Estrés Académico y Trabajo de Grado en Licenciatura en Educación

The research had for objective determine the Impact of the Academic Stress during the Process of Realization of the Special Work of Degree in Students of Degree in Education. Academic stress was supported theoretically from the perspective of authors such as: Berrio y Mazo (2011), Castillo Pimienta et al. (2016), Mendez y Galvez (2018), Moran et al. (2018).  Methodologically, a correlational investigation was carried out. The study sample consisted of 167 students. The Pearson correlation has a result of 0.061, which is in the very weak positive correlation range and a significance of 0.434, approaching 0.5, generating a positive confidence level. From the results obtained, the null hypothesis H0 is rejected. We found a statistically significant, moderate linear association (rP = -0.434, p <0.05), between academic stress and special grade work, with which, academic stress directly influences students during the process of carrying out special work of degree. The impact of academic stress has negatively influenced the population sample addressed, requiring extra efforts on the part of the students for the effective conclusion of the research work and to complete their training process in the university, being necessary to deepen in investigations that allow to explain with more attention the consequences of academic stress on the personality of students. It is necessary to recover the role played by the university in the promotion of new knowledge from research work, it being pertinent to consider research-centered planning as a key figure for the generation of a curriculum that addresses the importance of accompanying from the multiple complexities of student researchers during the research process.