Preliminary study of stress in undergraduate nursing students in Singapore

Introduction: Stress experienced by nursing students may adversely affect academic achievement, personal wellbeing and long‐term professional capabilities. The current study is the first to report levels and sources of stress among Singaporean students undertaking a pre‐registration baccalaureate nursing degree. Methods: An exploratory survey was conducted with students from all three year levels (n=112, 65% response rate) using the Stress in Nursing Students (SINS) scale. Use of this tool also enabled a regional comparison of results with published data from a nursing cohort in Hong Kong. Perceptions of support were measured using the Social Support Rating Scale (SSRS). It was hypothesized that students with higher levels of social support would report less stress. Results: In comparison to other year levels, Year 3 students reported higher levels of overall, clinical, and financial stress. There were statistical differences between Year 3 and Year 1 students in relation to clinical and financial stressors, but not with Year 2, nor were relationships found across year of study and confidence and education subscales. Level of stress was lower compared to Hong Kong nursing students. There were statistically significant differences on stress associated with clinical (P<0.01) and confidence (P<0.001) domains between datasets, but no differences on subscale scores for education and financial stressors. Social support was not statistically associated with stress. Discussion: Student stress increased throughout the program and was not mediated by social support. Awareness of types and progression of stress can inform professional development activities to bolster coping, and minimize adverse psychological, academic and professional consequences.     

Web-based survey of depression, anxiety and stress in first-year tertiary education students in Hong Kong

OBJECTIVE: The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong. METHOD: Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. RESULTS: A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively. CONCLUSIONS: The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.     

The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.     

Linking learning and health: a pilot study of medical students' perceptions of the academic impact of various health issues.

OBJECTIVE: To assess medical students' experience with a wide variety of health concerns and their perceptions of the impact of these health concerns on their academic performance. METHODS: The National College Health Assessment (NCHA) was administered to all students enrolled at a single medical school during the spring term of 2005. RESULTS: Students reported the greatest perceived negative academic impact related to experiencing interpersonal concerns (concerns about troubled friends or family members, death of a friend or family member, and relationship difficulty) and mental health concerns (depression/anxiety/seasonal affective disorder and stress). A total of 315 students participated (48% response rate). CONCLUSION: Medical students perceive their experiences with social and psychological concerns as negatively influential to their academic well-being. Strategies that assist students in coping with these issues support the learning mission of the academic medical center.     

The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students

This study contributes to understanding students’ emotional responses to academic stressors by integrating grit into the well-established Job Demands-Resources Model and by examining the relationship between academic demands, grit (consistency of interests, perseverance of effort), burnout, engagement, academic achievement, depression, and life satisfaction in Chinese students. We conducted a self-report study with N?=?1527 Chinese high school students (M_age?=?16.38 years, SD?=?1.04). The results of structural equation modeling showed that after controlling for gender, socio-economic status, and school types, demands positively related to burnout and negatively related to engagement. Both facets of grit negatively related to exhaustion, whereas only perseverance of effort positively related to engagement. Burnout positively related to depression and negatively related to life satisfaction, whereas engagement positively related to life satisfaction. However, neither burnout nor engagement was related to academic achievement. Our findings indicate that grit may be protective against school burnout.

     

Effects of College Students’ Perceived Stress on Anxiety in the Time of COVID-19: The Chain Mediation Role of Psychological Resilience and Regulatory Emotional Self-Efficacy

COVID-19 has changed the way of learning and life of college students. The purpose is to explore the relationship between perceived stress and anxiety, and the mediating effect of resilience and regulatory emotional self-efficacy in college students during COVID-19. 309 students from three colleges were selected as research participants (average age 19.79 ± 1.11 years). SPSS was used to measure the correlation between variables. Amos was used to test the path coefficient and mediating effect of the hypothetical model. The results show that: Firstly, perceived stress has a significantly and positively predictive effect on anxiety. Secondly, psychological resilience and regulatory emotional self-efficacy independently played a significant and partially mediating effect between perceived stress and anxiety. Among them, perceived stress had a negative predictive effect on psychological resilience and regulatory emotional self-efficacy. Psychological resilience and regulatory emotional self-efficacy had a negative predictive effect on anxiety. Thirdly, psychological resilience and regulatory emotional self-efficacy play a chain mediation role between psychological stress and anxiety. Regulatory emotional self-efficacy cannot only directly predict the level of anxiety, but also indirectly predict the level of anxiety by regulating psychological resilience. This study reveals the relationship between college students’ perceived stress and anxiety, and the mediating effect of psychological resilience and regulatory emotional self-efficacy in the new time of COVID-19. The chain mediation role of psychological resilience and regulatory emotional self-efficacy reminds college mental health educators that improving students’ regulatory emotional self-efficacy is an important way to promote students’ mental health.     

A structural model of stress, motivation, and academic performance in medical students

Objective

The purpose of the present study was 1) to identify factors that may influence academic stress in medical students and 2) to investigate the causal relationships among these variables with path analysis.

Methods

One hundred sixty medical students participated in the present study. Psychological parameters were assessed with the Medical Stress Scale, Minnesota Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and Academic Motivation Scale. Linear regression and path analysis were used to examine the relationships among variables.

Results

Significant correlations were noted between several factors and Medical Stress scores. Specifically, Hamilton Depression Scale scores (β=0.26, p=0.03) and amotivation (β=0.20, p=0.01) and extrinsically identified regulation (β=0.27, p<0.01) response categories on the Academic Motivation Scale had independent and significant influences on Medical Stress Scale scores. A path analysis model indicated that stress, motivation, and academic performance formed a triangular feedback loop. Moreover, depression was associated with both stress and motivation, and personality was associated with motivation.

Conclusion

The triangular feedback-loop structure in the present study indicated that actions that promote motivation benefit from interventions against stress and depression. Moreover, stress management increases motivation in students. Therefore, strategies designed to reduce academic pressures in medical students should consider these factors. Additional studies should focus on the relationship between motivation and depression.     

How do academic stress and leisure activities influence college students' emotional well-being? A daily diary investigation

China has one of the largest bodies of college students who face growing academic stress that influences their well-being. Using a daily diary method in a group of Chinese college students (n = 139, mean age = 19.50 years, 27% males) who reported their daily positive and negative emotion consecutively for two weeks, this study investigated the dynamic relations between daily academic stress, leisure activities engagement, and emotion, and further examined the moderation of sex on these links. The results showed that at both between- and within-person level, academic stress was positively associated with negative emotion, and leisure activities engagement was positively associated with positive emotion. The association between leisure activities engagement and positive emotion were stronger among female students than among male students. These results suggest that effectively reducing academic stress and actively engaging in leisure activities are both important in promoting and enhancing daily emotional well-being.     

Interest Consistency Can Buffer the Effect of COVID-19 Fear on Psychological Distress

In the context of a recent outbreak of the coronavirus disease (COVID-19), the present study investigated the buffering effect of grit on the relationship between fear of COVID-19 and psychological distress. The data were collected from 224 Japanese participants (98 females; mean age = 46.56, SD = 13.41) in July 2020. The measures used in this study included the Fear of COVID-19 Scale (FCV-19S), Short Grit Scale, and Depression, Anxiety, and Stress Scale 21 (DASS). The results of mediation analyses revealed significant indirect effects of consistency of interest, a major component of grit, on psychological distress (depression: estimate = .042; 95% CI: [.008, .088], anxiety: estimate = .021; 95% CI: [.001, .050], and stress: estimate = .030; 95% CI: [.004, .066]); we also found non-significant indirect effects of perseverance of effort, another major component of grit, on psychological distress. These results suggest that consistency of interest buffers the psychological distress induced by fear of COVID-19. Based on these results, it can be concluded that individuals with higher consistency of interest are less likely to experience worsening of their mental health, even if they experience fear of COVID-19 during the pandemic.

     

Relationships Between School Climate Dimensions and Adolescents’ School Life Satisfaction,Academic Satisfaction and Perceived Popularity Within a Chinese Context

The first part of this study explored the association between school climate and students’ well-being (i.e., school life satisfaction, academic satisfaction and perceived popularity) within the Chinese school context. Two hundred and twenty-one secondary school students in Hong Kong participated in this exploratory study. Due to the lack of culturally relevant instruments, school climate was measured with an adapted instrument that was evaluated by factor analyses. Findings revealed six dimensions of school climate, including positive student–teacher relationships, school order and environment, perceived academic competence, perceived privileges, learning interests and academic support. Preliminary results obtained from multiple regression analyses indicated that the dimension of school order and environment significantly predicted school life satisfaction. Perceived academic competence predicted not only academic satisfaction, but also perceived popularity. However, perceived privilege, learning interests and academic support were negatively related to school life satisfaction and perceived popularity. Interestingly, positive student–teacher relationships did not significantly predict overall well-being. The second part of this study adopted a qualitative approach to explore school climate in relation to well-being from students’ perspectives. The findings showed that learning-related issues, such as learning difficulties, were major contributors to students’ well-being. The findings are discussed from a cultural standpoint to inform educational practices and directions for future research.     

Co-rumination via cellphone moderates the association of perceived interpersonal stress and psychosocial well-being in emerging adults

Adolescents' and emerging adults' social interactions increasingly revolve around cellphone use, but little research has investigated the psychological properties of cellphone interactions. The current study explored co-rumination via cellphone; that is, the use of cellphone functions to excessively communicate about problems or negative feelings. Face-to-face co-rumination and co-rumination via cellphone were examined as potential moderators of the association between perceived interpersonal stress and psychosocial well-being (i.e., positive mental health and social burnout) in a sample of 142 college students. Face-to-face co-rumination was not a moderator. However, co-rumination via cellphone was a significant moderator such that higher levels of perceived interpersonal stress were associated with lower levels of well-being only among college students who reported higher levels of co-rumination via cellphone. Co-rumination via cellphone should be further investigated to elucidate its developmental trajectory and mental health correlates.     

Perceived ethnic discrimination and social exclusion: newcomer immigrant children in Canada

This article examines relationships between perceived ethnic discrimination, social exclusion, psychosocial functioning, and academic performance among newcomer immigrant children from the People's Republic of China, Hong Kong, and the Philippines using a subsample from the New Canadian Children and Youth Study of children aged 11-13?years (1,053) living in Montreal, Toronto, Vancouver, and the Prairies. Bivariate analysis showed that 25% of children reported being treated unfairly by peers and 14% by teachers because of who they are. Regression analyses revealed that perceived ethnic discrimination by peers and teachers was negatively related to children's sense of social competence in peer relationships. Children's self-esteem and sense of academic competence were negatively related to perceived discrimination by teachers. One in 5 children reported feeling like an outsider, with boys revealing higher levels of psychological isolation than girls. More than 1 in 10 were socially isolated and reported never participating in organized activities. This may reflect economic exclusion, as over one third of respondents belonged to families living below the Canadian Income Adequacy Measure. Psychological isolation, social isolation, and economic exclusion were significant predictors of children's sense of academic competence and actual academic grades. Variations exist across age, sex, ethnicity, family structure, parental education, region of settlement, and length of time since arrival in Canada.     

Educational aspiration-expectation discrepancies: relation to socioeconomic and academic risk-related factors

This study examines whether disconnection between educational aspirations and expectations is associated with socioeconomic status, academic performance, academic risk-related behaviors and related psychosocial factors in an ethnically and economically diverse sample of early adolescents from a public middle school (N = 761). Results suggest that students who aspire to achieve more than they expect to achieve also are likely to have more economically disadvantaged backgrounds and poorer academic performance. These students also show a variety of academic and social risks. Specifically, students whose aspirations exceeded their expectations reported lower levels of school bonding, higher levels of test/performance anxiety, and elevated behavioral/emotional difficulties. Results are discussed in terms of social-cognitive theory as well as applications for promoting student social and academic success.     

Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration

This study examined the associations among physical education students’ perceptions of their teachers’ autonomy-supportive and controlling interpersonal styles, need satisfaction and need frustration, and indices of psychological well-being (subjective vitality) and ill-being (negative affect). The results from 591 Chinese secondary school students in Hong Kong indicated that the relationship between students’ perceptions of autonomy-supportive teaching behaviors and subjective vitality was primarily mediated by need satisfaction, whereas the relationship between perceived controlling teaching behaviors and negative affect was primarily mediated by need frustration. The results obtained from the multi-group structural equation model also suggested that these relationships were invariant across sex.     

Relationship Between Perceived Social Support and Psychological Well-Being Among Students Based On Mediating Role of Academic Motivation

The purpose of the present study is to investigate the relationship between perceived social support and psychological well-being among students based on mediating role of academic motivation. Participants were 371 female high school students from second and third-grade students who were randomly selected by applying a multi-stage cluster sampling technique in Tehran, Iran. To examine the research variables, Psychological Well-being Questionnaire of Ryff (1989). Social Support Appraisals Scale of Vaux et al. (1986). and Academic Motivation Measure of Harter (1981) were used. Data analysis was done by calculating correlation coefficients and path analysis. The findings showed that the perceived social support directly and positively influence significant psychological well-being and academic motivation. The path analysis revealed that perceived social support might indirectly have an effect on psychological well-being through mediating role of academic motivation. The perceived social support explained 13 % of the academic motivation variation, and academic motivation predicted 37 % of variation in psychological well-being.     

Stressors and psychological symptoms in students of medicine and allied health professions in Nigeria

Background Studies suggest that high levels of stress and psychological morbidity occur in health care profession students. This study investigates stressors and psychological morbidity in students of medicine, dentistry, physiotherapy and nursing at the University of Ibadan. Methods The students completed a questionnaire about their socio-demographic characteristics, perceived stressors and the 12-item General Health Questionnaire. Qualitative methods were used initially to categorise stressors. Data was then analysed using univariate and logistic regression to determine odds ratios and 95% confidence intervals. Results Medical and dental students were more likely to cite as stressors, overcrowding, strikes, excessive school work and lack of holidays while physiotherapy and nursing students focused on noisy environments, security and transportation. Medical and dental students (1.66; SD: 2.22) had significantly higher GHQ scores than the physiotherapy and nursing students (1.22; SD: 1.87) (t = 2.3; P = 0.022). Socio-demographic factors associated with psychological morbidity after logistic regression include being in a transition year of study, reporting financial distress and not being a ‘Pentecostal Christian’. Although males were more likely to perceive financial and lecturer problems as stressors and females to perceive faculty strikes and overcrowding as source of stress, gender did not have any significant effect on psychological morbidity. Stressors associated with psychological distress in the students include excessive school work, congested classrooms, strikes by faculty, lack of laboratory equipment, family problems, insecurity, financial and health problems. Conclusion Several identified stressors such as financial problems, academic pressures and their consequent effect on social life have an adverse effect on the mental health of students in this environment especially for students of medicine and dentistry. While stressors outside the reach of the school authorities are difficult to control, academic support including providing a conducive learning environment, advice on means for sustenance, added support during periods of transition are key areas for interventions.     

Depressive symptoms and academic self-image in adolescence

The aim of this paper was to specifically analyse the relationship between the different components of academic self-image, defined as the way adolescents represent themselves as students, and self-reported depressive symptoms, assessed with the Children's Depression Inventory (CDI), in a non-clinical sample of 298 adolescents. We considered both adolescents' beliefs about their own cognitive functioning in academic performance and beliefs about their emotional attitude in achievement situations. Our data indicate that the pattern of correlation between emotional beliefs about schooling and learning are significantly related to CDI scores, but this correlation is not evident for the cognitive beliefs. This pattern of correlation is affected by actual school functioning, because correlation between CDI and beliefs is much more significant in subjects without school failure. Differences between gender in CDI scores, beliefs about schooling and learning, and pattern of correlation are considered. These results can enable to focus supporting psychological interventions on more specific targets.     

Perceived stress, stress attributions and psychological distress in psoriasis

OBJECTIVE: The objective of this study was to measure causal beliefs in individuals with psoriasis and to explore their relationship with perceived stress, quality of life, psychological well-being and psoriasis severity. METHODS: This study was cross-sectional in design, and patients were required to complete validated questionnaires assessing perceptions of illness, quality of life, psoriasis severity, perceived stress and psychological mood. A total of 141 individuals were recruited from two settings: an outpatient skin clinic at King's College Hospital and the Psoriasis Association. RESULTS: A strong belief in stress/psychological attributes as a causal factor was found in 61% of the sample. This belief was significantly associated with higher levels of anxiety, depression and perceived stress (r > or = .38; P < or = .0001). Perceived stress in this sample was significantly associated with a poorer level of quality of life, higher levels of anxiety and depression (r > or = .27; P < or = .002) but not with psoriasis severity. CONCLUSIONS: The belief that stress is causal was associated with lower levels of psychological well-being. However, there was no association between perceived stress and more objective measures of psoriasis severity.     

Perceived academic performance as an indicator of risk of attempted suicide in young adolescents.

This study investigated perceived academic performance and self-reported suicidal behavior in adolescents (n = 2,596), mean age 13 years, from 27 South Australian high schools. Groups perceiving their academic performance as failing, below average, average and above average were significantly different on measures of self-esteem, locus of control, depressive symptoms, suicidal thoughts, plans, threats, deliberate self-injury, and suicide attempts. Multivariate logistic regression analyses revealed that failing academic performance (compared to above average) is associated with a five-fold increased likelihood of a suicide attempt, controlling for self-esteem, locus of control and depressive symptoms. Teachers should note that a student presenting with low self-esteem, depressed mood and perceptions of failure may be at increased risk for suicidal thoughts and behaviors, and need referral for clinical assessment.     

Parenting and adolescent self-regulation

This study examined the relationship between adolescents' academic and non-academic self-regulation (SR), authoritative parenting (as demonstrated by high levels of Involvement, Strictness, and Autonomy Granting), and parent self-efficacy in four areas. Participants were 214 Australian high school students and their parents. There was a moderate correlation (r = 0.63) between academic and non-academic SR. Adolescents and their parents differed significantly in their perceptions of parenting behaviours, with parents rating themselves higher than their children on Involvement, Autonomy Granting, and Strictness behaviours. A model of the relationships between the constructs was developed showing a strong path from parent self-efficacy to both academic and non-academic SR via high parental Involvement (as perceived by adolescents). Strict parenting and the granting by parents of psychological autonomy to their adolescent children did not appear to be important in the development of young people's self-regulatory behaviours.