Academic stress and academic engagement among Peruvian university students during their first experience with online learning.

In addition, with respect to perceived learning achievement, participants showed highly significant differences in stressors, stress symptoms, coping strategies, and overall academic engagement and its dimensions, with U > 23790.500 and p = 0.001, such that greater perceived learning was associated with lower stress-related factors and higher academic engagement, although the effect sizes were small to approaching moderate (see Table 4 ).

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