Mental health consequences of academic stress, amotivation, and coaching experience: A study of India's top engineering undergraduates

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Sucharita Maji, Ansh Chaturmohta, Diveesha Deevela, Samridhi Sinha, Shruti Tarsolia, Aryan Barsaiya
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Abstract

The growing number of suicide cases in India's top engineering institutions indicates a mental health emergency. Deteriorated mental health status of engineering students has been a major concern for social scientists, policymakers, educationists, and parents. Nevertheless, not much academic research has addressed this issue. The current study aims to explore the anteceding factors associated with mental health crises among engineering students. This study relies on a sequential exploratory mixed‐method design. In the first phase, 16 undergraduate students were interviewed to explore the anteceding factors that deteriorate their mental health status. Based on the qualitative findings, we developed a hypothesized model. In the second phase, this model is tested through a quantitative study (N = 395). Inductive thematic analysis of the qualitative interviews revealed that students' mental health status (stress and guilt‐related symptoms) was associated with (a) centrality of engineering identity, (b) parental pressure, (c) academic stress during the coaching period and college years, (d) upward social comparison, and (e) motivation‐related factors (intrinsic motivation, extrinsic motivation, and academic amotivation). Based on this finding, a model is developed that connects academic amotivation, intrinsic/extrinsic motivation, academic stress, and the mental health status of the students. The quantitative study results indicated that academic amotivation significantly mediates the relationship between academic stress and mental health status. Moreover, male engineering students score significantly higher in mental health status and significantly lower in extrinsic motivation‐identified than female students. The study concludes that academic stress is a key issue in determining amotivation and deteriorated mental health status of engineering undergraduates.
学习压力、厌学情绪和辅导经历对心理健康的影响:对印度顶尖工科大学生的研究
印度顶尖工科院校的自杀人数不断增加,表明心理健康出现了紧急情况。工科学生心理健康状况的恶化一直是社会科学家、政策制定者、教育家和家长关注的焦点。然而,针对这一问题的学术研究并不多。本研究旨在探讨与工科学生心理健康危机相关的前驱因素。本研究采用顺序探索混合方法设计。在第一阶段,我们对 16 名本科生进行了访谈,以探讨导致其心理健康状况恶化的前驱因素。根据定性研究结果,我们建立了一个假设模型。在第二阶段,我们通过一项定量研究(N = 395)对这一模型进行了检验。对定性访谈的归纳主题分析表明,学生的心理健康状况(压力和内疚相关症状)与以下因素有关:(a)工科身份的中心地位;(b)父母的压力;(c)辅导期和大学期间的学业压力;(d)向上的社会比较;以及(e)动机相关因素(内在动机、外在动机和学业非动机)。在此基础上,建立了一个将学业非激励性、内在/外在激励性、学业压力和学生心理健康状况联系起来的模型。定量研究结果表明,学业非激励性对学业压力和心理健康状况之间的关系有明显的中介作用。此外,工科学生中男生的心理健康状况得分明显高于女生,外在动机认同得分明显低于女生。研究得出结论,学业压力是决定工科学生学习动力不足和心理健康状况恶化的关键问题。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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