Design and validation of an academic stress index based on contextual factors using multivariate techniques

Abstract

This study aimed to design and validate an academic stress index based on contextual factors using multivariate techniques. A quantitative and cross-sectional study was conducted with the participation of 1,253 university students. A structured questionnaire was applied to assess academic stress coping factors, and principal component analysis was used to synthesize the information into a quantifiable metric. The developed index allowed for the classification of students based on their stress levels, establishing a cutoff threshold through ROC curve analysis. The results showed a sensitivity of 83.5% and a specificity of 80%, indicating a high predictive capacity of the instrument. Additionally, the main factors associated with academic stress were identified as task overload, teaching methodologies, and performance expectations. This study contributes to the development of objective tools for evaluating academic stress in university settings, enabling the identification of at-risk students and facilitating the design of intervention strategies. The application of the index in future studies may improve student well-being monitoring and the implementation of policies to mitigate the impact of stress in academic life)