Sociodemographic and Academic Factors Associated with Negative Emotions in Medical Students

Abstract

University students' emotions are influenced by various factors, including sociodemographic characteristics and academic workload. These variables can trigger both positive and negative emotions, significantly affecting their health, social development, and academic performance. This study aims to analyze the relationship between sociodemographic and academic factors and their association with negative emotions in medical students at a private university in El Salvador. A quantitative, descriptive, and cross-sectional study was conducted with a probabilistic sample of 145 students enrolled in the Physiology and Medical Pharmacology courses. Participants completed a survey consisting of a 21-item questionnaire with open-ended, closed-ended, dichotomous, and multiple-choice questions. Informed consent was obtained prior to data collection. A significant association was found between negative emotions and factors such as simultaneously studying and working, as well as the transition from a virtual to an in-person educational model. The most frequent emotion was anxiety (34.16%), with a higher prevalence among women (68.30%) and within the age range of 21 to 24 years. The higher prevalence of negative emotions among women may be linked to physiological changes and the transition from adolescence to young adulthood. Regarding academic factors, the demands of combining virtual and in-person education modalities appear to influence students' ability to cope with social and academic challenges.