Perceived stress, academic self-concept, and coping mechanisms among pharmacy students following a curricular revision

Maynor, Lena; Gálvez-Peralta, Marina; Barrickman, Ashleigh L.; Hanif, Ahmad; Baugh, Gina M.

doi:10.1016/j.cptl.2021.11.013

Cited by 13 publications

(9 citation statements)

References 37 publications

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“…A study published by Maynor et al measured the stress levels of pharmacy students and compared them across different grades. The mean PSS-14 score was 27.7 [34] WHO-5 well-being index and independent explanatory variables well-being is a subjective and a complex phenomenon, various different factors could have a certain degree of impacting power. To be able to improve the well-being of the students, we aimed to identify in uential variables.…”

Section: Results Of Potential In Uential Factors Of Well-beingmentioning

confidence: 99%

Assessing well-being of university students and evaluation of its determinants

Szepe,

Meszaros

2023

Preprint

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Background:Well-being as well as stress and anxiety get more attention today especially in case of university students; the beginning of university life is an important period of transition from adolescence to young adulthood, which brings many challenges and difficulties for the student due to the general stressors. The aim of our study was to examine the well-being of students studying at the three (non-medical) faculties of Semmelweis University Budapest and to analyse the relationships between well-being, stress, emotional support, sleep patterns, sport and further variables like smoking, consumption of sleeping pills, sedatives, energy drinks and exam anxiety. Methods: Our survey was a non-interventional, cross-sectional study. In our questionnaire we asked questions about academic performance in the form of average grade of the previous term, physical activity/ sports, sleep patterns, medication use, alcohol and energy drink consumption habits. Our questionnaire asked students also about the level of anxiety they experience during exams, two internationally recognised instruments were applied, the WHO-5 Well-Being Index and the Perceived Stress Scale. Results:the mean WHO-5 well-being index was 42.62+20.51 on a scale ranging from 0 to 100. We saw an inverse correlation between student well-being, years of study. The average anxiety level regarding oral exam, assessments was 7.63+SD=2.04, while the mean level was lower concerning written exams and assessments 5.74+SD=2.09. The result of a linear regression model indicates that the best level of explaining power by the regression model was with following variables combination: grade average + anxiety before written exam + academic year + stress. Conclusion: Our data indicate that some students have poor or very poor well-being, which fluctuates over the study period. The worst state was found in the first and final academic year. The students’ well-being level is positively correlated with emotional support, physical activity and quality of sleep and correlates negatively with anxiety before exams. Our results suggest that the well-being could be improved when universities play an active role, supporting influential activities and offering help regarding coping with stress, like stress management, as well as by providing information on learning methods and techniques.

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Section: Results Of Potential In Uential Factors Of Well-beingmentioning

confidence: 99%

Assessing well-being of university students and evaluation of its determinants

Szepe,

Meszaros

2023

Preprint

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“…Academic success has been previously linked to students’ self-esteem (Terblanche et al, 2021). It is necessary to conduct more study on the effects of intervention to increase self-esteem on stress, as well as on interventions to increase students’ resilience and their relationship to academic success among nursing students (Maynor et al, 2022; Ritchie et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Students with solid self-esteem will be better able to handle stressful experiences they may encounter while practising in a clinical setting. Another study conducted by Maynor et al (2022) reveals that self-esteem enables students to link stressors to specific components and enhance their perception of their power to regulate their stress. Stress and self-esteem, however, have a complicated and reciprocal relationship (Ritchie et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Exploring predictors of perceived stress: a cross-sectional study among nursing students during their clinical practice

Sarfika,

Wenny,

Muliantino

et al. 2023

Journal of Research in Nursing

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Background: Clinical practice is a demanding academic activity for nursing students, and a variety of factors can affect this perception. This study aimed to investigate the predictors of perceived stress among Indonesian nursing students during their clinical practice. Methods: From September to November 2022, this cross-sectional investigation was carried out. Five questionnaires, including the socio-demographic, the PSS, the GHQ, the CBI, the MSPSS and the RSES, were completed by 208 participants. With significance set to p < 0.05, the Pearson correlation and multiple linear regression analysis were carried out. Results: Coping strategies ( r = 0.20, p < 0.01), overall health ( r = 0.50, p < 0.01), social support ( r = −0.34, p < 0.01) and self-esteem ( r = −0.51, p < 0.01) were all substantially linked with perceived stress. Furthermore, age (β = −0.22, p < 0.001), coping style (β = 0.22, p < 0.001) and self-esteem (β = −0.42, p < 0.001) substantially predicted perceived stress among nursing students. Conclusion: The study’s findings revealed strong relationships between perceived stress and general health, coping mechanisms, self-esteem and social support. These results can be utilised as evidence to help educators and other stakeholders develop programmes that effectively manage stress among nursing students during their clinical rotations.

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“…Research has been conducted to identify factors which may influence ACS and has shown that teacher relatedness (Guay et al, 2019), peer feedback (Simonsmeier et al, 2020), and socioeconomic status (Chevalère et al, 2022) can impact ACS. Furthermore, ASC has been found to be closely associated with various desirable academic outcomes, such as academic achievement, coursework selections, learning motivation and confidence, course and career aspirations, effort expenditure, and use of self-regulated learning strategies (Marsh and Craven, 2006;Marsh and Martin, 2011;Guo et al, 2015;Yang et al, 2016;Kadir et al, 2017;Schneider and Sparfeldt, 2020;Deeba et al, 2022;Maynor et al, 2022). In the past five decades, this knowledge has been constantly expanded and refined by new findings on the multidimensional nature of ASC (Marsh et al, 1999a); the reciprocal relationships between ASC and academic achievement (Marsh and Craven, 2006;Marsh and O'Mara, 2008); the domainspecific relations of ASC with academic achievement (Chiu and Klassen, 2010;Kadir et al, 2017;Arens and Preckel, 2018); and the effects of internal and external comparison processes in the formation of ASCs and explaining the interrelations of ASCs in different domains (Möller et al, 2009;Möller and Marsh, 2013).…”

Section: Introductionmentioning

confidence: 99%

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

et al. 2023

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IntroductionThe present investigation examined the stability of the twofold multidimensional structure of academic self-concepts (ASCs) in three domains, namely Chinese, math, and general school using four-wave data collected over 2 years among 552 Chinese secondary school students.MethodAdopting both a within-network and a between-network approach, confirmatory factor analyses (CFAs) and factor correlations were performed in Mplus 8.2.ResultsThe within-network results showed that CFA models wherein competence and affect dimensions were conflated generated unacceptable fit. In contrast, the CFAs in which competence and affect were modeled as separate latent factors consistently produced superior fit to the data. The between-network results demonstrated that in the Chinese and math domains and across the four-time waves, the competence components were more strongly related to the achievements in matching domains than the affect components were. Furthermore, both the competence and affect components of ASCs and achievements were positively correlated in the non-matching domains, which were somewhat contradictory to the internal/external frame of reference model predicting zero or negative relations.DiscussionSuch results seem to suggest more involvement in social comparison than in dimensional comparison of Chinese students, which might be attributed to the collectivistic Chinese culture and the common phenomenon of academic social comparisons among Chinese adolescents in schools.

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Perceived stress, academic self-concept, and coping mechanisms among pharmacy students following a curricular revision

Cited by 13 publications

References 37 publications

Assessing well-being of university students and evaluation of its determinants

Assessing well-being of university students and evaluation of its determinants

Exploring predictors of perceived stress: a cross-sectional study among nursing students during their clinical practice

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

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