Mental Health and Psychosocial Support Program, International Medical Corps, Dolo Ado, Ethiopia.
Department of Epidemiology and Rob Giel Research Center, University of Groningen, Groningen, Netherlands.
Biomed Res Int. 2017;2017:9348159. doi: 10.1155/2017/9348159. Epub 2017 May 29.
Globally 3 to 8% of reproductive age women are suffering from premenstrual dysphoric disorder (PMDD). Several mental and reproductive health-related factors cause low academic achievement during university education. However, limited data exist in Ethiopia. The aim of the study was to investigate mental and reproductive health correlates of academic performance.
Institution based cross-sectional study was conducted with 667 Debre Berhan University female students from April to June 2015. Academic performance was the outcome variable. Mental and reproductive health characteristics were explanatory variables. Two-way analysis of variance (ANOVA) test of association was applied to examine group difference in academic performance.
Among 529 students who participated, 49.3% reported mild premenstrual syndrome (PMS), 36.9% reported moderate/severe PMS, and 13.8% fulfilled PMDD diagnostic criteria. The ANOVA test of association revealed that there was no significant difference in academic performance between students with different level of PMS experience (-statistic = 0.08, value = 0.93). Nevertheless, there was a significant difference in academic performance between students with different length of menses (-statistic = 5.15, value = 0.006).
There was no significant association between PMS experience and academic performance, but on the other hand, the length of menses significantly associated with academic performance.
全球有 3%至 8%的育龄期女性患有经前烦躁障碍（PMDD）。一些精神和生殖健康相关因素导致女性在大学教育期间学业成绩下降。然而，在埃塞俄比亚，相关数据有限。本研究旨在调查精神和生殖健康与学业成绩的关系。
这是一项在 2015 年 4 月至 6 月期间于德布雷伯翰大学进行的基于机构的横断面研究，共有 667 名女性学生参与。学业成绩为因变量，精神和生殖健康特征为自变量。采用双向方差分析（ANOVA）检验来观察学业成绩的组间差异。
在 529 名参与的学生中，49.3%报告有轻度经前综合征（PMS），36.9%报告有中度/重度 PMS，13.8%符合 PMDD 的诊断标准。关联的 ANOVA 检验显示，不同 PMS 体验水平的学生在学业成绩上没有显著差异（统计量=-0.08， 值=0.93）。然而，月经持续时间不同的学生在学业成绩上存在显著差异（统计量=5.15， 值=0.006）。
PMS 体验与学业成绩之间没有显著关联，但另一方面，月经持续时间与学业成绩显著相关。
