Development of the College Student Acute Stress Scale (CSASS)

Kent, Nicole; Alhowaymel, Fahad; Kalmakis, Karen A.; Troy, Lisa M.; Chiodo, Lisa M.

doi:10.1111/ppc.13053

Cited by 3 publications

(2 citation statements)

References 47 publications

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“…With the increasingly fierce social competition and the gradual popularization of higher education, college students will face certain learning pressure, including learning pressure from their own internal and external environment [1]. Under the long-term learning pressure, students show withdrawal behavior or unwillingness to invest time and energy in learning, resulting in emotional, attitude, physical and other aspects of exhaustion, and gradually lose their learning goals and ideals [2]. Psychological resilience is a personal character and a positive quality, which to a large extent determines how to face challenges and deal with stress in different environment and conditions.…”

Section: Introductionmentioning

confidence: 99%

College students’ learning stress, psychological resilience and learning burnout: status quo and coping strategies

Gong¹,

Wang²,

Zhong³

et al. 2023

BMC Psychiatry

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Background The relationships of college students’ learning stress, psychological resilience and learning burnout remain unclear. We aimed to investigate the status quo and relationship of college students’ learning stress, psychological resilience and learning burnout, to provide insights to the management and nursing care of college students. Methods From September 1 to October 31, 2022, students in our college were selected by stratified cluster sampling and underwent survey with the learning stress scale, college students’ learning burnout scale and the psychological resilience scale of college students. Results A total of 1680 college students were surveyed in this study. The score of learning burnout was positively correlated with the score of learning stress (r = 0.69), and negatively correlated with the score of psychological resilience (r = 0.59), and the score of learning stress was negatively correlated with the score of psychological resilience (r = 0.61). Learning pressure was correlated with the age(r=-0.60) and monthly family income(r=-0.56), the burnout was correlated with the monthly family income(r=-0.61), and psychological resilience was correlated with the age(r = 0.66) (all P < 0.05). Psychological resilience played an intermediary role in the prediction of learning burnout by learning stress, with an total intermediary role of-0.48, accounting for 75.94% of the total effect. Conclusions Psychological resilience is the mediating variable of the influence of learning stress on learning burnout. College managers should take various effective measures to improve college students’ psychological resilience to reduce college students’ learning burnout.

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Section: Introductionmentioning

confidence: 99%

College students’ learning stress, psychological resilience and learning burnout: status quo and coping strategies

Gong¹,

Wang²,

Zhong³

et al. 2023

BMC Psychiatry

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show abstract

“…Perceived stress can be de ned as a student's perception of stress, whereas acute stress [18], or shortterm stress, can be de ned as stress that persists for a period (from a week to a month) after a traumatic incident [19]. Most existing research has focused on post-traumatic stress disorder and perceived stress among nursing students, nursing staff, and doctors [5,20,8,21,22,6,9].…”

Section: Perceived and Acute Stress In Nursing Studentsmentioning

confidence: 99%

Bullying Behaviors and Stress (Acute and Perceived) Among Undergraduate Nursing and Midwifery Students: A Cross-Sectional Correlation Study

Almarwani,

Alenezi,

Almutairi

et al. 2024

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Background. Nursing education is facing ongoing challenges, including the departure of newly graduated nurses and a rise in nursing shortages. Nursing and midwifery professionals’ well-being may be affected by various factors, one of which is the bullying of new nurses. Aim. In this study, we analyzed the relationship between bullying behaviors, perceived stress, and acute stress among undergraduate nursing and midwifery students in Saudi Arabia, as well as the moderating role of gender and academic major in this relationship. Method. A cross-sectional correlation design was used, and data were collected from 322 undergraduate nursing and midwifery students enrolled in four major nursing universities in Saudi Arabia. Structural equation modeling using SPSS AMOS version 27 was employed to analyze the results. Results. Educational level, environment, and personal attacks had a significant negative impact on perceived and acute stress (social and non-social), while the other factors, i.e., hostility toward academic achievement and direct negative behaviors, had a significant positive impact on perceived and acute stress (social and non-social). Female nursing students reported a stronger impact of bullying behavior on their perceived stress, while male students reported a greater impact on social and non-social stress. Nursing students reported a stronger impact of bullying on perceived stress, while midwifery students reported a greater impact on social and non-social stress. Discussion. Based on the findings of the study, we recommend taking drastic measures to reduce bullying behaviors among undergraduate nursing students and thereby reduce these students perceived and acute stress. Nursing educators should raise awareness about the harmful effects of bullying and emphasize the importance of creating a safe, supportive learning environment.

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Bullying Behaviors and Stress (Acute and Perceived) among Undergraduate Nursing and Midwifery Students: The Moderating Role of Gender and Academic Majors

Almarwani,

Alenezi,

Almutairi

et al. 2024

Healthcare

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Background: Nursing and midwifery professionals’ well-being may be affected by various factors, including the bullying of new nurses. Purpose: To analyze the relationship between bullying behaviors, perceived stress, and acute stress among undergraduate nursing and midwifery students in Saudi Arabia, as well as the moderating role of gender and academic majors in this relationship. Method: A cross-sectional correlation design was used, and data were collected from 322 undergraduate nursing and midwifery students enrolled in four major nursing universities in Saudi Arabia. Results: Educational level, environment, and personal attacks had a significant negative impact on perceived and acute stress (social and non-social), while hostility toward academic achievement and direct negative behaviors had significant positive impacts on perceived and acute stress (social and non-social). Female nursing students reported a stronger impact of bullying behavior on their perceived stress, while male students reported a greater impact on social and non-social stress. Nursing students reported a stronger impact of bullying on perceived stress, while midwifery students reported a greater impact on social and non-social stress. Discussion: Nursing educators should raise awareness about the harmful effects of bullying and emphasize the importance of creating a safe, supportive learning environment.

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Development of the College Student Acute Stress Scale (CSASS)

Cited by 3 publications

References 47 publications

College students’ learning stress, psychological resilience and learning burnout: status quo and coping strategies

College students’ learning stress, psychological resilience and learning burnout: status quo and coping strategies

Bullying Behaviors and Stress (Acute and Perceived) Among Undergraduate Nursing and Midwifery Students: A Cross-Sectional Correlation Study

Bullying Behaviors and Stress (Acute and Perceived) among Undergraduate Nursing and Midwifery Students: The Moderating Role of Gender and Academic Majors

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