Autorregulación, funciones ejecutivas y estrés en la adaptación universitaria: una revisión narrativa
| Issue | Vol. 10 Núm. 2 (2026): Ciencia y Educación |
| DOI | |
| Publicado | nov. 11, 2026 |
|
Estadísticas |
Universidad Iberoamericana, República Dominicana
Instituto Tecnológico de Santo Domingo, República Dominicana
Resumen
Introducción: Aunque la adaptación académica durante el primer año universitario ha sido ampliamente estudiada, persiste una integración limitada de la evidencia sobre biomarcadores fisiológicos del estrés evaluativo, autorregulación emocional, funciones ejecutivas y permanencia estudiantil. El objetivo general fue integrar críticamente la evidencia científica reciente sobre la relación entre estas variables y la adaptación académica universitaria.
Metodología: Se realizó una revisión narrativa sistematizada mediante una búsqueda documental entre enero y abril de 2026 en APA PsycINFO, Academic Search Ultimate, Psychology and Behavioral Sciences Collection, ERIC, ScienceDirect, PubMed/Medline y Google Scholar, con énfasis en publicaciones en español e inglés entre 2014 y 2026.
Resultados: Se identificaron 132 registros, se evaluaron 73 textos completos y se incluyeron 40 estudios científicos. La evidencia muestra que la adaptación universitaria depende de factores emocionales, cognitivos, fisiológicos, académicos e institucionales.
Conclusiones: Se requieren modelos integradores y longitudinales que articulen autorregulación emocional, funciones ejecutivas y biomarcadores del estrés evaluativo para orientar estrategias de acompañamiento, bienestar y permanencia.
Metodología: Se realizó una revisión narrativa sistematizada mediante una búsqueda documental entre enero y abril de 2026 en APA PsycINFO, Academic Search Ultimate, Psychology and Behavioral Sciences Collection, ERIC, ScienceDirect, PubMed/Medline y Google Scholar, con énfasis en publicaciones en español e inglés entre 2014 y 2026.
Resultados: Se identificaron 132 registros, se evaluaron 73 textos completos y se incluyeron 40 estudios científicos. La evidencia muestra que la adaptación universitaria depende de factores emocionales, cognitivos, fisiológicos, académicos e institucionales.
Conclusiones: Se requieren modelos integradores y longitudinales que articulen autorregulación emocional, funciones ejecutivas y biomarcadores del estrés evaluativo para orientar estrategias de acompañamiento, bienestar y permanencia.
Aina, C., Baici, E., Casalone, G., & Pastore, F. (2022). The determinants of university dropout: A review of the socio-economic literature. Socio-Economic Planning Sciences, 79(101102),1-16. https://doi.org/10.1016/j.seps.2021.101102
Arias, S. (2021, 16 de diciembre). 158,200 desertaron de las universidades por el COVID-19: El abandono en el sector privado fue de 19.7% y en la UASD de 18%. Diario Libre. https://www.diariolibre.com/actualidad/educacion/2021/12/16/-cuantos-abandonaron-la-universidad-por-el-covid-19/1471257
Ball, I., Banerjee, M., Holliman, A., & Tyndall, I. (2024). Investigating success in the transition to university: A systematic review of personal risk and protective factors influencing academic achievement. Educational Psychology Review, 36(52), 1-49. https://doi.org/10.1007/s10648-024-09891-0
Boffet, A., Arsac, L. M., Ibanez, V., Sauvet, F., Deschodt-Arsac, V. (2025). Detection of Cognitive Load Modulation by EDA and HRV. Sensors 25(2343),1-14. https://doi.org/10.3390/s25082343
Chalpartar Nasner, L. T. M., Fernández Guzmán, A. M., Betancourth Zambrano, S., & Gómez Delgado, Y. A. (2022). Deserción en la población estudiantil universitaria durante la pandemia, una mirada cualitativa. Revista Virtual Universidad Católica del Norte, (66), 37-62. https://doi.org/10.35575/rvucn.n66a3
Cheng, Y.-C., Su, M.-I., Liu, C.-W., Huang, Y.-C., & Huang, W.-L. (2022). Heart rate variability in patients with anxiety disorders: A systematic review and meta-analysis. Psychiatry and Clinical Neurosciences, 76(7), 292–302. https://doi.org/10.1111/pcn.13356
Cobo-Rendón, R., Hojman, V., García-Álvarez, D., & Cobo Rendón, R. (2023). Academic emotions, college adjustment, and dropout intention in university students. Frontiers in Education, 8(1303765), 1-12. https://doi.org/10.3389/feduc.2023.1303765
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24(1), 133-165. https://doi.org/10.1007/s10648-011-9184-5
Dörrenbächer-Ulrich, L., & Bregulla, M. (2024). The relationship between self-regulated learning and executive functions: A systematic review. Educational Psychology Review, 36(95), 1-39. https://doi.org/10.1007/s10648-024-09932-8
Enguídanos, D., Aroztegui, J., Iglesias-Soilán, M., Sánchez-San-José, I., & Fernández, J. (2023). Academic emotions and regulation strategies: Interaction with higher education dropout ideation. Education Sciences, 13(1152), 1-17. https://doi.org/10.3390/educsci13111152
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348
Kazdagli, H., Ozel, H. F., Ozturk, S., Ceylan, D., Erdeniz, B., Ozbek, M., & Semin, M. I. (2024). Electrophysiological detection of exam stress in health schools' students. Physiology International, 111(3), 222-241. https://doi.org/10.1556/2060.2024.00354
Kim, H. J., Park, Y., & Lee, J. (2024). The validity of heart rate variability (HRV) in educational research and a synthesis of recommendations. Educational Psychology Review, 36(42), 1-31. https://doi.org/10.1007/s10648-024-09878-x
Kirschbaum, C., Pirke, K. M., & Hellhammer, D. H. (1993). The Trier Social Stress Test-A tool for investigating psychobiological stress responses in a laboratory setting. Neuropsychobiology, 28(1-2), 76-81. https://doi.org/10.1159/000119004
Kritikou, M., & Giovazolias, T. (2022). Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review. Frontiers in Psychology, 13(1057697), 1-13. https://doi.org/10.3389/fpsyg.2022.1057697
Man, I. S. C., Shao, R., Hou, W. K., Li, S. X., Liu, F. Y., Lee, M., Wing, Y. K., Yau, S.-Y., & Lee, T. M. C. (2023). Multi-systemic evaluation of biological and emotional responses to the Trier Social Stress Test: A meta-analysis and systematic review. Frontiers in Neuroendocrinology, 68(101050), 1-13. https://doi.org/10.1016/j.yfrne.2022.101050
Mastrokoukou, S., Lin, S., Longobardi, C., Berchiatti, M., & Bozzato, P. (2024). Resilience and psychological distress in the transition to university: The mediating role of emotion regulation. Current Psychology, (43), 23675-23685. https://doi.org/10.1007/s12144-024-06138-7
Ministerio de Educación Superior, Ciencia y Tecnología. (2023). Estadísticas institucionales. Recuperado el 5 de febrero de 2026, de https://mescyt.gob.do/estadisticas-institucionales
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422), 1-28. https://doi.org/10.3389/fpsyg.2017.00422
Pontificia Universidad Católica Madre y Maestra. (2022). Reporte de pilotaje del Programa de Mentoría Ejecutiva. Dirección de Bienestar Estudiantil. [Informe institucional no publicado].
Purnamasari, H., Kurniawati, F., & Rifameutia, T. (2022). Systematic review: A study of college adjustment among first-year undergraduates. Buletin Psikologi, 30(2), 187-209. https://doi.org/10.22146/buletinpsikologi.71892
Quincho Apumayta, R., Carrillo Cayllahua, J., Ccencho Pari, A., Inga Choque, V., Cárdenas Valverde, J. C., & Huamán Ataypoma, D. (2024). University dropout: A systematic review of the main causes (2020-June 2024). F1000Research, 13(942), 1-20. https://doi.org/10.12688/f1000research.154263.2
Reyes-González, N., & Meneses-Báez, A. L. (2024). Psychosocial factors associated with dropout, performance and adjustment in university first year: A systematic review of reviews. Revista Electrónica Educare, 28(2), 137-159. https://doi.org/10.15359/ree.28-2.18435
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
Roos, A.-L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. (2021). Test anxiety and physiological arousal: A systematic review and meta-analysis. Educational Psychology Review, 33, 579-618. https://doi.org/10.1007/s10648-020-09543-z
Sammito, S., Thielmann, B., & Böckelmann, I. (2024). Update: Factors influencing heart rate variability: A narrative review. Frontiers in Physiology, 15(1430458), 1-8. https://doi.org/10.3389/fphys.2024.1430458
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023). Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology, 14(1110086), 1-15. https://doi.org/10.3389/fpsyg.2023.1110086
Simón-Grábalos, D., Fonseca, D., Aláez, M., Romero-Yesa, S., & Fresneda-Portillo, C. (2025). Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students. Education Sciences, 15(372), 1-24. https://doi.org/10.3390/educsci15030372
Soltani Nezhad, M., & Delroba, M. (2024). Investigating the relationship between students' executive functions, emotion regulation, and academic achievement. Discover Psychology, 4(120),1-8. https://doi.org/10.1007/s44202-024-00238-y
Task Force of the European Society of Cardiology and the North American Society of Pacing and Electrophysiology. (1996). Heart rate variability: Standards of measurement, physiological interpretation, and clinical use. Circulation, 93(5), 1043-1065. https://doi.org/10.1161/01.CIR.93.5.1043
Theobald, M. (2021). Self-regulated learning training programs enhance university students' academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66(101976), 1-55. https://doi.org/10.1016/j.cedpsych.2021.101976
Thomas, B. L., & Viljoen, M. (2019). Heart rate variability and academic performance of first-year university students. Neuropsychobiology, 78(4), 175-181. https://doi.org/10.1159/000500613
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(1701644), 1-18. https://doi.org/10.3389/feduc.2025.1701644
van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). First-year university students’ academic success: The importance of academic adjustment. European Journal of Psychology of Education, 33, 749-767. https://doi.org/10.1007/s10212-017-0347-8
Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2022). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour & Information Technology, 42(16), 2911-2931. https://doi.org/10.1080/0144929X.2022.2151935
Yoo, H. H., Yune, S. J., Im, S. J., & Kam, B. S. (2021). Heart rate variability-measured stress and academic achievement in medical students. Medical Principles and Practice, 30(2), 193-200. https://doi.org/10.1159/000513781
Zerpa, C., & Rodríguez-Montoya, C. (2024). Disminución de la matrícula universitaria por deserción: una revisión estructurada. Ciencia y Educación, 8(1), 59–78. https://doi.org/10.22206/cyed.2024.v8i1.2920
Arias, S. (2021, 16 de diciembre). 158,200 desertaron de las universidades por el COVID-19: El abandono en el sector privado fue de 19.7% y en la UASD de 18%. Diario Libre. https://www.diariolibre.com/actualidad/educacion/2021/12/16/-cuantos-abandonaron-la-universidad-por-el-covid-19/1471257
Ball, I., Banerjee, M., Holliman, A., & Tyndall, I. (2024). Investigating success in the transition to university: A systematic review of personal risk and protective factors influencing academic achievement. Educational Psychology Review, 36(52), 1-49. https://doi.org/10.1007/s10648-024-09891-0
Boffet, A., Arsac, L. M., Ibanez, V., Sauvet, F., Deschodt-Arsac, V. (2025). Detection of Cognitive Load Modulation by EDA and HRV. Sensors 25(2343),1-14. https://doi.org/10.3390/s25082343
Chalpartar Nasner, L. T. M., Fernández Guzmán, A. M., Betancourth Zambrano, S., & Gómez Delgado, Y. A. (2022). Deserción en la población estudiantil universitaria durante la pandemia, una mirada cualitativa. Revista Virtual Universidad Católica del Norte, (66), 37-62. https://doi.org/10.35575/rvucn.n66a3
Cheng, Y.-C., Su, M.-I., Liu, C.-W., Huang, Y.-C., & Huang, W.-L. (2022). Heart rate variability in patients with anxiety disorders: A systematic review and meta-analysis. Psychiatry and Clinical Neurosciences, 76(7), 292–302. https://doi.org/10.1111/pcn.13356
Cobo-Rendón, R., Hojman, V., García-Álvarez, D., & Cobo Rendón, R. (2023). Academic emotions, college adjustment, and dropout intention in university students. Frontiers in Education, 8(1303765), 1-12. https://doi.org/10.3389/feduc.2023.1303765
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24(1), 133-165. https://doi.org/10.1007/s10648-011-9184-5
Dörrenbächer-Ulrich, L., & Bregulla, M. (2024). The relationship between self-regulated learning and executive functions: A systematic review. Educational Psychology Review, 36(95), 1-39. https://doi.org/10.1007/s10648-024-09932-8
Enguídanos, D., Aroztegui, J., Iglesias-Soilán, M., Sánchez-San-José, I., & Fernández, J. (2023). Academic emotions and regulation strategies: Interaction with higher education dropout ideation. Education Sciences, 13(1152), 1-17. https://doi.org/10.3390/educsci13111152
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348
Kazdagli, H., Ozel, H. F., Ozturk, S., Ceylan, D., Erdeniz, B., Ozbek, M., & Semin, M. I. (2024). Electrophysiological detection of exam stress in health schools' students. Physiology International, 111(3), 222-241. https://doi.org/10.1556/2060.2024.00354
Kim, H. J., Park, Y., & Lee, J. (2024). The validity of heart rate variability (HRV) in educational research and a synthesis of recommendations. Educational Psychology Review, 36(42), 1-31. https://doi.org/10.1007/s10648-024-09878-x
Kirschbaum, C., Pirke, K. M., & Hellhammer, D. H. (1993). The Trier Social Stress Test-A tool for investigating psychobiological stress responses in a laboratory setting. Neuropsychobiology, 28(1-2), 76-81. https://doi.org/10.1159/000119004
Kritikou, M., & Giovazolias, T. (2022). Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review. Frontiers in Psychology, 13(1057697), 1-13. https://doi.org/10.3389/fpsyg.2022.1057697
Man, I. S. C., Shao, R., Hou, W. K., Li, S. X., Liu, F. Y., Lee, M., Wing, Y. K., Yau, S.-Y., & Lee, T. M. C. (2023). Multi-systemic evaluation of biological and emotional responses to the Trier Social Stress Test: A meta-analysis and systematic review. Frontiers in Neuroendocrinology, 68(101050), 1-13. https://doi.org/10.1016/j.yfrne.2022.101050
Mastrokoukou, S., Lin, S., Longobardi, C., Berchiatti, M., & Bozzato, P. (2024). Resilience and psychological distress in the transition to university: The mediating role of emotion regulation. Current Psychology, (43), 23675-23685. https://doi.org/10.1007/s12144-024-06138-7
Ministerio de Educación Superior, Ciencia y Tecnología. (2023). Estadísticas institucionales. Recuperado el 5 de febrero de 2026, de https://mescyt.gob.do/estadisticas-institucionales
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422), 1-28. https://doi.org/10.3389/fpsyg.2017.00422
Pontificia Universidad Católica Madre y Maestra. (2022). Reporte de pilotaje del Programa de Mentoría Ejecutiva. Dirección de Bienestar Estudiantil. [Informe institucional no publicado].
Purnamasari, H., Kurniawati, F., & Rifameutia, T. (2022). Systematic review: A study of college adjustment among first-year undergraduates. Buletin Psikologi, 30(2), 187-209. https://doi.org/10.22146/buletinpsikologi.71892
Quincho Apumayta, R., Carrillo Cayllahua, J., Ccencho Pari, A., Inga Choque, V., Cárdenas Valverde, J. C., & Huamán Ataypoma, D. (2024). University dropout: A systematic review of the main causes (2020-June 2024). F1000Research, 13(942), 1-20. https://doi.org/10.12688/f1000research.154263.2
Reyes-González, N., & Meneses-Báez, A. L. (2024). Psychosocial factors associated with dropout, performance and adjustment in university first year: A systematic review of reviews. Revista Electrónica Educare, 28(2), 137-159. https://doi.org/10.15359/ree.28-2.18435
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
Roos, A.-L., Goetz, T., Voracek, M., Krannich, M., Bieg, M., Jarrell, A., & Pekrun, R. (2021). Test anxiety and physiological arousal: A systematic review and meta-analysis. Educational Psychology Review, 33, 579-618. https://doi.org/10.1007/s10648-020-09543-z
Sammito, S., Thielmann, B., & Böckelmann, I. (2024). Update: Factors influencing heart rate variability: A narrative review. Frontiers in Physiology, 15(1430458), 1-8. https://doi.org/10.3389/fphys.2024.1430458
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023). Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology, 14(1110086), 1-15. https://doi.org/10.3389/fpsyg.2023.1110086
Simón-Grábalos, D., Fonseca, D., Aláez, M., Romero-Yesa, S., & Fresneda-Portillo, C. (2025). Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students. Education Sciences, 15(372), 1-24. https://doi.org/10.3390/educsci15030372
Soltani Nezhad, M., & Delroba, M. (2024). Investigating the relationship between students' executive functions, emotion regulation, and academic achievement. Discover Psychology, 4(120),1-8. https://doi.org/10.1007/s44202-024-00238-y
Task Force of the European Society of Cardiology and the North American Society of Pacing and Electrophysiology. (1996). Heart rate variability: Standards of measurement, physiological interpretation, and clinical use. Circulation, 93(5), 1043-1065. https://doi.org/10.1161/01.CIR.93.5.1043
Theobald, M. (2021). Self-regulated learning training programs enhance university students' academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66(101976), 1-55. https://doi.org/10.1016/j.cedpsych.2021.101976
Thomas, B. L., & Viljoen, M. (2019). Heart rate variability and academic performance of first-year university students. Neuropsychobiology, 78(4), 175-181. https://doi.org/10.1159/000500613
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(1701644), 1-18. https://doi.org/10.3389/feduc.2025.1701644
van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). First-year university students’ academic success: The importance of academic adjustment. European Journal of Psychology of Education, 33, 749-767. https://doi.org/10.1007/s10212-017-0347-8
Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2022). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour & Information Technology, 42(16), 2911-2931. https://doi.org/10.1080/0144929X.2022.2151935
Yoo, H. H., Yune, S. J., Im, S. J., & Kam, B. S. (2021). Heart rate variability-measured stress and academic achievement in medical students. Medical Principles and Practice, 30(2), 193-200. https://doi.org/10.1159/000513781
Zerpa, C., & Rodríguez-Montoya, C. (2024). Disminución de la matrícula universitaria por deserción: una revisión estructurada. Ciencia y Educación, 8(1), 59–78. https://doi.org/10.22206/cyed.2024.v8i1.2920
enseñanza superior
estudiantes universitarios
adaptación del estudiante
autoaprendizaje
estrés mental
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© Julissa Gómez, Patricia Liranzo, 2026
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Julissa Gómez
Universidad Iberoamericana, República Dominicana
Patricia Liranzo
Instituto Tecnológico de Santo Domingo, República Dominicana
Cómo citar
Autorregulación, funciones ejecutivas y estrés en la adaptación universitaria: una revisión narrativa. (2026). Ciencia Y Educación, 10(2), 91-107. https://doi.org/10.22206/ciened.2026.v10i2.3805

