Estrés académico, calidad de las relaciones interpersonales escolares y rendimiento académico en estudiantes chilenos: Un modelo de mediación con perspectiva de género

Olga Cuadros Jiménez; Benito León-del Barco

doi:10.6018/rie.678921

Authors

Olga Cuadros Jiménez Universidad Católica Silva Henríquez https://orcid.org/0000-0001-9220-9060
Benito León-del Barco Universidad de Extremadura https://orcid.org/0000-0003-0061-9498

DOI: https://doi.org/10.6018/rie.678921

Keywords: performance, stress, interpersonal relationships, student-teacher

Supporting Agencies

Agencia Nacional de Investigación y Desarrollo ANID (Chile)

Abstract

The present study examined the effect of academic stress on academic performance through school students’ interpersonal relationships with peers and teachers, considering potential gender differences. Specifically, we tested whether the quality of interpersonal relationships with peers (classmates) and with teachers mediated the association between academic stress and academic performance. The sample consisted of 1,273 Chilean students from Primary Education (Grades 5–8) and Secondary Education (Grades 9–12). Participants’ mean age was 14.20 years (SD = 2.43; range = 10–19), with 47.5% identifying as female (n = 605), 48.0% as male (n = 611), and 4.5% as non-binary (n = 57). Measures included the School Daily Stress Scale, the Interpersonal Relationship Quality Scale, and students’ mean grade point average for the current academic year. Mediation analyses indicated a significant negative effect of school-related academic stress on academic performance. Moreover, high-quality interpersonal relationships—with both peers and teachers—showed a positive and significant mediating effect, particularly relationships with peers, in fostering students’ achievement outcomes. Analysis of the gender covariate revealed that female and non-binary students were more adversely affected, as academic stress was associated with a lower quality in their positive interpersonal relationships with peers and teachers.

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Author Biographies

Olga Cuadros Jiménez, Universidad Católica Silva Henríquez

Doctor of Psychology. Academic-Researcher, Full Professor at the Faculty of Education, Silva Henríquez Catholic University, Santiago, Chile.

Research topics: Education and Educational Psychology. Topics related to school coexistence, socio-emotional development, students' well-being, mental health in school, motivation, classroom engagement and, especially, peer and teachers relationships.

Benito León-del Barco, Universidad de Extremadura

Doctor of Psychology. Professor of Psychology at the University of Extremadura, Faculty of Teacher Training (Cáceres), Department of Psychology and Anthropology.

Research topics: Developmental Psychology and Educational Psychology. Topics related to Cooperative Learning, Collaborative Learning, Teaching and Learning, Psychopathology, Teacher Training, Child Development.

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