The study of loneliness and academic stress is a priority area in university research, given their impact on student well-being, retention in higher education, and academic performance. In Chile, with respect to Social Work education, these phenomena acquire relevance, given that students simultaneously face high curricular demands and professional training practices in contexts of social vulnerability. In this context, a lack of academic organization may contribute to the perception of overload and limit students’ academic coping strategies. The objective of this study was to examine the relationships between loneliness, lack of academic organization, and academic stress among Social Work students in Chile. A total of 298 students from nine public and private universities participated, with an average age of 21.74 years (SD = 3.47). The results, obtained through a structural equation model, confirmed that the relationship between loneliness and academic stress was partially mediated by a lack of academic organization; however, the direct association between loneliness and academic stress represented the strongest effect within the model. Likewise, positive direct effects were observed among the three variables. Taken together, these findings reinforce the need to design educational and institutional strategies oriented at promoting student well-being, thereby strengthening the perception of professional preparedness among future social workers.

This study presents the results of the application of an instrument designed to assess gender stereotypes in a cohort of 672 Chilean students. An exploratory factor analysis identified three main dimensions: traditional masculinity, feminine caregiving stereotypes, and moralizing norms regarding female behavior. To further distinguish attitudinal variation, a segmented analytical approach is proposed. The results are discussed in light of gender theory and differentiated socialization, highlighting how these stereotypical configurations operate as a psychological and normative substrate that contributes to the persistence of double standards based on gender, legitimizing greater sexual freedom for men and stricter moral control over female sexuality. Finally, the educational implications of these findings are discussed, emphasizing the need for educational interventions that critically question gender stereotypes and promote higher education oriented toward equity and non-sexist training.