The findings highlight discipline-specific differences in stress and emotional resources, underscoring the need for targeted university interventions.
Abstract
University students are currently exposed to high levels of academic stress, which negatively affects mental health and psychological well-being. Stress perception depends on individual appraisal processes and coping strategies, as well as emotional resources such as emotional intelligence, resilience, and self-esteem. However, few studies have jointly examined these variables across different academic disciplines. This study aimed to address the gap in comparative research between health sciences and computer engineering regarding academic stress and its emotional correlates. A cross-sectional study was conducted with a convenience sample of 277 1st-year students from a private university in Spain. Data were collected using validated scales (Academic Stress Coping Scale, Ryff, Connor-Davidson Resilience Scale, Rosenberg, and Trait Meta-Mood Scale 24). The study was approved by the Catholic University of Murcia Ethics Committee (code CE022402). Participants completed a battery of validated questionnaires assessing perceived stress, coping strategies, emotional intelligence, resilience, self-esteem, and psychological well-being. Group comparisons and correlation analyses were performed using nonparametric tests. Health Sciences students reported significantly higher stress levels than computer engineering students (P < .05). Specifically, 37.25% of medicine students reported experiencing “a lot” of stress, compared to only 10.2% of computer engineering students. Nursing students showed the highest levels of psychological well-being, self-esteem, and resilience. Significant negative relationships were found between stress and positive reappraisal (r = −0.32, P < .01), resilience (r = −0.29, P < .01), self-esteem (r = −0.26, P < .01), and self-acceptance (r = −0.24, P < .01 mainly among nursing and physiotherapy students. Medicine students displayed lower emotional clarity (21.7 ± 7.7), which was positively associated with stress (r = 0.28, P < .05). The findings highlight discipline-specific differences in stress and emotional resources, underscoring the need for targeted university interventions. Specific programs to enhance resilience are recommended for physiotherapy students, while medicine students specifically require emotional clarity training to improve their coping skills and psychological well-being.
Background: Health sciences students are exposed to multiple academic and clinical demands that predispose them to high levels of stress, which may adversely affect learning outcomes, clinical performance, and wellbeing.
Aim: This study assessed common stressors, their perceived effects on academic and clinical performance, and coping strategies among students in the Faculty of Health Sciences, Nnamdi Azikiwe University, Nnewi campus.
Methods: A descriptive cross-sectional study was conducted among 364 undergraduate students in Nursing Science, Radiography, Environmental Health Science, Medical Laboratory Science and Medical Rehabilitation. Data on socio-demographic characteristics, perceived stressors, emotional, psychological, and social effects of stress, impact on academic and clinical performance, and coping strategies were collected using a structured self-administered questionnaire and summarized with descriptive statistics.
Results: Participants were predominantly aged 19–30 years, slightly more than half were male, and most were Igbo and Christian, with the largest proportions in 200- and 500-level. Stress was highly prevalent: about one-third reported feeling very stressed daily, whereas only about one-fifth reported no stress. Study-related issues were the leading cause of stress (41.8%), followed by financial problems (24.7%); 96.2% indicated that stressors affected their school performance, and 40.1% reported decreased grades. Overall, 84.3% agreed that stress has emotional, psychological and social effects on academic and clinical performance. Common emotional effects included difficulty concentrating, irritability and anxiety, while psychological effects included difficulty thinking logically, forgetfulness and compulsive behaviour. In total, 59.9% reported poor academic performance and 68.1% reported poor clinical performance due to stress. Coping strategies varied: humour was most frequently reported (47.2%), while emotion-focused and other adaptive strategies were less common; many students resorted to medications, particularly analgesics.
Conclusion: Stress was widespread and largely driven by academic and financial stressors, with substantial perceived negative effects on academic and clinical performance. The findings highlight the need for structured stress-management programmes, academic and psychosocial support, and promotion of healthy coping strategies among health sciences students
C. Odira, Owanate Mercy Alalibo, Victory Chijindu Odira· International journal of res...· 0 citations
BACKGROUND
Psychological distress and subjective well-being are increasingly recognized as related but distinct dimensions of mental health that may influence academic outcomes in higher education. Consistent with the dual-continuum perspective of mental health, few studies have simultaneously examined how these dimensions relate to academic experiences and university dropout intention within a single analytical framework. This study aimed to analyze the relationships among psychological distress, subjective well-being, and university dropout intention, while examining indirect statistical associations involving academic burnout and satisfaction with education within the proposed model.
METHODS
A cross-sectional study was conducted with 614 undergraduate students from a private university in Cali, Colombia, selected through proportional stratified sampling. Data were collected using the Depression, Anxiety, and Stress Scale (DASS-21), the WHO-5 Well-Being Index, and the Screening Instrument for Students At-Risk of Dropping Out. Structural equation modeling (SEM) with a weighted least squares mean and variance adjusted (WLSMV) estimator was used to test direct and indirect relationships. Model fit was assessed using CFI, TLI, RMSEA, and SRMR.
RESULTS
The final model showed good fit (CFI = 0.998; TLI = 0.998; RMSEA = 0.044; SRMR = 0.051) and explained a substantial proportion of variance in university dropout intention (R² = 0.764). Academic burnout was strongly associated with university dropout intention (β = 0.900, p < .001), while satisfaction with education showed a negative association (β = -0.175, p < .001). Psychological distress was positively associated with academic burnout (β = 0.322, p < .001), and subjective well-being was negatively associated (β = -0.117, p = .011). No significant direct associations were found between mental health variables and university dropout intention; however, academic burnout emerged as the principal academic-experience correlate associated with dropout intention and was involved in the indirect statistical associations observed between mental health indicators and university dropout intention. Indirect associations involving satisfaction with education were not statistically significant.
CONCLUSION
Academic burnout emerged as the primary academic correlate associated with university dropout intention within the proposed model. By simultaneously considering psychological distress and subjective well-being, this study extends the application of the dual-continuum perspective of mental health to the context of university dropout intention. These findings highlight the relevance of considering both dimensions of mental health alongside academic experiences when examining university dropout intention. Because of the cross-sectional design, the observed relationships should be interpreted as statistical associations rather than causal effects and warrant further investigation in longitudinal studies.
Carlos Alberto Henao Periañez, Cruz Deicy Jaramillo-Bolívar, M. Castillo-Díaz· BMC Psychology· 0 citations
This study examined the effects of psychological well-being and social support on mental stress among university students in Malaysia, with self-esteem considered as a psychological mechanism in the proposed model. Mental stress has become an important issue in higher education because students often experience academic pressure, social adjustment challenges, financial concerns, and emotional demands. Drawing on Stress and Coping Theory, this research explained how internal psychological resources and external support systems might influence students’ ability to manage stress. A quantitative research design was adopted, and data were collected through a structured questionnaire distributed to university students in Malaysian higher education institutions. Convenience sampling was used because a complete sampling frame was not available. The required sample size was determined using G*Power analysis, which indicated a minimum of 222 respondents for the proposed model. The data were analyzed using SPSS and SmartPLS to assess the reliability, validity, and structural relationships among the constructs. This study contributed to the student mental health literature by providing a clearer understanding of the relationships among psychological well-being, social support, self-esteem, and mental stress, while offering practical guidance for universities, counsellors, and policymakers.
H. M. Mahfuzur Rahman, Chinnasamy Agamudai Nambi Malarvizhi, Md. Muslim Uddin Ahmed Pipul et al.· Advanced Industrial and Busi...· 0 citations
Psychological distress is a frequently reported occupational health issue among nurses and is linked to suboptimal health, decreased job functioning, and poorer care quality. Although burnout, self-esteem, resilience, and demographic characteristics have individually been associated with psychological distress, limited evidence has examined their relative contribution within a single predictive model, particularly in low- and middle-income countries. To determine whether burnout, self-esteem, resilience, age, and professional experience significantly predict psychological distress among nurses working in a public tertiary care hospital in Pakistan. A quantitative cross-sectional study was conducted among 140 registered nurses employed at the District Headquarters Hospital, Okara, Pakistan. Participants completed a demographic questionnaire, the Depression Anxiety Stress Scale-21 (DASS-21), Copenhagen Burnout Inventory (CBI), Rosenberg Self-Esteem Scale (RSES), and Brief Resilience Scale (BRS). Internal consistency was assessed using Cronbach’s alpha. Pearson correlation analysis examined relationships among study variables, while multiple linear regression identified independent predictors of psychological distress. Statistical significance was established at p < 0.05. The study demonstrated acceptable to excellent internal consistency. Burnout was positively correlated with psychological distress whereas resilience and self-esteem were not significantly correlated with psychological distress. The regression model was statistically significant and explained 42.7% of the variance in psychological distress. The only significant predictor of psychological distress was burnout. Resilience, self-esteem, age, and professional experience were not significant predictors. Burnout was the strongest predictor of psychological distress among nurses, while self-esteem, age, and professional experience were not independently predictive of psychological distress. The results highlight the significance of organizational strategies for minimizing occupational burnout, enhancing nurses' mental health, and fostering a healthier healthcare workforce.
Sidra Munir, M. Rizwan, MS Scholar Ms. Sidra Munir· Pakistan Journal of Positive...· 0 citations
This study explores the relationship between psychological resilience and professional quality of life (ProQOL) among mental health nurses working in a psychiatric hospital in Oman. Nurses in mental health settings are frequently exposed to high levels of emotional stress, compassion fatigue, burnout, and secondary traumatic stress, which can negatively affect their well-being and the quality of care they provide. Despite the increasing demand for psychiatric services in Oman, limited empirical evidence exists to explain how resilience and ProQOL interact in this unique cultural and institutional context.
A descriptive correlational research design was employed, and data were collected from 186 registered mental health nurses using two standardized instruments: the Connor-Davidson Resilience Scale (CD-RISC-10) and the Professional Quality of Life Scale (ProQOL). Descriptive statistics were used to summarize demographic information and scale scores, while correlation and regression analyses examined the relationship between resilience and ProQOL, as well as the influence of demographic and work-related factors.
The results revealed that participating nurses demonstrated moderate to high levels of resilience and balanced levels of ProQOL, with compassion satisfaction generally outweighing burnout and secondary traumatic stress. A statistically significant moderate positive correlation was found between resilience and ProQOL (r = 0.47, p < 0.001), indicating that nurses with higher resilience are more likely to experience positive aspects of their professional lives. Regression analysis showed that ProQOL was a strong predictor of resilience. Educational level and ward assignment were also significant factors affecting ProQOL, while demographic variables such as age, gender, marital status, and years of experience were not significant predictors.
These findings highlight the significance of providing resilience enhancement through leadership services, organizational strategies, and continued professional development. The research will provide new local data that can inform both training interventions and policy shifts, supporting the mental health of nurses and facilitating high-quality, compassionate mental health care in Oman and other similar contexts. This research can provide healthcare leaders, educators, and decision-makers with theoretical and practical knowledge on building a resilient mental health nursing workforce, addressing an unexplored area in the GCC.
Aisha Mohamed Nasser Al Mawali, Fatma Mohamed Rashid Nasser Al Kaabi, Ibtisam Mohamed Salim Al Shibli et al.· International Journal of Sci...· 0 citations
Financial strain is a significant concern among university students, as it can negatively affect their mental health and overall functioning. This study aimed to examine the influence of financial pressure on depression and anxiety amongst hostel-residing university students and also find out the moderating role of resilience. For this purpose, the research design adopted was cross-sectional, and 300 university students residing in hostels were selected through purposive sampling to collect data. After obtaining informed consent, information was collected using standardized self-report measures like the APR Financial Stress Scale for financial issues (Heo et al., 2020). The PHQ-9 was used to measure depressive symptoms (Kroenke et al., 2001), anxiety measured by using the GAD-7 (Spitzer et al., 2006), and the BRS for resilience (Smith et al., 2008). The study variables were analyzed using descriptive statistics, reliability analysis, regression, and moderation analysis using the PROCESS macro (Model-1) to study the relationships among the variables. The outcomes indicated that financial stress positively predicts depression (r = .52, p < .01) and anxiety (r = .43, p < .01). Moderation analysis revealed that resilience did not significantly moderate the relationship between financial stress, depression, and anxiety. So, according to my study, resilience does not buffer the impact of financial stress in the present sample. This investigation showed the direct influence of financial stress on student psychological outcomes and emphasizes the need for targeted interventions to reduce financial stress and promote mental well-being among university students.
M. Ansar, Uzma Jillani· Pakistan Journal of Positive...· 0 citations