The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

Trigueros, Rubén; Padilla, Ana; Aguilar-Parra, José Manuel; Lirola, María-Jesús; Luengo, Amelia Victoria García; Rocamora-Pérez, Patricia; Liria, Remedios López

doi:10.3390/ijerph17239089

Cited by 36 publications

(29 citation statements)

References 52 publications

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“…To our knowledge, this was the first study to investigate relations between these variables among Chinese students by using the serial mediation model. academic stress throughout their secondary school (41), high school (44), and university (45,46), educational careers. Studies have shown that academic stress has been positively associated with depression (41), PSQ (24,47), and MPA (48) among students.…”

Section: Introductionmentioning

confidence: 99%

Perceived Academic Stress and Depression: The Mediation Role of Mobile Phone Addiction and Sleep Quality

Zhang

Gao²,

Kang

et al. 2022

Front. Public Health

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BackgroundAlthough academic stress is a well-known risk factor for students' depression, little is known about the possible psychological mechanisms underlying this association. In this study, we investigated the prevalence of depression and sleep disturbance among Chinese students, examined the relationship between perceived academic stress and depression, considered if mobile phone addiction and sleep quality is a mediator of this relationship, and tested if mobile phone addiction and sleep quality together play a serial mediating role in the influence of perceived academic stress on depression.MethodA cross-sectional survey was conducted among students from September to December 2018 in Heilongjiang Province, China. The final analysis included 5,109 students. Mobile phone addiction, sleep quality, and depressive symptoms were assessed using the Mobile Phone Addiction Index, Pittsburgh Sleep Quality Index, and Center for Epidemiologic Studies-Depression scales, respectively. The serial mediation model was used to analyse the relationship between perceived academic stress, mobile phone addiction, sleep quality, and depression.ResultsAmong all participants, the prevalence of depressive symptoms and sleep disturbance was 28.69 and 27.95%, respectively. High school students showed the highest scores of perceived academic stress (2.68 ± 1.06), and the highest prevalence of depressive symptoms (33.14%) and sleep disturbance (36.47%). The serial mediation model indicated that perceived academic stress was a significant predictor of depression (B = 0.10, SE = 0.02, 95% CI = 0.06 – 0.13). Additionally, mobile phone addiction (B = 0.08, 95% boot CI = 0.06–0.11) and sleep quality (B = 0.27, 95% boot CI = 0.22–0.33) played a mediating role between perceived academic stress and depression. Mobile phone addiction and sleep quality together played a serial mediating role in the influence of perceived academic stress on depression (B = 0.11, 95% boot CI = 0.08–0.14). Furthermore, the indirect effect (i.e., the mediating effect of mobile phone addiction and sleep quality) was significant and accounted for 64.01% of the total effect.ConclusionsOur research results underscore the need for stakeholders—including family members, educators, and policy makers—to take preventative intervention measures to address depression among Chinese students, especially high school students.

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Section: Introductionmentioning

confidence: 99%

Perceived Academic Stress and Depression: The Mediation Role of Mobile Phone Addiction and Sleep Quality

Zhang

Gao²,

Kang

et al. 2022

Front. Public Health

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“…Moreover, the outcomes of the present study are congruent with some other studies in other subject fields; for example, Johnston-Wilder et al (2014) in their study indicated that learners with more degrees of resilience could manage the traumatic and demanding circumstances efficiently and they experience mathematical anxiety less. Correspondingly, research carried out by Trigueros et al (2020) with college learners indicated that learners with great levels of resilience were less anxious when dealing with a test. Resilience is maintained to eliminate the deconstructive impacts of worry and to improve an individual’s health.…”

Section: Discussionmentioning

confidence: 98%

“…The significance of resilience in educational settings is because the specific learners who encounter distressing and troubling circumstances become stronger without building any mental syndrome ( Robertson et al, 2017 ). Accordingly, resilience has been positively related to emotive intelligence, inner inspiration, and educational presentation ( Trigueros et al, 2020 ). Contrastingly, resilience has been negatively associated with apprehension, exam anxiety, and exhaustion ( Van Hoek et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners

Shen¹

2022

Front. Psychol.

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To manage the undesirable effect of anxiety on students, a wide scope of research has been dedicated to determining the triggers of anxiety and pedagogical interferences that can assist students with mitigating anxiety. Mindfulness is a relaxation strategy that has been related to constructive impacts when utilized as a managing technique for stress and anxiety. Originating from the construct of mindfulness, there is a multidimensional conception acknowledged as resilience as one of the notions in the Positive Psychology (PP) literature, which highlights the organizations and individuals’ strengths and self-control to comply with accidental states. Given the eminence of mindfulness and resilience in learning situations, the present study sets forth to examine the role of these constructs in alleviating English as a foreign language (EFL) learners’ anxiety. To meet this objective, 502 Chinese EFL learners took part in this research. They were asked to respond to the three questionnaires, namely resilience, mindfulness, and anxiety. To answer the research question of the study, a linear multiple regression was run and the findings demonstrated that mindfulness and resilience together could significantly predict anxiety. Consistent with the findings, some recommendations are presented concerning the implications of the present research.

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“…2 Besides that, competition and participation in extracurricular activities make them more susceptible to developing mental health disorders such as anxiety and depression. 1 2 3…”

Section: Introductionmentioning

confidence: 99%

Technologies and Mental Health in University Students: An Unhealthy Combination

Silva

Cardoso

Filho

et al. 2022

Int Arch Otorhinolaryngol

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Introduction The exposure of medical students to a full-time schedule that includes classes, extracurricular activities, patients' lives responsibility, and great competition between classmates can interfere in emotional issues and in the sleep time. Objective The aim of the present study was to evaluate the sleep quality, and the incidence of anxiety and depression in medical school undergraduates as well as the relationship of these parameters with the intense use of technologies. Methods Fifty-five medical school undergraduates in their second year participated in the present study, answering questionnaires to evaluate sleep quality (Pittsburgh sleep quality index - PSQI), night-time use of technology (sleep time-related information and communication technology - STRICT), and signs of anxiety or depression (hospital anxiety and depression scale - HADS). Results The results showed 31 students (56.4%) with poor sleep quality (PSQI > 5). Based on the STRICT questionnaire, 36 (65.4%) of the participants referred to making use of technology at night-time; and 34 (61.8%) students had compatible anxiety score, while 14 (25.4%) had a compatible score for depression on the HADS questionnaire. There has been a correlation between poor sleep quality, the abuse of technologies before sleep time, and the presence of anxiety or depression. Conclusion The abuse of technology before sleep time reduced the sleep quality in the studied population, besides increasing the symptoms of anxiety and depression.

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The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

Cited by 36 publications

References 52 publications

Perceived Academic Stress and Depression: The Mediation Role of Mobile Phone Addiction and Sleep Quality

Perceived Academic Stress and Depression: The Mediation Role of Mobile Phone Addiction and Sleep Quality

Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners

Technologies and Mental Health in University Students: An Unhealthy Combination

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