Arun Priti, Garg Rohit, Chavan Bir Singh
Department of Psychiatry, Government Medical College and Hospital, Chandigarh, India.
Department of Psychiatry, Government Medical College and Rajindra Hospital, Patiala, Punjab, India.
Ind Psychiatry J. 2017 Jan-Jun;26(1):64-70. doi: 10.4103/ipj.ipj_5_17.
Academically typically achieving adolescents were compared with students having academic difficulty on stress and suicidal ideas.
In a cross-sectional study, 75 academically typically achieving adolescents were compared with 105 students with academic difficulty and 52 students with specific learning disability (SLD). Academic functioning was assessed using teacher's screening instrument, intelligence quotient, and National Institute of Mental Health and Neurosciences index for SLD. Stress and suicidal ideas were assessed using general health questionnaire, suicide risk-11, and Mooney Problem Checklist (MPC). Appropriate statistical methods were applied.
Three groups were comparable on age, gender, mother's working status, being only child, nuclear family, self-reported academic decline, and type of school. About half of adolescents reported psychological problems on General Health Questionnaire (mean score >3 in all the groups). Academically typically achieving adolescents showed higher stressors in peer relationships, planning for future and suicidal ideation compared to adolescents with academic difficulty. Adolescents face stress regarding worry about examinations, family not understanding what child has to do in school, unfair tests, too much work in some subjects, afraid of failure in school work, not spending enough time in studies, parental expectations, wanting to be more popular, worried about a family member, planning for the future, and fear of the future. Significant positive correlation was seen between General Health Questionnaire scores and all four subscales of MPC. Suicidal ideas showed a negative correlation with MPC.
Adolescents experience considerable stress in multiple areas irrespective of their academic ability and performance. Hence, assessment and management of stress among adolescents must extend beyond academic difficulties.
对学业表现通常良好的青少年与存在学业困难的学生在压力和自杀观念方面进行比较。
在一项横断面研究中，将75名学业表现通常良好的青少年与105名存在学业困难的学生以及52名患有特定学习障碍（SLD）的学生进行比较。使用教师筛查工具、智商以及国家心理健康和神经科学研究所的SLD指数评估学业功能。使用一般健康问卷、自杀风险-11和穆尼问题清单（MPC）评估压力和自杀观念。应用了适当的统计方法。
三组在年龄、性别、母亲工作状况、是否为独生子女、核心家庭、自我报告的学业成绩下降以及学校类型方面具有可比性。约一半的青少年在一般健康问卷上报告存在心理问题（所有组的平均得分>3）。与存在学业困难的青少年相比，学业表现通常良好的青少年在同伴关系、未来规划和自杀意念方面表现出更高的压力源。青少年面临的压力包括担心考试、家人不理解孩子在学校要做的事情、考试不公平、某些科目作业过多、害怕学业失败、学习时间不足、父母期望、想要更受欢迎、担心家庭成员、未来规划以及对未来的恐惧。一般健康问卷得分与MPC的所有四个子量表之间存在显著正相关。自杀观念与MPC呈负相关。
无论青少年的学业能力和表现如何，他们在多个领域都经历着相当大的压力。因此，青少年压力的评估和管理必须超越学业困难的范畴。
