健康科学大学生学业、认知和健康相关变量与学业压力的关系

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Aniel Jessica Leticia Brambila-Tapia, Edgar Ulises Velarde-Partida, Laura Arely Carrillo-Delgadillo, Fabiola Macías-Espinoza, Saúl Ramírez-De Los Santos
{"title":"健康科学大学生学业、认知和健康相关变量与学业压力的关系","authors":"Aniel Jessica Leticia Brambila-Tapia, Edgar Ulises Velarde-Partida, Laura Arely Carrillo-Delgadillo, Fabiola Macías-Espinoza, Saúl Ramírez-De Los Santos","doi":"10.3390/bs15091219","DOIUrl":null,"url":null,"abstract":"<p><p>Academic stress arises from students facing academic demands and is linked to various academic and psychological factors. However, research has yet to explore its potential correlations with somatization, overall health issues, studying strategies, academic procrastination, academic performance, and intelligence scores. The objective of this study was to determine the potential correlations between such variables with academic stress in a sample of health sciences university students. University students of different bachelor's programs were invited to participate; they fulfilled an electronic questionnaire with personal and psychological variables, including academic stress, and performed an intelligence test, which measures verbal and non-verbal intelligence. Finally, their academic achievement was measured with the grade point average (GPA). A total of 437 students were included, of which 296 (67.7%) were women, with a mean age of 20.36 ± 2.61 years old. Academic stress was higher in women than in men and showed moderate positive correlations with anxiety, depression, and somatization and a low positive correlation with the sum of diseases. It also showed a low negative correlation with sleep quality. In addition, academic stress correlated negatively with self-motivation, emotion perception, and emotion management as well as with active coping, positive relations with others, and the studying strategies (self-regulation, effort regulation, critical thinking, and time and study environment). We also observed a low positive correlation between academic stress and academic procrastination, which was higher in women than in men. No correlations were found with GPA or intelligence scores. In conclusion, academic stress was positively correlated with somatization, depression, anxiety, the sum of diseases, and academic procrastination; it was negatively correlated with emotional intelligence (mainly self-motivation), active coping, and specific studying strategies.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 9","pages":""},"PeriodicalIF":2.5000,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12466569/pdf/","citationCount":"0","resultStr":"{\"title\":\"Association Between Academic, Cognitive and Health-Related Variables with Academic Stress in Health Sciences University Students.\",\"authors\":\"Aniel Jessica Leticia Brambila-Tapia, Edgar Ulises Velarde-Partida, Laura Arely Carrillo-Delgadillo, Fabiola Macías-Espinoza, Saúl Ramírez-De Los Santos\",\"doi\":\"10.3390/bs15091219\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Academic stress arises from students facing academic demands and is linked to various academic and psychological factors. However, research has yet to explore its potential correlations with somatization, overall health issues, studying strategies, academic procrastination, academic performance, and intelligence scores. The objective of this study was to determine the potential correlations between such variables with academic stress in a sample of health sciences university students. University students of different bachelor's programs were invited to participate; they fulfilled an electronic questionnaire with personal and psychological variables, including academic stress, and performed an intelligence test, which measures verbal and non-verbal intelligence. Finally, their academic achievement was measured with the grade point average (GPA). A total of 437 students were included, of which 296 (67.7%) were women, with a mean age of 20.36 ± 2.61 years old. Academic stress was higher in women than in men and showed moderate positive correlations with anxiety, depression, and somatization and a low positive correlation with the sum of diseases. It also showed a low negative correlation with sleep quality. In addition, academic stress correlated negatively with self-motivation, emotion perception, and emotion management as well as with active coping, positive relations with others, and the studying strategies (self-regulation, effort regulation, critical thinking, and time and study environment). We also observed a low positive correlation between academic stress and academic procrastination, which was higher in women than in men. No correlations were found with GPA or intelligence scores. In conclusion, academic stress was positively correlated with somatization, depression, anxiety, the sum of diseases, and academic procrastination; it was negatively correlated with emotional intelligence (mainly self-motivation), active coping, and specific studying strategies.</p>\",\"PeriodicalId\":8742,\"journal\":{\"name\":\"Behavioral Sciences\",\"volume\":\"15 9\",\"pages\":\"\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-09-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12466569/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Behavioral Sciences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3390/bs15091219\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral Sciences","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3390/bs15091219","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0

摘要

学业压力产生于学生面对学业需求的过程中,与各种学术和心理因素有关。然而,研究还没有探索它与躯体化、整体健康问题、学习策略、学习拖延、学习成绩和智力分数之间的潜在关系。本研究的目的是确定这些变量与健康科学大学学生学业压力之间的潜在相关性。邀请不同本科专业的大学生参加;他们完成了一份包含个人和心理变量(包括学业压力)的电子问卷,并进行了一项智力测试,测试语言和非语言智力。最后,他们的学业成绩用平均绩点(GPA)来衡量。共纳入437名学生,其中女性296人(67.7%),平均年龄(20.36±2.61)岁。学业压力在女性中高于男性,与焦虑、抑郁和躯体化表现出中度正相关,与疾病总数呈低正相关。它还显示出与睡眠质量的低负相关。此外,学业压力与自我激励、情绪感知、情绪管理、积极应对、积极人际关系、学习策略(自我调节、努力调节、批判性思维、时间和学习环境)呈负相关。我们还观察到学业压力和学业拖延之间的低正相关,女性比男性高。没有发现与GPA或智力分数相关。综上所述,学业压力与躯体化、抑郁、焦虑、疾病总和和学业拖延呈正相关;与情绪智力(主要是自我激励)、积极应对和具体学习策略呈负相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Association Between Academic, Cognitive and Health-Related Variables with Academic Stress in Health Sciences University Students.

Academic stress arises from students facing academic demands and is linked to various academic and psychological factors. However, research has yet to explore its potential correlations with somatization, overall health issues, studying strategies, academic procrastination, academic performance, and intelligence scores. The objective of this study was to determine the potential correlations between such variables with academic stress in a sample of health sciences university students. University students of different bachelor's programs were invited to participate; they fulfilled an electronic questionnaire with personal and psychological variables, including academic stress, and performed an intelligence test, which measures verbal and non-verbal intelligence. Finally, their academic achievement was measured with the grade point average (GPA). A total of 437 students were included, of which 296 (67.7%) were women, with a mean age of 20.36 ± 2.61 years old. Academic stress was higher in women than in men and showed moderate positive correlations with anxiety, depression, and somatization and a low positive correlation with the sum of diseases. It also showed a low negative correlation with sleep quality. In addition, academic stress correlated negatively with self-motivation, emotion perception, and emotion management as well as with active coping, positive relations with others, and the studying strategies (self-regulation, effort regulation, critical thinking, and time and study environment). We also observed a low positive correlation between academic stress and academic procrastination, which was higher in women than in men. No correlations were found with GPA or intelligence scores. In conclusion, academic stress was positively correlated with somatization, depression, anxiety, the sum of diseases, and academic procrastination; it was negatively correlated with emotional intelligence (mainly self-motivation), active coping, and specific studying strategies.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Behavioral Sciences
Behavioral Sciences Social Sciences-Development
CiteScore
2.60
自引率
7.70%
发文量
429
审稿时长
11 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信