Niveles de ansiedad, depresión y percepción de apoyo social en estudiantes de Odontología de la Universidad de Chile

Figueras, Araceli Du E vila; Celis, Rocu EDo Ruiz; Arroyo, Laura Moncada; Rayo, Iris Gallardo

doi:10.5354/0719-0581.2011.17937

Cited by 14 publications

(9 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The motives of the students for consulting is in agreement with both the national (Misrachi et al, 2015;Dávila et al, 2011) and international literature (Sofola & Jeboda, 2007;Fonseca et al, 2013;Giri et al, 2014), where the symptoms of the emotional ambit are the most prevalent and studied, associated with the attention to patients and clinical requirements, which could be related to the fact that 11 of 12 students that requested psychological care, to have a reason of consulting about symptoms appeared frequently in Dental School, and the cases who completed the treatment were taking clinical courses at the moment.…”

Section: Discussionsupporting

confidence: 61%

“…In relation to psychopathology in university students, Herrera & Rivera (2011) indicated that psychological distress increased with less recreation time, lower socioeconomic level, greater worry about expenses and more hours spent studying. More specifically, a study of dental students of the Universidad de Chile (Dávila et al, 2011) found greater predominance of anxiety symptomology than depression; in the final exam period they found 45.9% prevalence for anxiety and 9.9% for depression. Students of the third and fourth years were those who had the highest levels of anxiety symptomology, which these authors associated with the increase in academic load and the beginning of attention of patients, among others.…”

Section: Introductionmentioning

confidence: 97%

“…The evidence indicates that students in the health area have greater prevalence of psychological distress (Giri et al, 2014), concentrated mainly in medical students (Perales, Sogi, & Morales, 2003;Bahri et al, 2013), in whom a greater prevalence of anxiety, depression and stress symptoms are reported than in other students (Dutra & Ludermir, 2005;Marty, Lavín, Figueroa, Larraín, & Cruz, 2005;Bahri et al, 2013). In particular, a number of studies show that anxiety is more prevalent than depression (Newbury-Birch, Lowry, & Kamali, 2002;Aguirre, Flores, & Flores, 2011;Cova, et al, 2007;Dávila, Ruiz, Moncada, & Gallardo, 2011;Pérez, et al, 2012;Arrieta, Díaz & González, 2013;Shamsuddin et al, 2013;Bahri et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A brief cognitive-behavioral intervention for stress, anxiety and depressive symptoms in dental students

González

Quezada

2016

ResPsy

View full text Add to dashboard Cite

The objective of the study was to implement a brief cognitive-behavioral psychological intervention focused on helping dental students to cope with symptoms of stress, anxiety, and depression and to describe the main reasons for consulting and the changes perceived by participants of this intervention. The study consisted of an A-B-C design of a series of individual cases, with evaluations at the beginning of treatment, during treatment, and one month after the last session. The sample was composed of five university students who voluntarily requested psychological care for symptoms related to their studies and work in dentistry. To evaluate the symptoms we used the Outcome Questionnaire (OQ) 45.2, the Dental Environment Stress Questionnaire and a semi-structured exit interview. After attending 8 sessions, all 5 participants reduced their perceived stress in the dental environment. Two of the 5 participants initially had dysfunctional scores according to the questionnaire OQ-45.2 and by the end had normal scores. At the same time, the other 3 participants maintained their scores in the normal range. These results match the qualitative outcomes obtained from the exit interview. The participants reported improved coping skills after the intervention. The main limitation is that it was a non-experimental study; likewise causation cannot be attributed to the intervention and generalizations cannot be formed based on so few cases. Nevertheless, the results were promising in that the dentistry students reported that the intervention was necessary and useful for their psychological well-bein

show abstract

Section: Discussionsupporting

confidence: 61%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A brief cognitive-behavioral intervention for stress, anxiety and depressive symptoms in dental students

González

Quezada

2016

ResPsy

View full text Add to dashboard Cite

show abstract

“…The presence of positive relationships between perceived social support and emotional well-being is also consistent with other research establishing that: when students perceive greater social support from family and friends, they report greater satisfaction with life (Marrero and Carballeira, 2010;Kong et al, 2012;Kong and You, 2013;King et al, 2020). There is a consensus that close, deep and meaningful social relationships have a positive effect on subjective well-being and other mental health indices (Dávila Figueras et al, 2011;Feeney and Collins, 2015;Poots and Cassidy, 2020). Additionally, the distinction found in the levels of relationship of perceived social support with types of well-being coincides with another study that establishes that the prediction of the perception of social support can vary depending on the well-being indicator taken into account.…”

Section: Relationship Between the Perception Of Social Support And Emsupporting

confidence: 55%

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

et al. 2020

View full text Add to dashboard Cite

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire “MSPSS” was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students’ social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.

show abstract

“…5,[12][13][14][15] Though there are studies in Chile that explored most of these variables, the impact on burnout levels of the separation of the student from his family when studying in another city, course reprobation, or type of funding is lacking. [15][16][17][18][19] Thus, this paper aims to determine the association of burnout with socio-educational variables in a sample of Chilean dental students.…”

Section: Introductionmentioning

confidence: 99%

Association of Burnout with Socio-Educational Variables in a Sample of Chilean Dental Students

CARDENAS-RETAMAL

Campos

Cartes‐Velásquez

2023

Cumhuriyet Dental Journal

View full text Add to dashboard Cite

Objetive: Assess the association of burnout with socio-educational variables in a sample of Chilean dental students. Material and methods: A cross-sectional study was carried out on dental students in their 4th/5th years of the University of Concepción, Chile. The sample size was estimated at 170 students. The following variables were considered: sociodemographic (sex, age, with whom the student lives and commune of origin), educational (course, course failure, number of years behind and their cause, number of career options, funding, and secondary school type), and Burnout-MBI-SS (Maslach's Burnout Inventory for students). To evaluate the association between the variables, descriptive statistics for quantitative were made using mean and standard deviation for normal distribution variables, and median and interquartile range for non-normal distribution variables; for categorical variables, frequency, and percentage distribution was calculated. Shapiro-Wilk test was used to assess normality, as non-normal distribution was verified for MBI-SS, Mann-Whitney and Kruskal-Wallis was used to estimate statistical differences amongst categorical variables, and Spearman for correlations (p < 0.05). Results: Most students were in 4th year, female with a mean age of 23. For the majority, dental school was their first option, and were studying with a scholarship. Most of them lived with their nuclear family and 58% had at least failed one course. Statistical significant correlations were only found for Depersonalization with students’ age (rho= 0.2420) and reprobation years (rho= 0.1838). Conclusions: Dental students from the University of Concepción, which are female, attending their fifth year, and students who failed courses, especially clinical ones, exhibit higher levels of burnout.

show abstract

Niveles de ansiedad, depresión y percepción de apoyo social en estudiantes de Odontología de la Universidad de Chile

Cited by 14 publications

References 23 publications

A brief cognitive-behavioral intervention for stress, anxiety and depressive symptoms in dental students

A brief cognitive-behavioral intervention for stress, anxiety and depressive symptoms in dental students

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

Association of Burnout with Socio-Educational Variables in a Sample of Chilean Dental Students

Contact Info

Product

Resources

About