医学生的压力与困扰：社会支持、学生群体及学习意义的保护作用
Stress and distress in healthcare students: protective roles of social support, student community and meaningfulness of studying.
作者信息
Pänkäläinen Katariina, Hintsa Taina, Elovainio Marko, Pyörälä Eeva, Paunio Tiina
机构信息
University of Eastern Finland, Department of Educational Sciences and Psychology, Finland.
University of Helsinki, Medical Faculty, Department of Psychology, Finland.
出版信息
Int J Med Educ. 2024 Dec 23;15:159-167. doi: 10.5116/ijme.674f.2679.
OBJECTIVES
To explore association between perceived stress and psychological distress (depressive symptoms and anxiety), and the stress-buffering effects of social support (parents, partners, friends, peers, teachers, social media), sense of community belonging and meaningfulness of studying.
METHODS
A cross-sectional study was conducted in 2018 using a convenience sample of 800 healthcare students from the University of Helsinki, Finland. Participants completed an online survey. Logistic regression analyses were performed using the PROCESS Macro to explore the relationship between perceived stress and psychological distress, and the moderator effects.
RESULTS
Perceived stress was associated with depressive symptoms and anxiety. Perceived stress had significant interactions with parent (B =-.03, t = -2.4, p < .001), partner (B = -.05, t = -4.3, p < .001) and peer support (B=-.04, t = -3.0, p < .001), sense of community belonging (B=-.06, t = -2.7, p < .01) and meaningfulness of studying (B=-.12, t = -4.5, p < .001) in predicting depressive symptoms, and with parent (B = -.05, t= -3.8, p < .001), partner (B = -.03, t = -2.2, p < .05) and peer support (B=-.05, t =-3.5, p < .001), sense of community belonging (B=-.05, t=-2.5, p < .01) and meaningfulness of studying (B = -.08, t = -3.0, p < .01) in predicting anxiety. Perceived stress had weaker effects on depressive symptoms and anxiety at higher levels of support, sense of community belonging and meaningfulness of studying.
CONCLUSIONS
Support from parents, romantic partners and peers, sense of community belonging and meaningfulness of studying may buffer the negative psychological outcomes of perceived stress. Promoting social support, sense of community and the meaningfulness of studying can help prevent psychological distress in healthcare students. Longitudinal research and further investigation on factors related to sense of community belonging and meaningfulness of studying are warranted.
目的
探讨感知压力与心理困扰（抑郁症状和焦虑）之间的关联，以及社会支持（父母、伴侣、朋友、同龄人、教师、社交媒体）、社区归属感和学习意义的压力缓冲作用。
方法
2018年采用横断面研究，以芬兰赫尔辛基大学800名医学生为便利样本。参与者完成了一项在线调查。使用PROCESS宏进行逻辑回归分析，以探讨感知压力与心理困扰之间的关系以及调节效应。
结果
感知压力与抑郁症状和焦虑相关。在预测抑郁症状时，感知压力与父母支持（B = -0.03，t = -2.4，p < 0.001）、伴侣支持（B = -0.05，t = -4.3，p < 0.001）、同龄人支持（B = -0.04，t = -3.0，p < 0.001）、社区归属感（B = -0.06，t = -2.7，p < 0.01）和学习意义（B = -0.12，t = -4.5，p < 0.001）有显著交互作用；在预测焦虑时，感知压力与父母支持（B = -0.05，t = -3.8，p < 0.001）、伴侣支持（B = -0.03，t = -2.2，p < 0.05）、同龄人支持（B = -0.05，t = -3.5，p < 0.001）、社区归属感（B = -0.05，t = -2.5，p < 0.01）和学习意义（B = -0.08，t = -3.0，p < 0.01）有显著交互作用。在较高水平的支持、社区归属感和学习意义下，感知压力对抑郁症状和焦虑的影响较弱。
结论
来自父母、恋爱伴侣和同龄人的支持、社区归属感和学习意义可能缓冲感知压力带来的负面心理结果。促进社会支持、社区感和学习意义有助于预防医学生的心理困扰。有必要进行纵向研究并进一步调查与社区归属感和学习意义相关的因素。
Zotero 插件