Creencias irracionales y su influencia en el nivel de estrés académico de estudiantes universitarios

Academic stress encounters different stressors that limit students' academic performance; therefore, one of these factors is addressed: irrational beliefs. The objective of this study was to determine the extent to which an intervention program to reduce irrational beliefs influences on the level of academic stress presented by fifth-semester students of the Bachelor of Education Sciences program at the Universidad Pedagógica de Durango. A quantitative inquiry with explanatory scope and experimental design was conducted. The instrument applied was the Systemic Cognitive Inventory for the Study of Academic Stress (SISCO) (Barraza, 2006). The main results show that academic stress decreased significantly in the experimental group after the intervention (0.000); likewise, this reduction was significant (0.012) compared to the control group.