Stormon Nicole, Sexton Christopher, Ford Pauline J, Eley Diann S
UQ Oral Health Centre, School of Dentistry, The University of Queensland, Brisbane, Qld, Australia.
Faculty of Medicine, The University of Queensland, Brisbane, Qld, Australia.
Eur J Dent Educ. 2022 Feb;26(1):1-10. doi: 10.1111/eje.12666. Epub 2021 Feb 1.
The transactional model of stress is a framework describing the process for coping with stressful events as a relationship between the individual person and environment. This study aimed to investigate the associations between personality, learning environment and experiences of mental health for a cohort of Australian dentistry students.
Students were invited in 2017 to complete an online questionnaire including the Depression, Anxiety and Stress Scale (DASS-21), The Dundee Ready Education Environment Measure (DREEM) and Cloninger's Temperament and Character Inventory (TCIR-140). Students were followed-up one year later, and generalised estimating equations were used.
A total of 219 (response 73.5%) students participated in the study. Two personality profiles of dentistry students were identified. Group 1 were significantly higher in the traits persistence, self-directedness, cooperativeness and reward dependence, whereas Group 2 were significantly higher in harm avoidance. Students with Group 2 personality had a 3.12 (CI:1.72-5.65) increased odds of depression compared to Group 1 students. Compared to students with positive perceptions of the learning environment, students with negative perceptions had increased odds of stress (3.48, CI: 1.85-6.53), depression (2.71, CI: 1.57- 4.65) and anxiety (2.59, CI: 1.56-4.28).
Students with personalities high in levels of self-directedness, cooperativeness and persistence and low in harm avoidance, as found in Group 1, demonstrate high levels of general well-being. Positive perceptions of the dentistry learning environment were found to be an important influence on students stress. This study highlighted a number of factors important to student well-being and provides direction for further investigation of interventions aimed at enhancing student well-being.
压力的交互作用模型是一个框架，将应对压力事件的过程描述为个体与环境之间的一种关系。本研究旨在调查一群澳大利亚牙科学生的人格、学习环境与心理健康体验之间的关联。
2017年邀请学生完成一份在线问卷，包括抑郁、焦虑和压力量表（DASS-21）、邓迪学习环境就绪度测量量表（DREEM）以及克隆宁格气质与性格量表（TCIR-140）。一年后对学生进行随访，并使用广义估计方程。
共有219名学生（回复率73.5%）参与了该研究。确定了牙科学生的两种人格类型。第1组在坚持性、自我导向性、合作性和奖励依赖等特质方面显著更高，而第2组在回避伤害方面显著更高。与第1组学生相比，具有第2组人格的学生患抑郁症的几率增加了3.12倍（置信区间：1.72 - 5.65）。与对学习环境有积极看法的学生相比，有消极看法的学生出现压力（3.48，置信区间：1.85 - 6.53）、抑郁（2.71，置信区间：1.57 - 4.65）和焦虑（2.59，置信区间：1.56 - 4.28）的几率更高。
如第1组所示，具有高水平自我导向性、合作性和坚持性且回避伤害水平低的学生表现出较高的总体幸福感。对牙科学习环境的积极看法被发现是影响学生压力的一个重要因素。本研究突出了一些对学生幸福感很重要的因素，并为进一步研究旨在提高学生幸福感的干预措施提供了方向。
