dimensions) the Spearman correlation was used, for the multivariate analysis negative binomial regression models with robust variance were employed, estimating incidence rate ratios (IRR) and 95% confidence intervals (95% CI). Results A higher level of academic stress was significantly associated with a higher overall intention to dropout (IRR = 1.01; 95% CI: 1,007–1,013; p < 0.001) and with lower levels of self-efficacy, vocational clarity, and functional social support. Women showed greater vulnerability in support networks (IRR = 1.11; 95% CI: 1.01–1.23; p = 0.034). Likewise, belonging to the Faculty of Health Sciences was a protective factor against dropout (IRR = 0.87; 95% CI: 0.80–0.96; p = 0.004). Conclusions Academic stress was identified as a significant predictor of the intention to dropout, as well as its psychological dimensions. The findings underscore the need to implement institutional counseling, resilience training, and gender-differentiated support programs to strengthen student retention.Articlehttps://doi.org/10.3389/feduc.2026.175663310.3389/feduc.2026.1756633https://hdl.handle.net/20.500.15037/338W7160521263enFrontiers in Education2504-284X2026-05-082026-06-13T08:11:09Z2026-06-13T08:11:09Z |
| spellingShingle | higher education psychological stress self-efficacy students university dropout Chavez Sosa, Jannett Virginia Huancahuire Vega, Salomon Casana Rojas, Daniela G. Terrones Huancas, Darlith A. Anaya Vilca, Andrea A. Newball Noriega, Edda Evnet University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students |
| title | University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students |
| title_full | University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students |
| title_fullStr | University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students |
| title_full_unstemmed | University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students |
| title_short | University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students |
| title_sort | university dropout intention and its psychological dimensions the role of academic stress in peruvian students |
| topic | higher education psychological stress self-efficacy students university dropout |
| topic_facet | higher education psychological stress self-efficacy students university dropout |
| url | https://doi.org/10.3389/feduc.2026.1756633 https://hdl.handle.net/20.500.15037/338 |
| work_keys_str_mv | AT chavezsosajannettvirginia universitydropoutintentionanditspsychologicaldimensionstheroleofacademicstressinperuvianstudents AT huancahuirevegasalomon universitydropoutintentionanditspsychologicaldimensionstheroleofacademicstressinperuvianstudents AT casanarojasdanielag universitydropoutintentionanditspsychologicaldimensionstheroleofacademicstressinperuvianstudents AT terroneshuancasdarlitha universitydropoutintentionanditspsychologicaldimensionstheroleofacademicstressinperuvianstudents AT anayavilcaandreaa universitydropoutintentionanditspsychologicaldimensionstheroleofacademicstressinperuvianstudents AT newballnoriegaeddaevnet universitydropoutintentionanditspsychologicaldimensionstheroleofacademicstressinperuvianstudents |