摘要：This research deals around the variables of academic self-efficacy and academic stress arising from the problems presented by undergraduate students of a university in Mexico. The main objective is to corroborate the main theoretical hypothesis about the self-efficacy is an inhibitory potential of the experimented stress of the people, for which a 50-student cohort (divided into two groups) was studied through a quantitative, non-experimental, correlational and longitudinal or evolutionary study over two school semesters (representing the second of three stages of Research), and using the Academic Self-Efficacy Expectations Inventory as a data collection instrument. The results show that statistically it is not possible to accept the theoretical hypothesis mentioned previously, since a significant association between both variables has not been identified in the two moments of the study. However, it has been possible to determine that in one of the study groups, the input dimension of academic self-efficacy and the general academic self-efficacy have evolved positively from one stage to another, that is, they have increased significantly, which is what is expected According to Albert Bandura's Theory of Self-efficacy, contrary to what is desirable regarding academic stress, which also increased, but theoretically it would have been expected to decrease.
关键词：academic self-efficacy; academic stress; university students
