不同框架条件和不同来源的学生压力体验

Irina Bоckelmann, Håvard R. Karlsen, S. Darius, B. Thielmann
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摘要

背景。学生们面临着许多压力因素。大量的需求和高应变会导致较高的辍学率。因此,本研究的目的是检查和比较德国和国际学生在适应一般压力条件下的学习经历。这些国际学生在德国完成了一个完整的学习项目。194名学生(41.8%为女性,58.2%为男性)的数据被评估。参与者平均年龄23.0±3.44岁。我们的样本由80名国际学生组成。研究人员使用了研究期间(以及工作场所)的压力调查问卷。我们记录了日常学习生活中压力因素的频率和强度。对34个压力项目进行因子分析,得出5个主要的压力因素。然后,我们观察了德国学生和国际学生在这些因素上的差异,同时调整了普遍的压力条件。最重要的压力源是不利的工作时间、任务不相容、气候、过度要求、高度责任、缺乏信息、社会孤立、情绪紧张和经济问题。在不同出身的学生群体中,34个压力源中有17个存在差异。国际学生经历了更多的身体和心理压力,他们比德国学生更少地体验到资源,但如果他们感受到这些资源,就会更强烈。学习期间的压力和个人需求各不相同。德国学生和国际学生对学习过程中的压力有不同的看法。有必要制定健康促进和预防计划,并在学习过程中加以整合。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students' experience of stress with different framework conditions and different origins
Background. Students are exposed to numerous stress factors. The large number of demands and high strain can lead to a higher drop-out rate. For this reason, the aim of the study is to examine and comparing the experience of stress among German and international students during their studies under adaptation to generally stressful conditions. The international students performed a complete study program in Germany. Methods. Data from 194 students (41.8% women, 58.2% men) were evaluated. The average age of the participants was 23.0±3.44 years. Our sample consisted of 80 international students. The questionnaire on strains during the study (and at the workplace) was used. We registered the frequency and the intensity of the stress factors in everyday study life. We factor analysed the 34 stress items, which gave five main stress factors. We then looked at the differences between German and international students on these factors, while adjusting for generally stressful conditions. Results. The most important stressors were unfavourable working hours, incompatibility of tasks, climate, excessive demands, high responsibility, lack of information, social isolation, emotional strain and financial problems. The stressors differed in 17 out of 34 stressors in the groups of students of different origin. The international students experienced more physical and psychosocial strain and they experienced resources less often than German students did, but if they felt them, it was more intense. Conclusions. Strains during studies and their individual demands vary. German and international students have different perceptions of stress during study programs. There is a need for health promotion and prevention programs, which should be integrated during study.
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