The relationship between gender role stress and self esteem in students of faculty of health sciences

Abstract

The aim of this study is to determine the relationship between gender role stress and self-esteem. Design and Methods: This descriptive study was conducted with 898 faculty of health sciences nursing students who consent to participate. Results: There was a negative correlation in male students between the total scores for gender role stress and the total scores for self-esteem. In women, while there was a negative correlation between age and total scores for gender role stress, there was a positive correlation between age and the total scores for self-esteem. Practice Implications: It is suggested that trainings concerning gender roles should be planned for undergraduate classes.

Female gender and low physical activity are risk factors for academic stress in incoming nursing students

“…In addition, the total scores of the CEAU and its four subscales were higher in women, with significant differences in the total score of the questionnaire and in subscales 1 (AO), 3 (ID), and 4 (EC). Our results are consistent with most studies, which found similar data regarding differences in academic stress based on sex in nursing students (Onieva‐Zafra et al, 2020) and in university students in general (García‐Ros et al, 2012; Karaman et al, 2019; Kargin et al, 2021). Therefore, sex is considered a variable to be taken into account in the study of academic stress in nursing students (Ozkan & Kucukkelepce, 2019).…”

“…For this reason, they more often express feelings of stress than men; therefore, it is difficult to say exactly whether women really suffer greater academic stress than men or whether the differences can be explained by a greater tendency of women to report their feelings. On the other hand, another possible cause of these differences could be the fact that men and women have different coping styles in the face of academic stress (Kargin et al, 2021). The scientific literature indicates that problem‐focused coping strategies are more useful for mitigating anxiety caused by controllable stressful events (such as examinations, oral presentations, etc.)…”

“…than emotion‐focused ones (Samson, 2019). It is therefore not surprising that university students who use problem‐focused coping strategies for academic stress have greater academic self‐efficacy and less exam anxiety than those who tend to use coping strategies focused on seeking social support (Kargin et al, 2021). It has been shown that, when faced with potentially stressful situations at the university level (exams, excessive workload, public speaking), men tend to mobilize personal resources to solve them (problem‐focused coping), while women tend to seek social support (emotion‐focused coping) (Hamaideh et al, 2017; Kargin et al, 2021; Rafati et al, 2017).…”

Nursing students doing gender: Implications for higher education and the nursing profession

“…Gender role stress, evident among participants and described more widely in nursing research, is associated with nursing student attrition (Kargin et al, 2021 ). As more nursing students begin their nursing degree as mature‐age women, the impact of gender ideology and gendered expectations on student experience and their capacity to progress and succeed at university requires attention within nurse education.…”

“…Gender role stress, described as the stress experienced by an individual when placed in a situation that limits their ability to follow behaviours dictated by their personally held gender beliefs, can impact a nursing student's capacity to function and achieve in their degree (Kargin et al, 2021 ; McLaughlin et al, 2010 ). As nursing students, these women must navigate a higher education system and degree curriculum that expects them to behave in a ‘traditionally male’ way, with the capacity to prioritise study over family (Andrew et al, 2020 ; Currie et al, 2000 ).…”