University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students
Author(s)
Janett V. Chavez-Sosa
Daniela G. Casana Rojas
Darlith A. Terrones Huancas
Andrea A. Anaya Vilca
Edda E. Newball-Noriega
Date Issued
8 de mayo de 2026
Type
Article
Volume
11
Abstract
Introduction Academic stress is a key psychological factor that influences student retention in higher education. Sustained stress can deteriorate self-efficacy, vocational decision, and social support networks, increasing the intention to dropout of University. The objective of this study was to investigate the relationship between academic stress and the intention to dropout, including its psychological dimensions, among university students from a private university in Lima, Peru. Methods A cross-sectional analytical study was carried out with a sample of 297 students selected through non-probabilistic sampling. Validated instruments were used to measure academic stress and the intention to dropout, both globally and by dimension (self-efficacy, vocational decision, and functional social support). To measure the relationship between academic stress and academic dropout (and its dimensions) the Spearman correlation was used, for the multivariate analysis negative binomial regression models with robust variance were employed, estimating incidence rate ratios (IRR) and 95% confidence intervals (95% CI). Results A higher level of academic stress was significantly associated with a higher overall intention to dropout (IRR = 1.01; 95% CI: 1,007–1,013; p < 0.001) and with lower levels of self-efficacy, vocational clarity, and functional social support. Women showed greater vulnerability in support networks (IRR = 1.11; 95% CI: 1.01–1.23; p = 0.034). Likewise, belonging to the Faculty of Health Sciences was a protective factor against dropout (IRR = 0.87; 95% CI: 0.80–0.96; p = 0.004). Conclusions Academic stress was identified as a significant predictor of the intention to dropout, as well as its psychological dimensions. The findings underscore the need to implement institutional counseling, resilience training, and gender-differentiated support programs to strengthen student retention.
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