Abstract
In recent decades, the increase in stress levels of university students has been seen as a serious threat. Due to this problem, the present investigation has been focused on studying how time management is linked to academic stress in university students. This research study of a basic/substantive non-experimental type and correlational level has been developed under a quantitative approach with a cross section. The sample consisted of 328 students of both genders, selected from a public university in the city of Lima. Two standardized tools were adapted for data collection. Two questionnaires were also applied: time management and academic stress. The results showed that there was an inverse correlation between time management and academic stress (Spearman's Rho = .413), as well as for the dimensions of academic stress: stressors (- .405), symptoms (-, 387) and coping (, 286). It was concluded that the inverse relationships between the parameters studied will be reflected in the values obtained. Furthermore, possible measures to mitigate the casuistry around academic stress are also discussed.
Highlights
Higher education is a stressful period in the lives of students due to various reasons such as living away from families, a heavy curriculum or ineffectiveness in higher education programs (Bhujade, 2017)
The descriptive analysis of academic stress and its respective dimensions is shown in figure 2, which indicated that 16.8% of the students surveyed considered it to be high; while 67.7% of them assumed it to be average and 15.5% stated that they had a low perception of it
According to the results obtained in relation to time management and its dimensions, the participants in the study generally responded that their management of this parameter was adequate in just over 50%; these measures were almost similar with respect to objective dimensions and priorities (51.5%), management tools (55.5%), preferences for disorganization (60.1%) and, perception of control (55.5%)
Summary
Higher education is a stressful period in the lives of students due to various reasons such as living away from families, a heavy curriculum or ineffectiveness in higher education programs (Bhujade, 2017). From the moment an individual enters college, he or she is faced with various demands, especially academic demands, which will demand effort and sacrifice. According to what Quiliano and Quiliano (2020) have reported, on a universal scale, 14% of youth suicides were related to academic stress; in addition, in the United Kingdom, a student commits suicide every four days, being the first cause of death for individuals under 34 years old. The aforementioned authors pointed out that in North America, suicide is considered as the second cause of death among university students and 40% of them showed serious depression. The writers reported that in Mexico, suicide is the third cause of death among the population in the age group between 15 and 24. Academic stress has been identified as the main cause in these alarming figures (Reddy et al, 2018)
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