Factores demográficos, académicos, psicológicos, sociales y el estrés de los estudiantes que acuden al comedor universitario, Iquitos 2024

• Autor: Lopez Llosa, Delia Aurora
• Formato: tesis de grado
• Fecha de Publicación: 2025
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/12849
• Enlace del recurso: https://hdl.handle.net/20.500.12737/12849
• Nivel de acceso: acceso abierto
• Materia: Estrés; Factores sociodemográficos; Psicología; Educación; Estudiante universitario; Comedores; https://purl.org/pe-repo/ocde/ford#3.03.03

The objective of this research was to determine the relationship between demographic, academic, psychological, and social factors and stress levels among students attending the university cafeteria in Iquitos in 2024. A quantitative approach was used, with a non-experimental, correlational, and cross-sectional design. The sample consisted of 150 male and female students from the National University of the Peruvian Amazon. Surveys and interviews were conducted using a modified KEZKAK stressors questionnaire and a stress assessment scale. Data were analyzed using the Jamovi statistical software, version 2.3.28 (Spanish). Among the participants, 74.7% were between 18 and 22 years old, and 56.0% were male. Regarding academic factors, 89.3% did not perceive lack of competence as a stressor, and 76.7% did not consider academic overload stressful. For psychological factors, 99.3% did not report helplessness-uncertainty as a stressor, and 91.3% did not perceive emotional involvement as such. In the social domain, 93.3% did not consider the student-teacher relationship to be a stressor, and 95.3% said the same about peer relationships. Bivariate analysis showed a statistically significant relationship between stress levels and academic factors: lack of competence (p < 0.001) and academic overload (p < 0.001); psychological factors: helplessness-uncertainty (p < 0.001) and emotional involvement (p < 0.001); and the social factor: peer relationship (p = 0.003). No significant relationship was found with age (p = 0.872), gender (p = 0.710), or teacher-student relationship (p = 0.072).