Resumen
Este estudio desarrolló un modelo de dinámica de sistemas para analizar las interacciones entre estrés percibido, rendimiento académico, ansiedad social y apoyo social en universitarios. La calibración combinó datos sintéticos con parámetros derivados de literatura científica. Las simulaciones mostraron que el apoyo social redujo principalmente el estrés, mientras que la disminución de la ansiedad social favoreció en mayor medida el rendimiento. El escenario combinado produjo la respuesta global más favorable. Las perturbaciones académicas generaron efectos temporales sobre ansiedad y desempeño, seguidos de recuperación progresiva. Los resultados constituyen evidencia computacional y requieren validación posterior con datos longitudinales de estudiantes reales universitarios.
Citas
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[2] M. C. Pascoe, S. E. Hetrick, and A. G. Parker, “The impact of stress on students in secondary school and higher education,” International Journal of Adolescence and Youth, vol. 25, no. 1, pp. 104–112, 2020, doi: 10.1080/02673843.2019.1596823.
[3] P. Frazier, A. Gabriel, A. Merians, and K. Lust, “Understanding stress as an impediment to academic performance,” Journal of American College Health, vol. 67, no. 6, pp. 562–570, 2019, doi: 10.1080/07448481.2018.1499649.
[4] K. T. Lisnyj, N. Gillani, D. L. Pearl, J. E. McWhirter, and A. Papadopoulos, “Factors associated with stress impacting academic success among post-secondary students: A systematic review,” Journal of American College Health, vol. 71, no. 3, pp. 851–861, 2023, doi: 10.1080/07448481.2021.1909037.
[5] C. A. Brook and T. Willoughby, “The social ties that bind: Social anxiety and academic achievement across the university years,” Journal of Youth and Adolescence, vol. 44, no. 5, pp. 1139–1152, 2015, doi: 10.1007/s10964-015-0262-8.
[6] Q. Mou et al., “Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students,” BMC Psychology, vol. 12, art. no. 190, 2024, doi: 10.1186/s40359-024-01635-7.
[7] E. Y. Strahan, “The effects of social anxiety and social skills on academic performance,” Personality and Individual Differences, vol. 34, no. 2, pp. 347–366, 2003, doi: 10.1016/S0191-8869(02)00049-1.
[8] S. Cohen and T. A. Wills, “Stress, social support, and the buffering hypothesis,” Psychological Bulletin, vol. 98, no. 2, pp. 310–357, 1985, doi: 10.1037/0033-2909.98.2.310.
[9] G. D. Zimet, N. W. Dahlem, S. G. Zimet, and G. K. Farley, “The Multidimensional Scale of Perceived Social Support,” Journal of Personality Assessment, vol. 52, no. 1, pp. 30–41, 1988, doi: 10.1207/s15327752jpa5201_2.
[10] L. Ruihua, N. C. Hassan, Z. Qiuxia, O. Sha, and D. Jingyi, “A systematic review on the impact of social support on college students’ wellbeing and mental health,” PLOS ONE, vol. 20, no. 7, e0325212, 2025, doi: 10.1371/journal.pone.0325212.
[11] C. Feng, Y. Song, S. Che, and H. Xiao, “The impact of multiple stressors on college students’ anxiety: The moderating roles of interpersonal sensitivity and perceived social support,” Acta Psychologica, vol. 267, art. no. 107004, 2026, doi: 10.1016/j.actpsy.2026.107004.
[12] R. P. Mattick and J. C. Clarke, “Development and validation of measures of social phobia scrutiny fear and social interaction anxiety,” Behaviour Research and Therapy, vol. 36, no. 4, pp. 455–470, 1998, doi: 10.1016/S0005-7967(97)10031-6.
[13] J. D. Sterman, Business Dynamics: Systems Thinking and Modeling for a Complex World. Boston, MA, USA: Irwin/McGraw-Hill, 2000.
[14] J. B. Homer and G. B. Hirsch, “System dynamics modeling for public health: Background and opportunities,” American Journal of Public Health, vol. 96, no. 3, pp. 452–458, 2006, doi: 10.2105/AJPH.2005.062059.
[15] B. A. Langellier, Y. Yang, J. Purtle, K. L. Nelson, I. Stankov, and A. V. Diez Roux, “Complex systems approaches to understand drivers of mental health and inform mental health policy: A systematic review,” Administration and Policy in Mental Health and Mental Health Services Research, vol. 46, no. 2, pp. 128–144, 2019, doi: 10.1007/s10488-018-0887-5.
[16] N. Darabi and N. Hosseinichimeh, “System dynamics modeling in health and medicine: A systematic literature review,” System Dynamics Review, vol. 36, no. 1, pp. 29–73, 2020, doi: 10.1002/sdr.1646.
[17] S. Slimmen, M. Franken-Moreno Garcia, O. Timmermans, L. Lechner, and A. Oenema, “Mapping system dynamics of academic, social, and online influences on student mental wellbeing: A participatory systems approach using causal loop diagramming,” Wellbeing, Space and Society, vol. 10, art. no. 100391, 2026, doi: 10.1016/j.wss.2026.100391.
[18] H. J. Valkenburg, J. ten Dam, S. van der Werf, T. L. Feenstra, J. Rodenburg, and B. F. M. Wijnen, “System dynamics modelling methods for public health policy evaluation: A systematic literature review focussing on mental health and substance use disorders,” BMC Public Health, vol. 26, art. no. 844, 2026, doi: 10.1186/s12889-026-26444-y.
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