Estado del capital psicológico, prevalencia del estrés y su relación con la autoeficacia académica en estudiantes universitarios de primer ciclo de la ciudad de Loja

Abstract

Abstract: The present research examines the relationship between psychological capital, stress and Academic self-efficacy in first cycle university students in Loja. The study adopted a quantitative approach with a descriptive correlational and transversal design, using a sample of 153 students. The psychological capital questionnaire (PCQ-12), the self-efficacy in academic life scale (EAVA) and the depression, anxiety and stress (DASS-21). The results revealed that the students have high levels of psychological capital and moderate stress, with low levels of self-efficacy in areas such as professional achievements, impulse control and academic planning. A was identified positive correlation between psychological capital and academic self-efficacy, indicating that a Greater psychological capital can improve student achievement. On the contrary, stress showed a negative correlation with self-efficacy, negatively affecting the control of impulses and academic organization. It concludes by highlighting the importance of promoting psychological capital and stress management strategies, with the aim of improving well-being and academic success of students.