Stromájer Gábor Pál, Csima Melinda, Iváncsik Réka, Varga Bernadett, Takács Krisztina, Stromájer-Rácz Tímea
Institute of Basics of Health Sciences, Midwifery and Health Visiting, Faculty of Health Sciences, University of Pécs, H-7621 Pécs, Hungary.
Institute of Education, Hungarian University of Agriculture and Life Sciences, H-7400 Kaposvár, Hungary.
Children (Basel). 2023 Sep 14;10(9):1548. doi: 10.3390/children10091548.
Mental and psychological disorders are serious health problems worldwide. Anxiety among high school students can affect school performance, relationships, and family life.
Our aim is to understand the anxiety levels and associated factors among high school students and compare the results of psychological tests measuring anxiety with the cortisol levels obtained from biological sampling.
In our longitudinal follow-up study, we involved 125 individuals in May 2019. Validated measurement tools were used during questionnaire data collection, including the State-Trait Anxiety Inventory, Clear Communication Scale, Multiple Social Perceived Support Scale, and related HBSC questions. As objective data, we collected hair samples for cortisol level measurement.
At the end of the school year, the anxiety levels measured by psychological tests were significantly higher ( = 0.001) compared to the anxiety levels at the beginning of the next school year. Anxiety levels were higher among girls and were influenced by the type of school and parental expectations. Both state anxiety and trait anxiety showed a strong correlation with psychosomatic symptoms ( < 0.001) and anxiety arising from school expectations ( < 0.05). The changes in cortisol levels did not follow the changes in psychological tests. Cortisol level increased ( = 0.01) in the second sample.
精神和心理障碍是全球范围内严重的健康问题。高中生的焦虑会影响学业成绩、人际关系和家庭生活。
我们的目的是了解高中生的焦虑水平及相关因素，并比较测量焦虑的心理测试结果与从生物样本中获得的皮质醇水平。
在我们的纵向随访研究中，2019年5月纳入了125名个体。在问卷数据收集过程中使用了经过验证的测量工具，包括状态-特质焦虑量表、清晰沟通量表、多重社会感知支持量表以及相关的健康行为学校调查问题。作为客观数据，我们收集头发样本用于测量皮质醇水平。
在学年末，心理测试测量的焦虑水平与下一学年开始时相比显著更高（ = 0.001）。女孩的焦虑水平更高，且受学校类型和父母期望的影响。状态焦虑和特质焦虑均与身心症状（ < 0.001）以及学校期望引起的焦虑（ < 0.05）呈强相关。皮质醇水平的变化与心理测试的变化不一致。在第二个样本中皮质醇水平升高（ = 0.01）。
