Katariina Pänkäläinen, Taina Hintsa, Marko Elovainio, Eeva Pyörälä, Tiina Paunio
{"title":"保健生的压力与困扰：社会支持、学生社群与学习意义的保护作用。","authors":"Katariina Pänkäläinen, Taina Hintsa, Marko Elovainio, Eeva Pyörälä, Tiina Paunio","doi":"10.5116/ijme.674f.2679","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>To explore association between perceived stress and psychological distress (depressive symptoms and anxiety), and the stress-buffering effects of social support (parents, partners, friends, peers, teachers, social media), sense of community belonging and meaningfulness of studying.</p><p><strong>Methods: </strong>A cross-sectional study was conducted in 2018 using a convenience sample of 800 healthcare students from the University of Helsinki, Finland. Participants completed an online survey. Logistic regression analyses were performed using the PROCESS Macro to explore the relationship between perceived stress and psychological distress, and the moderator effects.</p><p><strong>Results: </strong>Perceived stress was associated with depressive symptoms and anxiety. Perceived stress had significant interactions with parent (B =-.03, t<sub>(783)</sub> = -2.4, p < .001), partner (B = -.05, t<sub>(783)</sub> = -4.3, p < .001) and peer support (B=-.04, t<sub>(783)</sub> = -3.0, p < .001), sense of community belonging (B=-.06, t<sub>(783)</sub> = -2.7, p < .01) and meaningfulness of studying (B=-.12, t<sub>(783)</sub> = -4.5, p < .001) in predicting depressive symptoms, and with parent (B = -.05, t<sub>(783)</sub>= -3.8, p < .001), partner (B = -.03, t<sub>(783)</sub> = -2.2, p < .05) and peer support (B=-.05, t<sub>(783)</sub> =-3.5, p < .001), sense of community belonging (B=-.05, t<sub>(783)</sub>=-2.5, p < .01) and meaningfulness of studying (B = -.08, t<sub>(783)</sub> = -3.0, p < .01) in predicting anxiety. Perceived stress had weaker effects on depressive symptoms and anxiety at higher levels of support, sense of community belonging and meaningfulness of studying.</p><p><strong>Conclusions: </strong>Support from parents, romantic partners and peers, sense of community belonging and meaningfulness of studying may buffer the negative psychological outcomes of perceived stress. Promoting social support, sense of community and the meaningfulness of studying can help prevent psychological distress in healthcare students. Longitudinal research and further investigation on factors related to sense of community belonging and meaningfulness of studying are warranted.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"15 ","pages":"159-167"},"PeriodicalIF":1.6000,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11687373/pdf/","citationCount":"0","resultStr":"{\"title\":\"Stress and distress in healthcare students: protective roles of social support, student community and meaningfulness of studying.\",\"authors\":\"Katariina Pänkäläinen, Taina Hintsa, Marko Elovainio, Eeva Pyörälä, Tiina Paunio\",\"doi\":\"10.5116/ijme.674f.2679\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objectives: </strong>To explore association between perceived stress and psychological distress (depressive symptoms and anxiety), and the stress-buffering effects of social support (parents, partners, friends, peers, teachers, social media), sense of community belonging and meaningfulness of studying.</p><p><strong>Methods: </strong>A cross-sectional study was conducted in 2018 using a convenience sample of 800 healthcare students from the University of Helsinki, Finland. Participants completed an online survey. Logistic regression analyses were performed using the PROCESS Macro to explore the relationship between perceived stress and psychological distress, and the moderator effects.</p><p><strong>Results: </strong>Perceived stress was associated with depressive symptoms and anxiety. Perceived stress had significant interactions with parent (B =-.03, t<sub>(783)</sub> = -2.4, p < .001), partner (B = -.05, t<sub>(783)</sub> = -4.3, p < .001) and peer support (B=-.04, t<sub>(783)</sub> = -3.0, p < .001), sense of community belonging (B=-.06, t<sub>(783)</sub> = -2.7, p < .01) and meaningfulness of studying (B=-.12, t<sub>(783)</sub> = -4.5, p < .001) in predicting depressive symptoms, and with parent (B = -.05, t<sub>(783)</sub>= -3.8, p < .001), partner (B = -.03, t<sub>(783)</sub> = -2.2, p < .05) and peer support (B=-.05, t<sub>(783)</sub> =-3.5, p < .001), sense of community belonging (B=-.05, t<sub>(783)</sub>=-2.5, p < .01) and meaningfulness of studying (B = -.08, t<sub>(783)</sub> = -3.0, p < .01) in predicting anxiety. Perceived stress had weaker effects on depressive symptoms and anxiety at higher levels of support, sense of community belonging and meaningfulness of studying.</p><p><strong>Conclusions: </strong>Support from parents, romantic partners and peers, sense of community belonging and meaningfulness of studying may buffer the negative psychological outcomes of perceived stress. Promoting social support, sense of community and the meaningfulness of studying can help prevent psychological distress in healthcare students. Longitudinal research and further investigation on factors related to sense of community belonging and meaningfulness of studying are warranted.</p>\",\"PeriodicalId\":14029,\"journal\":{\"name\":\"International Journal of Medical Education\",\"volume\":\"15 \",\"pages\":\"159-167\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-12-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11687373/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Medical Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5116/ijme.674f.2679\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Medical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5116/ijme.674f.2679","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
目的：探讨压力感知与心理困扰（抑郁症状和焦虑）的关系，以及社会支持（父母、伴侣、朋友、同伴、老师、社交媒体）、社区归属感和学习意义的压力缓冲作用。方法：2018年对芬兰赫尔辛基大学800名卫生保健专业学生进行了一项横断面研究。参与者完成了一份在线调查。运用PROCESS Macro进行Logistic回归分析，探讨应激感知与心理困扰的关系及其调节效应。结果：感知压力与抑郁症状和焦虑相关。感知压力与父母有显著的交互作用（B =-）。03, t(783) = -2.4, p < .001), partner (B = -。05, t(783) =- 4.3, p < .001)和同伴支持(B=-。04, t(783) =- 3.0, p < .001)，社区归属感(B=-。6, t(783) =- 2.7, p < 0.01)和学习意义(B=-。12, t(783) = -4.5, p < .001)预测抑郁症状，与父母(B = -。05, t(783)= -3.8, p < .001)，伴侣(B = -。03, t(783) =- 2.2, p < 0.05)和同伴支持（B=- 0.05）。05, t(783) =-3.5, p < .001)，社区归属感(B=-。0.05, t(783)=-2.5, p < 0.01)和学习意义（B =- 0.01）。08, t(783) = -3.0, p < 0.01)。在较高的支持水平、社区归属感和学习意义水平上，感知压力对抑郁症状和焦虑的影响较弱。结论：来自父母、伴侣和同伴的支持、社区归属感和学习的意义感可以缓冲感知压力的负面心理结果。促进社会支持、社区意识和学习意义，有助预防医护生的心理困扰。有必要对社区归属感和学习意义的相关因素进行纵向研究和进一步调查。
Stress and distress in healthcare students: protective roles of social support, student community and meaningfulness of studying.
Objectives: To explore association between perceived stress and psychological distress (depressive symptoms and anxiety), and the stress-buffering effects of social support (parents, partners, friends, peers, teachers, social media), sense of community belonging and meaningfulness of studying.
Methods: A cross-sectional study was conducted in 2018 using a convenience sample of 800 healthcare students from the University of Helsinki, Finland. Participants completed an online survey. Logistic regression analyses were performed using the PROCESS Macro to explore the relationship between perceived stress and psychological distress, and the moderator effects.
Results: Perceived stress was associated with depressive symptoms and anxiety. Perceived stress had significant interactions with parent (B =-.03, t(783) = -2.4, p < .001), partner (B = -.05, t(783) = -4.3, p < .001) and peer support (B=-.04, t(783) = -3.0, p < .001), sense of community belonging (B=-.06, t(783) = -2.7, p < .01) and meaningfulness of studying (B=-.12, t(783) = -4.5, p < .001) in predicting depressive symptoms, and with parent (B = -.05, t(783)= -3.8, p < .001), partner (B = -.03, t(783) = -2.2, p < .05) and peer support (B=-.05, t(783) =-3.5, p < .001), sense of community belonging (B=-.05, t(783)=-2.5, p < .01) and meaningfulness of studying (B = -.08, t(783) = -3.0, p < .01) in predicting anxiety. Perceived stress had weaker effects on depressive symptoms and anxiety at higher levels of support, sense of community belonging and meaningfulness of studying.
Conclusions: Support from parents, romantic partners and peers, sense of community belonging and meaningfulness of studying may buffer the negative psychological outcomes of perceived stress. Promoting social support, sense of community and the meaningfulness of studying can help prevent psychological distress in healthcare students. Longitudinal research and further investigation on factors related to sense of community belonging and meaningfulness of studying are warranted.
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