The influence on mental health of college students by their perceived stress, stress coping, perfectionism, and self esteem

Kim, Hae-Ok; Koo, Yoon-Jung; Park, Euna

doi:10.14400/jdc.2015.13.2.257

Cited by 8 publications

(5 citation statements)

References 25 publications

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“…In contrast, the correlation between coping strategies and mental health by controlling academic stress is positive and signi cant. The results of this study are in line with Kim et al (2015) result that mental health and perceived stress are signi cantly correlated.…”

Section: The Effect Of Academic Stress and Coping Strategies On Stude...supporting

confidence: 90%

“…First, appropriate preventive measures can reduce psychological stress (Kar et al, 2020). Second, to improve students' mental health, it is crucial to intensify socialization and develop multidisciplinary educational programs (Kim et al, 2015). Third, parents' mental health, good marital relations, family harmony, and parental social support can impact children's mental health (Wu et al, 2020).…”

Section: The Effect Of Academic Stress and Coping Strategies On Stude...mentioning

confidence: 99%

“…Several previous studies have discussed the relationship between mental health, academic stress, and coping strategies. Kim et al (2015) conducted a descriptive study to con rm the effects of perceived stress, coping with stress, perfectionism, and self-esteem on mental health among college students. His results concluded that mental health has signi cantly correlated with perceived stress, task-centered and emotional coping strategies, societal-acquired perfectionism, and self-esteem.…”

Section: Introductionmentioning

confidence: 99%

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Mental Health, Academic Stress, And Coping Strategy Among College Students

Hasanah

Oktaviani

Elmanora

et al. 2022

Preprint

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Purpose: This study aimed to analyze students' mental health, academic stress, and coping strategies. This study uses an associative quantitative approach with a survey method. The population in this study were all students at the Universitas Negeri Jakarta who took part in online learning during lectures. Materials and Methods: The sample was selected using a disproportionate random sampling technique. The sample used in this study was 675 active students (female = 544, male = 131) at the Universitas Negeri Jakarta. Mental health, academic stress, and student coping strategies were measured using the Depression Anxiety Stress Scale (DASS-21), Educational Stress Scale for Adolescents (ESSA-16), and modified Academic Coping Strategies Scale (ACSC) instruments, respectively. Test the validity and reliability of the data to fit with the model. Data analysis used multiple linear regression and partial correlation. Results: The results showed that: (1) there were differences in mental health and academic stress between female and male students; (2) there were differences in coping strategies between students who were only children and middle children; (3) academic stress and coping strategies significantly affected students' mental health by 24.7%; (4) academic stress and coping strategies significantly influence students' mental health. Conclusion: Academic stress is negatively related to mental health, while coping strategies are positively related to mental health.

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Section: The Effect Of Academic Stress and Coping Strategies On Stude...supporting

confidence: 90%

Section: The Effect Of Academic Stress and Coping Strategies On Stude...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mental Health, Academic Stress, And Coping Strategy Among College Students

Hasanah

Oktaviani

Elmanora

et al. 2022

Preprint

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“…The Perceived Stress Scale (PSS) developed by Cohen et al 12 and revised to Korean by Kim, Koo, and Park 13 was used. This scale consists of a 10-item Likert scale, ranging from 1 to 5 (ie, “almost none” to “very often”).…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of a Strength-Based Intervention into Nursing Education in South Korea

Yeo,

So,

Chae

2023

PRBM

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Purpose This study aimed to examine the effectiveness of strength-based interventions integrated into the nursing education. Materials and Methods The participants were 259 baccalaureate nursing students in South Korea. Over 15 weeks, strength-based intervention was integrated into the regular nursing curriculum. Stress, resilience, and well-being of the participants were measured before and after the intervention. The data were analyzed using a linear mixed model via the SPSS statistics 21.0. program. Results There was a negative weak association between stress and well-being and between stress and resilience (r = −0.164, p = 0.009 and r = −0.138, p = 0.029, respectively) and a positive moderate association between well-being and resilience (r = 0.561, p <0.001). After adjusting the covariates, the interaction of group*time for stress and resilience were significant after the intervention, reflecting a higher status of stress and improved resilience. ( p = 0.046 and 0.030 respectively). Conclusion Integrating strength-based interventions into the nursing curriculum was effective in improving the mental health of Korean nursing students. Future research is needed to identify various ways of applying positive psychology to the nursing education.

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“…This may be because that perceived stress occurs when an individual feels inability to control the situation or manage emotional response to it ( 24 ). In addition, there is also an association between perceived stress and mental health ( 25 – 27 ). Perceived stress is an important risk factor for the low mental health of college students ( 25 ).…”

Section: Introductionmentioning

confidence: 99%

Risk perception and mental health among college students in China during the COVID-19 pandemic: A moderated mediation model

Cao

Yang

et al. 2022

Front. Psychiatry

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Since the outbreak of the COVID-19 epidemic, it has spread on a large scale around the world, seriously affecting people’s physical and mental health. In China, almost all schools have postponed semesters, suspended offline classes, and implemented closed-off management, which has brought significant challenges to the study and life of college students. The study aimed to explore the relationship between risk perception, perceived stress, perceived control, and mental health among Chinese college students. This cross-sectional study was conducted among 1,856 college students. The results showed that risk perception was positively correlated with mental health. After adding the mediating variable of perceived stress, risk perception still significantly predicted mental health. In addition, the interaction term of perceived stress and perceived control significantly negatively predicted mental health. Specifically, perceived stress significantly affected mental health in the low-perceived control group. In contrast, in the high-perceived control group, the predictive effect of perceived stress on mental health disappeared. The present study showed that perceived stress partially mediated the relationship between risk perception and mental health; perceived control moderated the relationship between perceived stress and mental health, and high perceived control could buffer the effect of perceived stress on mental health.

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The influence on mental health of college students by their perceived stress, stress coping, perfectionism, and self esteem

Cited by 8 publications

References 25 publications

Mental Health, Academic Stress, And Coping Strategy Among College Students

Mental Health, Academic Stress, And Coping Strategy Among College Students

Effectiveness of a Strength-Based Intervention into Nursing Education in South Korea

Risk perception and mental health among college students in China during the COVID-19 pandemic: A moderated mediation model

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