Relationship between academic stress, emotional well-being, and academic performance in health programs: a systematic review

Abstract

The study of the factors that influence academic performance is of strategic importance for Higher Education, as it directly impacts the quality of professional training, the efficiency of institutions, and the future of healthcare systems. The objectives were to systematize the relationship between academic stress, emotional well-being, and academic performance in healthcare programs. Among the methods used, a search was conducted for updated information on the topic under investigation from the last five years. Scientific information was consulted in high-impact electronic journals and on scientific content platforms in line with the field of Educational Psychology, such as SciELO, Lilacs, Dialnet, Google Scholar, and Redalyc. Theoretical methods were used. Development: Academic stress has a significant influence on the emotional well-being and academic performance of healthcare students, although, its impact varies depending on the intensity of the stress, individual characteristics, and the academic context. Among the main factors of academic stress were excessive academic workload and limited time to complete it, competition with peers, upcoming professional commitments, family responsibilities, and personal obligations, as well as the professor's personality and grading style and lack of clarity in their instructions. To conclude, the implementation of strategies that address the causes of academic stress and promote the development of effective coping skills is considered necessary to improve students' well-being and academic success.