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Jul 30, 2015 · Academic factors were the predominant cause of stress in most students, followed by physical, social, and emotional. Majority of students with stress reported high scores of poor self-esteem, and about half scored high on depression scales (Baste and Gadkari, 2014).
- Table 2
Table of specification and students’ and experts’ ratings of...
- Appendix 1
The development of a scale to measure perceived sources of...
- Table 2
- Participants and Procedure
- Demographics
- Measures
- Statistical Analyses
The study population (convenience sample) was recruited through a public announcement at electronic learning platforms for students and university students’ associations’ network that contained an invitation for participating in a “Health Promoting University” survey. The online survey was implemented with Limesurvey from October 16th, 2017 to Nove...
The sample for this research consisted of 75.5% females (n= 4869). Participants in this study ranged from 19 to 56 years of age, M = 22.97, SD = 3.01. 56.2% (3624) were enrolled in bachelor prrogrammes and 43.8% (2824) in master programmes. 39.6% (2551) were enrolled in health related courses (such as medicine, nursing, psychology, and biomedical s...
Stress was assessed with the ERI-SQ that was developed for use in student samples. The version adopted in this study consists of 14 items that constitute three scales: Effort (EFF; 3 items; example: “I have constant time pressure due to a heavy study load”), Rewards (REW; 6 items; example: “I receive the respect I deserve from my supervisors/teach...
Statistical analyses were performed with R and Rstudio . The factorial structure was investigated using exploratory factor analysis (EFA; psych package) and confirmatory factor analysis (CFA; lavaan package) . The dataset was randomly split in half to allow for independent EFA (training set) and CFA (test set). A robust ML estimator was used for ...
- Igor Portoghese, Maura Galletta, Fabio Porru, Alex Burdorf, Salvatore Sardo, Ernesto D’Aloja, Gabrie...
- 2019
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Feb 26, 2024 · Share. Abstract. Following its outbreak, the COVID-19 pandemic had strong negative effects on university students' stress and mental health worldwide. Using two longitudinal datasets from Germany ( N = 504) and the U.S. ( N = 893), we investigated how students' stress developed over the first two academic years during the pandemic.
- 26 February 2024
- 18, Issue3
Apr 11, 2019 · This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use. KEYWORDS: Academic. adolescent health. education.
- Michaela C. Pascoe, Sarah E. Hetrick, Alexandra G. Parker
- 2020
Nov 7, 2022 · To alleviate the problem and improve mental wellbeing of students it is important to increase our understanding of how perceived stress and underlying sources of stress are related to mental wellbeing and what factors can buffer the negative effects of stress on mental wellbeing.
- 10.1371/journal.pone.0275925
- 2022
- PLoS One. 2022; 17(11): e0275925.
Jul 8, 2020 · One reason for this is the incorrect perception that the construct of psychological stress is too vague and broad to accurately measure. This article describes best practices in stress measurement, detailing which dimensions of stressor exposures and stress responses to capture, and how.
Jul 9, 2021 · Findings reveal a complex relationship among overlapping factors associated with perceived stress on academic success at both the intrapersonal (eg, academic, demographic, psychological, attitudinal, and behavioral characteristics) and interpersonal levels (eg, social capital).
