大学学生在返回面对面课堂时的心理健康:一个横截面研究
Edwin Gustavo Estrada-Araoz1, Judith Annie Bautista Quispe2, Lizbeth Maribel Córdova-Rojas2
1Facultad de Educación, Universidad Nacional Amazónica de Madre de Dios, Puerto Maldonado 17001, Peru.
Behavioral sciences (Basel, Switzerland)
|June 27, 2023
概括
返回面对面课程的工程学生表现出低抑郁和焦虑,但中度的压力. 这些心理健康指标是相互关联的,并且根据性别,年龄,家庭责任和学术生涯有很大差异.
科学领域:
- 心理学 心理学 心理学
- 高等教育 高等教育
- 公共卫生 公共卫生
背景情况:
- 抑郁,焦虑和压力等情绪障碍显著影响生活质量和表现.
- 回到面对面学习的过渡给大学生带来了独特的挑战.
- 了解工程学生的心理健康状况对于有针对性的支持至关重要.
研究的目的:
- 为了评估工程学生的抑郁,焦虑和压力水平.
- 检查这些心理健康变量之间的关系.
- 为了确定影响学生回到面对面的课堂这些条件的人口和学术因素.
主要方法:
- 量化,非实验性,描述性的横截面研究.
- 在秘鲁一所公立大学对244名工程学生进行的调查.
- 使用了经过验证的心理测量特征的抑郁,焦虑和压力度量表 (DASS).
主要成果:
- 学生报告低水平的抑郁和焦虑.
- 观察到中等程度的压力.
- 在抑郁症,焦虑和压力之间发现了显著的正相关性. 根据性别,年龄,家庭责任和主要职业,注意到了差异.
结论:
- 抑郁症,焦虑和压力的症状存在于工程专业的学生在回归实习课后.
- 压力水平需要注意,以及这三个条件的相互联系.
- 人口和学术因素在这些心理健康问题的表现中发挥着作用.
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