El trato institucional y la intención de abandono de los estudios: efecto mediador de la autoeficacia y estrés académico en estudiantes de primer año de ingeniería.
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Date
2025
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Universidad de Concepción
Abstract
El abandono universitario es un fenómeno complejo influenciado por factores personales, institucionales y emocionales que interactúan durante el proceso educativo. Entre los factores personales destacan la autoeficacia académica y la gestión del estrés, ya que condicionan la capacidad del estudiante para afrontar las exigencias propias del entorno universitario. La autoeficacia se entiende como la creencia en la capacidad para organizar y ejecutar acciones que permitan alcanzar el éxito académico. Por su parte, el estrés académico, definido como el malestar generado por las demandas universitarias, puede provocar agotamiento y contribuir a la intención de abandono.
En el ámbito institucional, la percepción del trato recibido desempeña un rol fundamental. Un entorno que promueva el respeto y el apoyo refuerza el sentido de pertenencia del estudiante, mientras que uno desfavorable puede incrementar su intención de abandonar los estudios. Estos factores no actúan de manera aislada, sino que se encuentran interrelacionados y ejercen una influencia tanto directa como indirecta sobre la decisión de persistir o desistir en la trayectoria académica.
La presente memoria analizó la relación entre percepción institucional, autoeficacia académica, estrés académico e intención de abandono. Se empleó un diseño no experimental, transversal y cuantitativo. Participaron 490 estudiantes de primer año de ingeniería, de los cuales el 71 % fueron hombres, el 15,3 % mujeres y el 13,7 % no especificó su género. Se aplicaron análisis de correlación, regresión lineal múltiple y mediación.
Los resultados indicaron que la autoeficacia académica es el principal factor protector frente a la intención de abandono. En cambio, niveles elevados de estrés académico y percepciones institucionales negativas incrementan dicha intención. Se observó, además, una mediación parcial entre la percepción institucional y la intención de abandono a través de la autoeficacia y el estrés.
Finalmente, se proponen acciones orientadas a fortalecer la autoeficacia académica, ofrecer apoyo emocional y mejorar el trato institucional, con el fin de reducir la intención de abandono, promover la equidad y favorecer la permanencia estudiantil.
University dropout is a complex phenomenon influenced by personal, institutional, and emotional factors that interact throughout the educational process. Among personal factors, academic self-efficacy and stress management stand out, as they shape students’ ability to face the demands of the university environment. Academic self-efficacy refers to the belief in one’s ability to organize and execute actions to achieve academic success. In contrast, academic stress, defined as the discomfort generated by academic demands, may lead to exhaustion and contribute to dropout intentions. At the institutional level, students’ perception of how they are treated plays a crucial role. An environment that promotes respect and support strengthens students’ sense of belonging, whereas an unfavorable environment may increase their intention to abandon their studies. These factors do not operate independently but are interconnected and exert both direct and indirect influence on the decision to persist or withdraw from academic life. This thesis analyzed the relationship between institutional treatment perception, academic self-efficacy, academic stress, and dropout intention. A non-experimental, cross-sectional, and quantitative design was employed. The sample consisted of 490 first-year engineering students, of whom 71% were men, 15.3% were women, and 13.7% did not specify their gender. Correlation analysis, multiple linear regression, and mediation analysis were conducted. The results indicated that academic self-efficacy is the main protective factor against dropout intention. In contrast, high levels of academic stress and negative institutional perceptions increase the likelihood of dropout intention. A partial mediation was also observed, where institutional perception affected dropout intention through self-efficacy and stress. Finally, actions are proposed to strengthen academic self-efficacy, provide emotional support, and improve institutional treatment, aiming to reduce dropout intentions, promote equity, and enhance student retention.
University dropout is a complex phenomenon influenced by personal, institutional, and emotional factors that interact throughout the educational process. Among personal factors, academic self-efficacy and stress management stand out, as they shape students’ ability to face the demands of the university environment. Academic self-efficacy refers to the belief in one’s ability to organize and execute actions to achieve academic success. In contrast, academic stress, defined as the discomfort generated by academic demands, may lead to exhaustion and contribute to dropout intentions. At the institutional level, students’ perception of how they are treated plays a crucial role. An environment that promotes respect and support strengthens students’ sense of belonging, whereas an unfavorable environment may increase their intention to abandon their studies. These factors do not operate independently but are interconnected and exert both direct and indirect influence on the decision to persist or withdraw from academic life. This thesis analyzed the relationship between institutional treatment perception, academic self-efficacy, academic stress, and dropout intention. A non-experimental, cross-sectional, and quantitative design was employed. The sample consisted of 490 first-year engineering students, of whom 71% were men, 15.3% were women, and 13.7% did not specify their gender. Correlation analysis, multiple linear regression, and mediation analysis were conducted. The results indicated that academic self-efficacy is the main protective factor against dropout intention. In contrast, high levels of academic stress and negative institutional perceptions increase the likelihood of dropout intention. A partial mediation was also observed, where institutional perception affected dropout intention through self-efficacy and stress. Finally, actions are proposed to strengthen academic self-efficacy, provide emotional support, and improve institutional treatment, aiming to reduce dropout intentions, promote equity, and enhance student retention.
Description
Tesis presentada para optar al título de Ingeniero/a Civil Industrial.
Keywords
Deserción universitaria, Estrés, Autoeficacia, Estudiantes universitarios