Gestión de la Complejidad en Educación Superior: Estrés, Ansiedad, Depresión y Rendimiento Académico desde una Perspectiva Sistémica
Palabras clave:
gestión de la complejidad, pensamiento sistémico, estrés, ansiedad, depresión, rendimiento académico
Resumen
Este artículo analiza la relación entre el estrés, la ansiedad, la depresión y el rendimiento académico en educación superior desde la gestión de la complejidad y el pensamiento sistémico. Para ello, se realizó una revisión teórico-reflexiva sustentada en cuatro búsquedas en Scopus correspondientes al periodo 2015–2026. Se recuperaron 159 registros y, después de revisar su pertinencia para el análisis, se seleccionaron 30 referencias. La revisión permitió observar que el rendimiento académico no puede explicarse por una sola causa. Junto con las condiciones emocionales intervienen las exigencias académicas, las relaciones personales, la situación económica, la motivación y los apoyos disponibles. Además, estudiantes que enfrentan circunstancias semejantes pueden responder de manera distinta. Desde esta perspectiva, la universidad adquiere un papel importante cuando facilita el acceso a servicios de apoyo, identifica oportunamente las necesidades, canaliza a los estudiantes y da seguimiento a su trayectoria. El artículo propone así una lectura sistémica del rendimiento académico, en la que las condiciones del estudiante y la respuesta institucional se encuentran relacionadas y pueden cambiar a lo largo de la experiencia universitaria.
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Aldhi, I. F., Suhariadi, F., Rahmawati, E., Supriharyanti, E., Hardaningtyas, D., Sugiarti, R., Abbas, A., & Trihantoyo, S. (2026).Fear of failure, procrastination, and academic performance in higher education. Humanities and Social Sciences Communications, 13(1), Article 731. https://doi.org/10.1057/s41599-026-07088-0
Alzaanin, E. (2026). EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective. Language Teaching Research, 30(5), 2945–2968. https://doi.org/10.1177/13621688231189777
Balogun, A. G., Balogun, S. K., & Onyencho, C. V. (2017). Test anxiety and academic performance among undergraduates: The moderating role of achievement motivation. The Spanish Journal of Psychology, 20, e14. https://doi.org/10.1017/sjp.2017.5
Barragán Moreno, S. P., & González Támara, L. (2024). Complexities of student dropout in higher education: A multidi Revista de ciencia de la Complejidad mensional analysis. Frontiers in Education, 9, Article 1461650. https://doi.org/10.3389/feduc.2024.1461650
Bergsteedt, B. J., & du Plessis, A. (2026). Reconceptualising university governance as social relations work: Purpose, orientation, and practice in an integrated framework. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-026-09926-0
Brandao de Souza, C., & Jacomuzzi, A. C. (2025). The role of university professors’ emotional competencies in students’ academic and psychological well-being: A systematic review. Education Sciences, 15(7), Article 882. https://doi.org/10.3390/educsci15070882
Broton, K. M., Mohebali, M., & Lingo,M. D. (2022). Basic needs insecurity and mental health: Community colle-
ge students’ dual challenges and use of social support. Community College Review, 50(4), 456–482. https://doi.org/10.1177/00915521221111460
Cruz, A. F. P., Pereira, W. D. S., Ribeiro, N. G., Sousa, J. N., Macedo, M. T. S., Baldo, T. D. O. F., & Baldo, M. P. (2026). Anxiety in the academic environment: Impacts on quality of life and well-being of university students. International
Journal of Educational Research, 136, Article 102916. https://doi.org/10.1016/j.ijer.2025.102916
Diotaiuti, P., Valente, G., Mancone, S., & Bellizzi, F. (2021). A mediating model of emotional balance and procrastination on academic performance. Frontiers in Psychology, 12, Article 665196. https://doi.org/10.3389/fpsyg.2021.665196 Du, X., Guerra, A., Chen, J., Lindsay, E., & Nørgaard, B. (2025). Supporting change in Polish higher education: Academic middle leaders’ perspectives. Educational Management Administration & Leadership, 53(4), 929–954. https://doi.org/10.1177/17411432231206247
Elliot, T., & Aaen, S. B. (2025). A systems thinking approach to student-supervisor interactions and their effect on psychological safety: A case for student learning labs. Journal of Problem Based Learning in Higher Education, 13(1), 323–334. https://doi.org/10.54337/ojs.jpblhe.v13i1.9827
El-Sayed, M. Z., Rawashdeh, M., Ahmed, M., Adnan, Z., Kumar, P., El Safwany, M. M., Abuzaid, M. M., Alomaim, W., Islam, I. E., & Ali, M. A. (2026). Academic stress among radiography students: Examining the impact of GPA and class level on student well-being and performance. Journal of Education and Health Promotion, 15(1), Article 42. https://doi. org/10.4103/jehp.jehp_954_25
Horton, A. G., Brown, J., & Ezemenaka, C. J. (2026). Self-efficacy, mental health and support services use among baccalaureate nursing students: A cross-sectional pilot study. Nursing Open, 13(6), Article e70628. https://doi.org/10.1002/nop2.70628
Jiang, D., Stegeager, N., Thomsen, T. L.,& Du, X. (2024). Early career academics’ professional learning in a PBL-focused pedagogical development program. Research in Post Compulsory Education, 29(4), 660–680. https://doi.org/10.1080/13596748.2024.2403824
Li, J., Liu, C., Wulandari, T., Wang, P., Li, K., Ren, L., & Liu, X. (2022). The relationship between dimensions of empathy and symptoms of depression among university students during the
COVID-19 pandemic: A network analysis. Frontiers in Public Health, 10, Article 1034119. https://doi.org/10.3389/fpubh.2022.1034119
Liu, J., Li, C., & Liu, L. (2026). University governance for sustainability: Overcoming structural fragmentation to enable institutional transformation. Sustai-
nability, 18(15), Article 8019. https://doi.org/10.3390/su18158019
Moghimi, E., Stephenson, C., Gutierrez, G., Jagayat, J., Layzell, G., Patel, C., McCart, A., Gibney, C., Langstaff, C., Ayonrinde, O., Khalid-Khan, S., Milev, R., Snelgrove-Clarke, E., Soares, C., Omrani, M., & Alavi, N. (2023). Mental health challenges, treatment experiences, and care needs of post-secondary students: A cross-sectional mixed-methods study. BMC Public Health, 23(1), Article 655. https://doi.org/10.1186/s12889-023-15452-x
Morales, J., Armijos, J. C., & Juyumaya, J. (2025). Psychosocial predictors of academic success across disciplines: Evidence from a large-scale study in Chilean higher education. Journal of Applied Research in Higher Education, 1–16. Advance online publication. https://doi.org/10.1108/JARHE-06-2025-0461
Nakata, M. (2025). From access and participation to student success: A decade of research on building Indigenous academic self-efficacy to close the gap in higher education. The Australian Journal of Indigenous Education, 54(2). https://doi.org/10.55146/ajie.v54i2.2017
Respondek, L., Seufert, T., Stupnisky, R., & Nett, U. E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement. Frontiers in Psychology, 8, Article 243. https://doi.org/10.3389/fpsyg.2017.00243
Robinson, Z. P., & Laycock Pedersen, R.(2021). How to repurpose the university: A resilience lens on sustainability governance. Frontiers in Sustainability, 2, Article 674210. https://doi.org/10.3389/ frsus.2021.674210
Romine, K. D., Baker, R. M., & Romine, K. A. (2018). The relationship between administrative intensity and student retention and success: A three-year study. Education Sciences, 8(4), Article 159. https://doi.org/10.3390/educsci8040159
Samaratunga, M., Kamardeen, I., & Chathurangi, B. N. M. (2025). Work study conflict stressors and impacts: A cross-disciplinary analysis of built environment undergraduates. Buil Revista de ciencia de la Complejidad dings, 15(6), Article 973. https://doi.org/10.3390/buildings15060973
Sampson, R. J. (2019). Real people with real experiences: The emergence of classroom L2 study feelings over interacting timescales. System, 84, 14–23. https:// doi.org/10.1016/j.system.2019.05.001
Smith, J., Hughes, G., & Spanner, L. (2024). The role of student peers in HE student mental health and well-being. Mental Health and Social Inclusion, 28(3), 195–207. https://doi.org/10.1108/ MHSI-11-2022-0070
Teh, H. (2024). Rationales and factors influencing universities’ engagement with sustainability: An exploration of two Malaysian universities from stakeholders’ perspectives. Journal of Contemporary East Asia Studies, 13(1), 192–217. https://doi.org/10.1080/24761028.2025.2471624
Valencia-Arias, A., Valera Aredo, J. C., Valencia, J., Cardona-Acevedo, S., Patiño-Vanegas, J. C., & Uribe Bedoya, H. (2026). Key determinants of university dropout: Academic, economic, and psychosocial factors in student retention. Frontiers in Education, 10, Article 1701644. https://doi.org/10.3389/feduc.2025.1701644
Yip, S. Y., Khong, T. D. H., & Saito, E. (2024). Professional adaptation of international academics: A critical discussion through the lens of complexity theory. Higher Education Research & Development, 43(8), 1878–1891. https://doi.org/10.1080/07294360.2024.2385359
Ahern, S. J. (2020). Making a #Stepchange? Investigating the alignment of learning analytics and student wellbeing in United Kingdom higher education institutions. Frontiers in Education, 5, Article 531424. https://doi.org/10.3389/feduc.2020.531424
Aldhi, I. F., Suhariadi, F., Rahmawati, E., Supriharyanti, E., Hardaningtyas, D., Sugiarti, R., Abbas, A., & Trihantoyo, S. (2026).Fear of failure, procrastination, and academic performance in higher education. Humanities and Social Sciences Communications, 13(1), Article 731. https://doi.org/10.1057/s41599-026-07088-0
Alzaanin, E. (2026). EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective. Language Teaching Research, 30(5), 2945–2968. https://doi.org/10.1177/13621688231189777
Balogun, A. G., Balogun, S. K., & Onyencho, C. V. (2017). Test anxiety and academic performance among undergraduates: The moderating role of achievement motivation. The Spanish Journal of Psychology, 20, e14. https://doi.org/10.1017/sjp.2017.5
Barragán Moreno, S. P., & González Támara, L. (2024). Complexities of student dropout in higher education: A multidi Revista de ciencia de la Complejidad mensional analysis. Frontiers in Education, 9, Article 1461650. https://doi.org/10.3389/feduc.2024.1461650
Bergsteedt, B. J., & du Plessis, A. (2026). Reconceptualising university governance as social relations work: Purpose, orientation, and practice in an integrated framework. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-026-09926-0
Brandao de Souza, C., & Jacomuzzi, A. C. (2025). The role of university professors’ emotional competencies in students’ academic and psychological well-being: A systematic review. Education Sciences, 15(7), Article 882. https://doi.org/10.3390/educsci15070882
Broton, K. M., Mohebali, M., & Lingo,M. D. (2022). Basic needs insecurity and mental health: Community colle-
ge students’ dual challenges and use of social support. Community College Review, 50(4), 456–482. https://doi.org/10.1177/00915521221111460
Cruz, A. F. P., Pereira, W. D. S., Ribeiro, N. G., Sousa, J. N., Macedo, M. T. S., Baldo, T. D. O. F., & Baldo, M. P. (2026). Anxiety in the academic environment: Impacts on quality of life and well-being of university students. International
Journal of Educational Research, 136, Article 102916. https://doi.org/10.1016/j.ijer.2025.102916
Diotaiuti, P., Valente, G., Mancone, S., & Bellizzi, F. (2021). A mediating model of emotional balance and procrastination on academic performance. Frontiers in Psychology, 12, Article 665196. https://doi.org/10.3389/fpsyg.2021.665196 Du, X., Guerra, A., Chen, J., Lindsay, E., & Nørgaard, B. (2025). Supporting change in Polish higher education: Academic middle leaders’ perspectives. Educational Management Administration & Leadership, 53(4), 929–954. https://doi.org/10.1177/17411432231206247
Elliot, T., & Aaen, S. B. (2025). A systems thinking approach to student-supervisor interactions and their effect on psychological safety: A case for student learning labs. Journal of Problem Based Learning in Higher Education, 13(1), 323–334. https://doi.org/10.54337/ojs.jpblhe.v13i1.9827
El-Sayed, M. Z., Rawashdeh, M., Ahmed, M., Adnan, Z., Kumar, P., El Safwany, M. M., Abuzaid, M. M., Alomaim, W., Islam, I. E., & Ali, M. A. (2026). Academic stress among radiography students: Examining the impact of GPA and class level on student well-being and performance. Journal of Education and Health Promotion, 15(1), Article 42. https://doi. org/10.4103/jehp.jehp_954_25
Horton, A. G., Brown, J., & Ezemenaka, C. J. (2026). Self-efficacy, mental health and support services use among baccalaureate nursing students: A cross-sectional pilot study. Nursing Open, 13(6), Article e70628. https://doi.org/10.1002/nop2.70628
Jiang, D., Stegeager, N., Thomsen, T. L.,& Du, X. (2024). Early career academics’ professional learning in a PBL-focused pedagogical development program. Research in Post Compulsory Education, 29(4), 660–680. https://doi.org/10.1080/13596748.2024.2403824
Li, J., Liu, C., Wulandari, T., Wang, P., Li, K., Ren, L., & Liu, X. (2022). The relationship between dimensions of empathy and symptoms of depression among university students during the
COVID-19 pandemic: A network analysis. Frontiers in Public Health, 10, Article 1034119. https://doi.org/10.3389/fpubh.2022.1034119
Liu, J., Li, C., & Liu, L. (2026). University governance for sustainability: Overcoming structural fragmentation to enable institutional transformation. Sustai-
nability, 18(15), Article 8019. https://doi.org/10.3390/su18158019
Moghimi, E., Stephenson, C., Gutierrez, G., Jagayat, J., Layzell, G., Patel, C., McCart, A., Gibney, C., Langstaff, C., Ayonrinde, O., Khalid-Khan, S., Milev, R., Snelgrove-Clarke, E., Soares, C., Omrani, M., & Alavi, N. (2023). Mental health challenges, treatment experiences, and care needs of post-secondary students: A cross-sectional mixed-methods study. BMC Public Health, 23(1), Article 655. https://doi.org/10.1186/s12889-023-15452-x
Morales, J., Armijos, J. C., & Juyumaya, J. (2025). Psychosocial predictors of academic success across disciplines: Evidence from a large-scale study in Chilean higher education. Journal of Applied Research in Higher Education, 1–16. Advance online publication. https://doi.org/10.1108/JARHE-06-2025-0461
Nakata, M. (2025). From access and participation to student success: A decade of research on building Indigenous academic self-efficacy to close the gap in higher education. The Australian Journal of Indigenous Education, 54(2). https://doi.org/10.55146/ajie.v54i2.2017
Respondek, L., Seufert, T., Stupnisky, R., & Nett, U. E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement. Frontiers in Psychology, 8, Article 243. https://doi.org/10.3389/fpsyg.2017.00243
Robinson, Z. P., & Laycock Pedersen, R.(2021). How to repurpose the university: A resilience lens on sustainability governance. Frontiers in Sustainability, 2, Article 674210. https://doi.org/10.3389/ frsus.2021.674210
Romine, K. D., Baker, R. M., & Romine, K. A. (2018). The relationship between administrative intensity and student retention and success: A three-year study. Education Sciences, 8(4), Article 159. https://doi.org/10.3390/educsci8040159
Samaratunga, M., Kamardeen, I., & Chathurangi, B. N. M. (2025). Work study conflict stressors and impacts: A cross-disciplinary analysis of built environment undergraduates. Buil Revista de ciencia de la Complejidad dings, 15(6), Article 973. https://doi.org/10.3390/buildings15060973
Sampson, R. J. (2019). Real people with real experiences: The emergence of classroom L2 study feelings over interacting timescales. System, 84, 14–23. https:// doi.org/10.1016/j.system.2019.05.001
Smith, J., Hughes, G., & Spanner, L. (2024). The role of student peers in HE student mental health and well-being. Mental Health and Social Inclusion, 28(3), 195–207. https://doi.org/10.1108/ MHSI-11-2022-0070
Teh, H. (2024). Rationales and factors influencing universities’ engagement with sustainability: An exploration of two Malaysian universities from stakeholders’ perspectives. Journal of Contemporary East Asia Studies, 13(1), 192–217. https://doi.org/10.1080/24761028.2025.2471624
Valencia-Arias, A., Valera Aredo, J. C., Valencia, J., Cardona-Acevedo, S., Patiño-Vanegas, J. C., & Uribe Bedoya, H. (2026). Key determinants of university dropout: Academic, economic, and psychosocial factors in student retention. Frontiers in Education, 10, Article 1701644. https://doi.org/10.3389/feduc.2025.1701644
Yip, S. Y., Khong, T. D. H., & Saito, E. (2024). Professional adaptation of international academics: A critical discussion through the lens of complexity theory. Higher Education Research & Development, 43(8), 1878–1891. https://doi.org/10.1080/07294360.2024.2385359
Recibido:
2026-09-30
Publicado:
2026-10-01
Cómo citar
Quiroz Alberich, R., & Osuna Millán, N. del C. (2026). Gestión de la Complejidad en Educación Superior: Estrés, Ansiedad, Depresión y Rendimiento Académico desde una Perspectiva Sistémica. Revista Iberoamericana De Complejidad Y Ciencias Económicas, 4(3), 19-33. Recuperado a partir de https://revistas.ulasalle.edu.pe/ricce/article/view/392
Sección
Artículos originales
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