Personal, Health, Academic, and Environmental Predictors of Stress for Residence Hall Students

Dusselier, Lauri; Dunn, Bruce L.; Wang, Yong-Yi; Shelley, Mack; Whalen, Donald F.

doi:10.3200/jach.54.1.15-24

Cited by 228 publications

(186 citation statements)

References 3 publications

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“…Personal financial difficulties were a perceived stress risk factor, which is in agreement with the evidence of low socio-economic status strongly associated with mental disorder [48]. The present study does not confirm a higher perceived stress risk in female students if trait anxiety was adjusted for [1,3,49,50]. This may be driven by a high trait anxiety preferentially present among females.…”

Section: Discussionsupporting

confidence: 77%

Students perceived stress in academic programs: Consequences for its management

Neveu

Doron²,

Visier³

et al. 2012

Revue d'Épidémiologie et de Santé Publique

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Background. -Academic stress contributes to the deterioration of the students' quality of life. Psychological determinants involved in the stress process, trait anxiety and coping, have been neglected when assessing the role of academic programs in stress. This study aimed at determining whether academic programs are associated with a high level of perceived stress above and beyond potential personal and environmental risk factors, as well as coping strategies.Methods. -A cross-sectional survey was conducted in 2009 among third-year medical (total n = 170, participants 88%), dental (n = 63, 94%), psychology (n = 331, 61%) and sports sciences (n = 312, 55%) students in Montpellier (France). The stress level experienced during the last 2 months, trait anxiety and coping strategies were appraised. Substance use, psychological care, and stress triggers were also collected using a selfadministered questionnaire.Results. -Compared with medicine and after adjusting for gender and age, only the sports program was associated with a lower perceived stress risk: adjusted odds ratio: 0.54 [95% Confidence interval: 0.30; 0.99]. Substantial reductions in perceived stress risks were observed in science students after additional adjustments for non-academic stress triggers, substance use, psychological care (adjusted odds ratio: 0.20 [95% Confidence interval: 0.09; 0.41]), and also for trait anxiety and coping strategies (adjusted odds ratio: 0.23 [95% Confidence interval: 0.10; 0.54]). Compared with medicine and after these additional adjustments, psychology had a significantly lower perceived stress risk (0.34 [0.18; 0.64]; 0.40 [0.19; 0.86], respectively), dentistry had a similar risk (0.82 [0.35; 1.91]; 0.53 [0.20; 1.43], respectively).Conclusion. -Sports and psychology programs had a lower perceived stress risk compared with medicine. Personal and environmental risk factors and coping strategies modified the association between academic program and perceived stress. Developing efficient coping strategies in students and improving academic environment could contribute to prevent the potential deleterious consequences of stress.

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Section: Discussionsupporting

confidence: 77%

Students perceived stress in academic programs: Consequences for its management

Neveu

Doron²,

Visier³

et al. 2012

Revue d'Épidémiologie et de Santé Publique

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“…[30][31][32] Frequency of experiencing chronic illness, depression, anxiety disorder, seasonal affective disorder, mononucleosis, and sleep difficulties were significant stress predictors. [31][32][33] Students of medicine, dentistry and nursing represent a population with high educational level that is constantly exposed to this inhospitable environment, which may predispose them to a higher risk of developing common mental disorder. 9,14,16 Due to the workload of study and training that these courses require, students are also more inclined to develop burnout syndrome.…”

Section: Resultsmentioning

confidence: 99%

Common mental disorders and associated factors among final-year healthcare students

Costa

Rocha

Santos³

et al. 2014

Rev. Assoc. Med. Bras.

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Common mental disorders and assoCiated faCtors among final-year healthCare students rev assoC med Bras 2014; 60 (6) Conflict of interest: noneObjective: to assess the prevalence of common mental disorder (CMD) and to identify potential associated factors among medical, dental and nursing students. Method: a cross-sectional study conducted in a public university in Northeast Brazil with 172 undergraduate students of the last three semesters of the medicine, dentistry and nursing courses, in February 2010, using the Self Reporting Questionnaire (SRQ-20) and a structured questionnaire developed by the authors. Logistic regression was performed for data analysis.Result: the prevalence of CMD was 33.7%. The courses presented no differences in CMD prevalence. The logistic regression analysis showed a strong association of the following variables with CMD: female (OR=4.34), lack of good expectations regarding the future (OR=5.83), course as not a source of pleasure (OR=7.52) and feeling emotionally tense (OR=11.23). Conclusion: the high prevalence suggests that immediate preventive measures should be implemented, such as the setting up of psycho-pedagogic support services for students, and teacher development programs.

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“…The increased risk of mental illness has been reported in individuals with high life stress due to low income and education levels [29,35,42] or high risk occupations [46]. In addition, high levels of self-reported stress in the workplace or academic setting predicts a greater risk of mental illness [17,20]. While the human data clearly support a correlative relationship between stress exposure and mental illness, it is difficult to isolate the contribution of stress to the etiology or the severity of a mental illness due to the limitations associated with human studies [16].…”

Section: Introductionmentioning

confidence: 99%

The delayed effects of chronic unpredictable stress on anxiety measures

Matuszewich

Karney

Carter

et al. 2007

Physiology & Behavior

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Previous research has found that exposure to unpredictable stress can augment anxiety in humans and animals. The appearance of anxiety symptoms in humans frequently develop after stress exposure has terminated, but few rodent studies have systematically examined the delayed anxiogenic effects of unpredictable stress. Therefore, the current study investigated whether anxiety-like behaviors in rats would increase at several time intervals following exposure to chronic unpredictable stress (CUS). Unconditioned and conditioned response tasks were used to assess anxiety in male rats 1, 7 or 14 days following exposure to 10 days of a variety of stressors. Rats exposed to CUS showed increased burying behaviors and immobility during the defensive burying test, a conditioned anxiety test. The effects on burying behavior were apparent 7 and 14 days after the termination of the unpredictable stress procedure, but not when tested 1 day after CUS. Total time immobile in the defensive burying test also increased 14 days after termination of the last stressor. In contrast, there were no significant effects of CUS on behavioral measures in the unconditioned response tasks, the elevated plus-maze or light-dark box, at any time point following exposure to CUS. The current findings suggest that CUS may be a useful model of human conditioned anxiety that develops subsequent to chronic stress exposure.

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Personal, Health, Academic, and Environmental Predictors of Stress for Residence Hall Students

Cited by 228 publications

References 3 publications

Students perceived stress in academic programs: Consequences for its management

Students perceived stress in academic programs: Consequences for its management

Common mental disorders and associated factors among final-year healthcare students

The delayed effects of chronic unpredictable stress on anxiety measures

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