Adaptation, stress management, mood, and their relationship with academic performance in Peruvian students starting their university studies

Abstract

Students face significant challenges when starting their studies, including social and academic pressures that require specific skills to adapt without compromising their well-being. The objective of this study was to analyze the relationship between adaptation to the university environment, stress management, mood, and academic performance in a sample of Peruvian university students. The study adopted a quantitative approach with a non-experimental, cross-sectional, and correlational design. A survey was administered to 201 students who were starting their university studies. The results confirmed the hypothesis; by applying the Spearman correlation test, high coefficients were obtained between academic performance and the variables Adaptability (rs= .848), Stress Management (rs= .860), and General Mood (rs= .823), indicating a strong positive relationship between these variables and academic performance. It is confirmed that the relationships are statistically significant at the 1% significance level, highlighting the importance of psychosocial factors in the academic success of those starting their university studies.