Tran Thao Vi, Nguyen Hoang Thuy Linh, Tran Xuan Minh Tri, Tashiro Yuri, Seino Kaoruko, Van Vo Thang, Nakamura Keiko
Department of Global Health Entrepreneurship, Division of Public Health, Tokyo Medical and Dental University, Japan.
Institute for Community Health Research, Hue University of Medicine and Pharmacy, Hue University, Vietnam.
J Rural Med. 2024 Oct;19(4):279-290. doi: 10.2185/jrm.2024-012. Epub 2024 Oct 1.
Academic stress is associated with mental health disorders, notably depression and anxiety among students. Mitigating stress can decrease the incidence of mental health disorders and improve student well-being. This study explored factors influencing academic stress among secondary school students in Vietnam.
A three-year longitudinal study was conducted using a self-reported questionnaire with 611 students from four secondary schools in Hue City, Vietnam. Academic stress was evaluated using the Educational Stress Scale for Adolescents (ESSA). Family factors, including the number of siblings and parental educational levels; lifestyle factors, including physical activity and sleep; and academic factors, including grade point average and attending extra classes were evaluated. Linear regression models were used to analyze the associations between the ESSA scores at follow-up and family, lifestyle, and academic factors at baseline.
A total of 341 students completed both the baseline and follow-up surveys and answered the questions required for this analysis. The mean ESSA score of 341 students increased from 46.4 ± 7.6 (mean ± SD) to 53.5 ± 10.8, from 2018 to 2021. The multivariate model revealed that the number of siblings, higher father's educational attainment level, female gender, lower academic scores, and attending extra classes were associated with overall academic stress. In contrast, no associations were observed between the variables of lifestyle, parental concentration, and parental acceptance and overall academic stress.
The findings highlight the impact of family factors and study workload on academic stress, emphasizing the need for proper care from family and school to reduce or prevent student academic stress and provide them with a comfortable and healthy learning environment.
学业压力与心理健康障碍相关，尤其是学生中的抑郁和焦虑。减轻压力可降低心理健康障碍的发生率并改善学生的幸福感。本研究探讨了影响越南中学生学业压力的因素。
采用自我报告问卷对越南顺化市四所中学的611名学生进行了为期三年的纵向研究。使用青少年教育压力量表（ESSA）评估学业压力。评估了家庭因素，包括兄弟姐妹数量和父母教育水平；生活方式因素，包括体育活动和睡眠；以及学业因素，包括平均绩点和参加课外班情况。使用线性回归模型分析随访时的ESSA分数与基线时的家庭、生活方式和学业因素之间的关联。
共有341名学生完成了基线调查和随访调查，并回答了本分析所需的问题。从2018年到2021年，341名学生的ESSA平均分数从46.4±7.6（均值±标准差）增加到53.5±10.8。多变量模型显示，兄弟姐妹数量、父亲较高的教育程度、女性性别、较低的学业成绩以及参加课外班与总体学业压力相关。相比之下，未观察到生活方式、父母关注和父母接纳等变量与总体学业压力之间存在关联。
研究结果突出了家庭因素和学习负担对学业压力的影响，强调家庭和学校需要给予适当关爱，以减少或预防学生的学业压力，并为他们提供舒适健康的学习环境。
