The Influence of Perceived Faculty Support on Psychological Health among Jordanian University Students

Q4 Social Sciences
Ghada Shahrour, Mohammad Abdulhameed Alqudah, Amjad Al-Khayat, Kholoud Abu Obead
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引用次数: 0

Abstract

Objectives: This study aimed to assess the levels of stress, depression, and anxiety among Jordanian university students and whether faculty support plays a role in ameliorating student’s depression and anxiety. Methods: A cross-sectional study used a convenience sample of 18-25-year-old undergraduate students from five public and three private Jordanian universities. An online survey via EasyQuest was employed with prior university approvals. The survey link, including the consent form, was distributed through university websites, student union pages, and online student groups. The survey collected data on perceived stress, depression, anxiety, and student-faculty interaction from 1,067 university students (64.9% female). Results: The findings showed that Jordanian university students experience a substantial amount of stress, depression, and anxiety. While students’ stress increased their depression and anxiety, perceived faculty support had a significant ameliorating effect. Students scored their faculty interaction to be highest on the subscales of validity, respectful interactions, and approachability. On the other hand, having off-campus interaction with faculty and feeling a sense of connectedness had the lowest scores. Male university students expressed more depression and experienced less respectful interactions with university faculty than female students. Conclusion: The findings highlight the need to implement effective strategies to improve faculty interaction with university students and extend their role to support the psychological well-being of those students.
感知到的教师支持对约旦大学生心理健康的影响
研究目的本研究旨在评估约旦大学生的压力、抑郁和焦虑水平,以及教师的支持是否对缓解学生的抑郁和焦虑起到作用。研究方法这项横断面研究采用方便抽样法,调查对象为约旦五所公立大学和三所私立大学的 18-25 岁本科生。在事先获得大学批准的情况下,通过 EasyQuest 进行了在线调查。调查链接(包括同意书)通过大学网站、学生会网页和在线学生群组发布。调查收集了 1067 名大学生(64.9% 为女生)的压力感知、抑郁、焦虑以及师生互动等方面的数据。结果显示调查结果显示,约旦大学生承受着巨大的压力、抑郁和焦虑。虽然学生的压力增加了他们的抑郁和焦虑,但感知到的教师支持却有明显的改善作用。在有效性、相互尊重和平易近人等分量表中,学生对教师的互动评分最高。另一方面,与教师的校外互动和联系感得分最低。与女大学生相比,男大学生表示出更多的抑郁情绪,与大学教师的互动也更少受到尊重。结论研究结果突出表明,有必要实施有效的策略来改善教师与大学生的互动,并扩大教师在支持大学生心理健康方面的作用。
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来源期刊
Dirasat: Human and Social Sciences
Dirasat: Human and Social Sciences Arts and Humanities-Arts and Humanities (miscellaneous)
CiteScore
0.10
自引率
0.00%
发文量
207
期刊介绍: Dirasat is an international peer-refereed research journal published in seven specialized series by the Deanship of Academic Research, University of Jordan. Issues of Dirasat: Human and Social Sciences are published tri-annually. Articles submitted are reviewed according to the highest standards by scientists specialized in their fields. The articles are written in Arabic or English.
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