Perumalsamy Jamunarani, Subramaniam Santhi, Shanmugam Jeevithan, Pasupathy Umapathy
Research Scholar, Department of Psychiatric Nursing, Sri Ramachandra Institute of Higher Education and Research (DU) and Professor in KMCH College of Nursing, Coimbatore, Tamil Nadu, India.
Professor, Department of Psychiatric Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher education and Research (DU), Porur, Chennai, Tamil Nadu, India.
J Pharm Bioallied Sci. 2025 Apr-Jun;17(2):81-83. doi: 10.4103/jpbs.jpbs_919_25. Epub 2025 Jul 23.
The psychosocial well-being of high school students is a crucial determinant of their academic success and overall development. This study examines the interplay between perceived stress and emotional regulation among students in Coimbatore, Tamil Nadu, to better understand their mental health challenges.
A cross-sectional survey was conducted among 150 high school students, selected through stratified random sampling. Data collection involved a structured questionnaire comprising demographic variables, the Perceived Stress Scale (PSS), and the Emotion Regulation Questionnaire (ERQ). Descriptive statistics were used to summarize findings, while correlation and Chi-square tests assessed relationships between stress, emotional regulation, and demographic factors.
The findings revealed that 69.33% of students experienced moderate levels of perceived stress (mean PSS = 19.15, SD = 5.26), while 74.67% demonstrated moderate emotional regulation abilities (mean ERQ = 20.30, SD = 5.37). A significant positive correlation was observed between stress and emotional regulation ( = 0.32, = 0.05, = 0.32, = 0.05, = 0.32, = 0.05), suggesting that higher stress levels adversely affect students' ability to regulate emotions. Additionally, demographic factors, such as gender and family structure, were significantly associated with stress levels. Males exhibited higher stress scores, and students from joint families reported greater stress compared to those from nuclear families.
The study underscores the need for integrating mental health initiatives within school environments to support students' emotional well-being. Implementing socio-emotional learning programs and academic stress management strategies can enhance students' resilience, fostering a healthier educational ecosystem.
高中生的心理社会幸福感是其学业成功和全面发展的关键决定因素。本研究考察了泰米尔纳德邦哥印拜陀市学生感知压力与情绪调节之间的相互作用，以更好地了解他们的心理健康挑战。
通过分层随机抽样选取150名高中生进行横断面调查。数据收集采用结构化问卷，包括人口统计学变量、感知压力量表（PSS）和情绪调节问卷（ERQ）。描述性统计用于总结研究结果，而相关性分析和卡方检验评估压力、情绪调节和人口统计学因素之间的关系。
研究结果显示，69.33%的学生经历中度感知压力（平均PSS = 19.15，标准差 = 5.26），而74.67%的学生表现出中度情绪调节能力（平均ERQ = 20.30，标准差 = 5.37）。压力与情绪调节之间存在显著正相关（ = 0.32， = 0.05， = 0.32， = 0.05， = 0.32， = 0.05），表明较高的压力水平会对学生的情绪调节能力产生不利影响。此外，性别和家庭结构等人口统计学因素与压力水平显著相关。男性的压力得分更高，与核心家庭的学生相比，来自联合家庭的学生报告的压力更大。
该研究强调了在学校环境中整合心理健康举措以支持学生情绪健康的必要性。实施社会情感学习计划和学业压力管理策略可以增强学生的恢复力，培育更健康的教育生态系统。
