Anxiety In Students Research Articles (Page 1)

Monthly simultaneous cannabis and alcohol use: effects on depression, anxiety, and stress in male and female college students.

BackroundPerineal injury repair skills should be taught to students in midwifery education. One of these methods is peer-supported simulation training in simulation environments. This study aimed to determine the effect of peer-assisted episiotomy and perineal injury repair simulation on midwifery students’ anxiety and self-efficacy.MethodsA pretest-posttest, one-group quasi-experimental design. The study was carried out with 39 third-year midwifery students studying at a foundation university. Episiotomy repair simulation was carried out peer-assisted using sponge and chicken breast. The “Introductory Information Form,” the “State-Trait Anxiety Inventory,” and the “General Self-Efficacy Scale” were used as data collection tools. In the analysis of the data, descriptive statistics and dependent group t-tests were employed to evaluate the difference between the pre-test and post-test.ResultsThe mean age of the students was 21.44 ± 1.68 years (Min = 20; Max = 30). According to the results, there was a significant decrease in the mean scores of the State and Trait Anxiety scales in the pre-and post-simulation periods (Pre: State Anxiety mean 34.41 ± 9.58, Trait Anxiety 44.79 ± 9.57; Post: State Anxiety mean 30.48 ± 9.31, Trait Anxiety 41.33 ± 10.82; p < 0.05). While no difference was observed between the pre-test and post-test in the total score of general self-efficacy (Pre: mean 62.48 ± 9.74; Post: mean 62.59 ± 11.92; p > 0.05) of the students, there was a significant difference in the sub-dimension of Sustaining Effort & Persistence (p < 0.05).ConclusionsThe findings of this study demonstrated that peer-assisted episiotomy repair simulation training effectively reduced students’ anxiety. It is recommended that peer support be included in pre-clinical episiotomy and perineal injury repair simulation practice.

The separation anxiety of students in secondary education has been widely studied, but the current research focuses on medical mitigation methods, and there are still deficiencies in the exploration of the group-specific intervention and the role of schools and teachers. This paper analyzes the core performance, influence, causes, and mitigation of separation anxiety of students in Secondary Education (12-18 years old). This paper concludes that the separation anxiety of this group is caused by individual personality (high neuroticism, dependent personality, etc.) and external factors (improper family education, environmental changes, etc.), which will damage students' physical and mental health, learning efficiency, and interpersonal relationships, but it can be alleviated through individual adjustment and external help. Based on this, this paper proposes that students can alleviate anxiety by learning self-care skills and breathing regulation, and schools and teachers can provide external support by optimizing facilities, establishing a partner assistance system, and relaxing the restrictions on family ties.

Aim: The present study was conducted to determine the effectiveness of tactical defense management based on intensive and short-term dynamic psychotherapy (ISTDP) in reducing anxiety and depression in students. Methods: This study employed a quasi-experimental design with pre-test and post-test measures and a control group. The statistical population included all students enrolled at Shahid Rajaee University of Tehran during the 2023–2024 academic year. The sample consisted of 14 participants selected through convenience sampling following a public call. After completing the Beck Depression Inventory (BDI; Beck, 1996), the Beck Anxiety Inventory (BAI; Beck, 1988), and an initial clinical interview, participants were randomly assigned to an experimental group (n = 7) and a control group (n = 7). Both groups completed the BDI and BAI before and after the intervention. The experimental group attended six sessions of the Tactical Defense Management program based on Intensive Short-Term Dynamic Psychotherapy (ISTDP), whereas the control group did not receive any intervention. Data were analyzed using analysis of covariance (ANCOVA). Findings: Results indicated that Tactical Defense Management based on ISTDP significantly reduced anxiety and depression among students (p&lt;.05). Conclusion:These findings suggest that applying Tactical Defense Management grounded in Intensive Short-Term Dynamic Psychotherapy (ISTDP) can be effective in decreasing anxiety and depression among university students.

Purpose This study examines how generative AI tools affect business students’ academic performance by investigating whether flexible AI policies promote deeper learning, enhance self-efficacy and facilitate tacit knowledge acquisition in a Middle Eastern context, while ensuring efficiency and academic integrity. Design/methodology/approach A qualitative, exploratory study observed 20 final-year business students in Kuwait during five in-class activities using generative AI tools. Semi-structured interviews complemented the researcher’s observations. Thematic analysis revealed patterns in benefits, challenges and learning processes, leading to the development of the AI-powered learning loop framework to explain academic performance outcomes. Findings The study indicates that generative AI tools assist students by saving time, organizing ideas and enhancing understanding. While they reduce cognitive load and boost confidence, concerns about accuracy and ethical implications remain. A structured AI policy can promote responsible use and improve academic performance, supporting the proposed AI-powered learning loop model. Research limitations/implications The exploratory design and small sample size limit the findings to a private business college in Kuwait, reducing generalizability to broader higher education. Despite relying on self-reported data, the AI-powered learning loop framework provides a basis for future validation and research across diverse contexts. Practical implications Higher education institutions can promote integrity by requiring students to explain and defend their AI-assisted work. This approach reduces academic dishonesty and enhances critical thinking. Faculty should integrate discussions and source validation into assessments. Clear AI policies from policymakers can alleviate student anxiety and foster essential skills for an AI-driven workplace. Originality/value This study explores the effects of tolerant AI policies in Middle Eastern higher education by introducing the AI-powered learning loop, a framework connecting cognitive load, self-efficacy, tacit knowledge and academic performance. It offers insights for academics and policymakers on responsibly integrating generative AI to enhance sustainable learning outcomes.

Adverse childhood experiences (ACEs) are known as risk factors that contribute to mental health problems such as anxiety, depression, and stress in adulthood. Notably, the specific mechanisms underlying this association have been identified in only a limited number of studies. The present study aimed to explore the relationship between ACEs, psychological flexibility (PF), and mental health (anxiety, stress, and depression) in college students. A cross-sectional study was conducted among 302 college students in southern Vietnam. The data were analyzed using PLS-SEM to examine the relationship among the variables, and T-tests and One-way ANOVA in SPSS were employed to explore group differences. The results showed that PF functioned as a mediating factor in the pathway from ACEs to mental health. In addition, we found significant gender differences in PF, differences in mental health problems based on sources of emotional support, and differences in depression levels across religions. These findings provide valuable insights for both research and clinical practice in Vietnam, by highlighting PF as a crucial factor for future mental health interventions.

BackgroundSymptoms of depression and anxiety are common among Spanish university students. Minimally guided online interventions have shown promise in reducing symptomatology and preventing increased mental distress. Here we describe the protocol of a controlled study which aims to evaluate the effectiveness of a guided preventive mental health intervention for depression and anxiety in Spanish university students.MethodsOngoing two-arm multicenter randomized controlled trial (RCT) targeting undergraduate students from 6 public universities with symptoms of depression and/or anxiety. Students are evaluated (between February and November 2024) through a web-based survey assessing mental health problems, use of mental health services, self-perceived health, childhood and adolescent adversities, recent stressful events, social networks, university experiences, as well as sociodemographic variables. A total of 428 students, fulfilling the inclusion criteria, are randomly assigned to: intervention group (minimally guided mhealth prevention intervention) or control group (treatment as usual plus self-monitoring including periodic evaluations on mood and stress). The intervention is based on cognitive behavioral therapy principles, such as relaxation and cognitive restructuring, and includes weekly asynchronous feedback from a psychologist based on content and participation, along with self-monitoring. Participants are assessed at baseline, and 3, 6 and 12 months after randomization. The primary outcome consists of the reduction of depressive and/or anxiety symptoms post-intervention, assessed with the Patient Health Questionnaire-9, the Generalized Anxiety Disorder-7 and the Patient Health Questionnaire-Anxiety and Depression Scale. Secondary outcomes of the RCT will be symptoms of other mental health conditions, psychological wellbeing, academic stress, acceptability and adherence. Primary analyses will be conducted on an intention-to-treat basis.DiscussionThe results of the PROMES-U RCT will provide valuable information on the effectiveness of a minimally guided preventive mental health intervention to reduce symptoms of depression and anxiety among university students that could be delivered in the campus context. Results will also provide information on the potential impact of the intervention on other relevant factors involved in mental health among university students and on the acceptability and adherence of this intervention. Trial registration number: NCT06078007.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12889-025-24752-3.

Dental students often face high academic workloads, clinical demands, and performance pressures, which can lead to significant psychological stress. Understanding research trends in this area can guide strategies to protect student wellbeing. This study examined the global research landscape on the mental health of dental students, focusing on the most cited studies published between 2000 and August 2025. The bibliometric analysis was conducted using the Dimensions database. The search included terms related to mental health, stress, anxiety, depression, and burnout in dental students. Out of 1403 articles obtained after applying a filter for publication type and time, the 500 most cited articles were screened manually, and 367 met the inclusion criteria. Data were analyzed using Biblioshiny to identify publication trends, geographical distribution, influential journals, most cited articles, and thematic evolution. Research output increased steadily over the years, peaking in 2021, followed by a decline. Saudi Arabia, India, and the United States produced the largest share of highly cited studies. The Journal of Dental Education was the most frequent publishing journal. Thematic evolution showed a shift from early focus on attitudes and academic environment to more recent emphasis on burnout, psychological stress, and measurable health impacts such as bruxism and reduced quality of life. COVID-19–related mental health issues were a major theme between 2019 and 2020. Most highly cited studies were cross-sectional surveys, with recent years showing more review articles. The findings highlight the need for more intervention-based, longitudinal, and multicenter studies to support evidence-based mental health strategies for dental students worldwide. BJMS, Vol. 24 No. 04 October’25 Page : 1050-1061

ABSTRACT The stress response associated with acculturation is called acculturative stress, which is associated with negative outcomes such as depression and anxiety. This study examined the extent to which acculturative stress is related to social anxiety, Taijin Kyofusho, resilience, and social support in Asian international students studying in Canada. In this online cross-sectional study, a sample (n = 221) of Asian international students, currently enrolled in postsecondary programs in Canada, completed self-report measures of acculturative stress, social anxiety, Taijin Kyofusho, resilience, and social support. The results indicated that although social anxiety, Taijin Kyofusho, resilience, and social support were significantly correlated with acculturative stress, only social anxiety and resilience were significant predictors of acculturative stress in a hierarchical regression analysis. This study contributes to the understanding of acculturative stress in Asian international students, and the findings have implications for interventions to reduce acculturative stress by targeting social anxiety and promoting resilience.

As one of the core skills, mathematical problem solving is accepted to be the skill that supports reasoning, analytical skills and cognitive growth in the student. Nevertheless, mathematics is a subject that has poor student involvement and anxiety among a number of secondary school students in Pakistan. This paper presents the results of interrelations between motivation, emotions, and expectancy beliefs of students in solving mathematical problems based on the Expectancy-Value Theory (EVT). The quantitative correlational research design would be applied to collect the data on 300 schools of Pakistani secondary students in grade 910. Expectancy beliefs, value of tasks, emotional experiences and problem solving performance were measured using a structured questionnaire. IBM SPSS Statistics 29 were used to analyze data, a descriptive statistics test was carried out, test of reliability, Pearson correlation test, multiple regression test, and ANOVA. Findings indicated that the expectancy beliefs and task value predicted the performance in mathematical problem solving positively and significantly, and negative emotions (especially anxiety and frustration), were liamiting success. There was also a difference in the gender, where males made a low but significant difference in the expectations beliefs, but no notable change was made in the value of the tasks and the emotions. The results substantiate the role of motivational and affective aspects in mathematics instruction and justify the main assumptions of EVT. The research suggests that the educators should create desirable emotional atmospheres, build the confidence of the students and emphasize the necessity of mathematics in real life situations in order to increase the problem-solving performance.

Mindfulness involves the deliberate act of focusing one’s attention on the present moment without making judgments, allowing experiences to unfold naturally. Evidence suggests that practising mindfulness can positively influence mental health, particularly in reducing anxiety. In recent years, the younger generation in India, especially adolescent and young adult students, has been experiencing heightened levels of anxiety. This systematic review and meta-analysis, conducted in accordance with PRISMA guidelines, investigates the role of mindfulness in alleviating anxiety within this population. A thorough search was carried out across multiple digital databases, covering literature published between 2016 and 2023, when mindfulness research gained prominence. Out of the numerous studies screened, ten met the inclusion criteria and were analysed. The findings revealed that practising mindfulness has a beneficial effect in reducing anxiety among adolescent and young adult students in India, contributing to improved overall well-being.

Differential efficacy of imagery, virtual reality and 360° video exposure therapy in reducing test anxiety in university students: A pilot study.

This research paper examines the positive effects of a suspension system based on weather forecasts on the student welfare and academic continuity of preschool and elementary school students. As more educational institutions proactively close their buildings due to heavy weather predictions, it is necessary to gather information about the positive outcomes of such activities and develop and adopt a policy. The proposed impact analysis examines how the suspension announcements depend on the predictions made by meteorologists to enhance the safety and educational outcomes of young learners, while also reducing interference in the learning process among learners within the school environment. The analysis will follow a comprehensive methodology to quantify different dimensions of positive change, including the physical safety benefit, psychological well-being benefit, and academic performance sustainability. The data gathered could include attendance records of students, academic research figures, and information on safety incidents that occur during periods of suspension, particularly those related to weather conditions. The paper also assesses that providing advance notice of school closure played a role in helping families secure the proper childcare arrangements, which can help ease stress and anxiety in students and parents. The findings suggest that the suspension, depending on weather predictions, has a significant impact on the well-being of students, as they are not exposed to unsafe travel situations, and the fatality rate among the preschool and elementary age groups is reduced without accidents. Another significant finding highlighted in the study is that a proactive closure policy, coupled with effective communication strategies, contributes to ensuring continuity of education through alternative education opportunities and minimizing the number of years of broken education. For educational policy makers, school administrators, and other stakeholders within the community, this impact analysis can significantly contribute to optimizing student welfare while maintaining academic standards. The research findings support the use of evidence-based guidelines for weather-related suspensions, aimed at safeguarding the safety and learning of young students.

Introduction Psychological distress is of concern among university students worldwide, more so than in a comparable working population. The impostor phenomenon (IP) describes feelings of inadequacy often experienced by individuals struggling to internalize success despite evidence to the contrary. IP is prevalent among university students and has been identified as a significant factor in understanding psychological distress within this population. This study aimed to investigate the prevalence of IP and its association with perceived stress and anxiety in dental, law, medical, nursing and psychology university students. Methods A web-survey consisting of the Clance Impostor Phenomenon Scale (CIPS), the Perceived Stress Scale-4 (PSS-4), the Generalized Anxiety Disorder-2 (GAD-2), and sociodemographic questions were completed by 968 university students registered at a Swedish university during 2022 and 2023. The prevalence of IP, perceived stress, and anxiety was calculated. Pearson’s correlation coefficient and multiple linear regression were used to examine the relationship between the variables. Results 64.0% of the participants scored above the cut off value for experiencing IP (CIPS score ≥62). According to cut-off levels developed to categorize the intensity of IP experiences 8.4% of participants had low experiences of IP, 26.0% moderate, 42.6% frequent, and 23.0% intense experiences of IP. Of all participants, 91.6% had at least moderate experiences of IP and 65.6% had frequent to intense experiences of IP. Women scored significantly higher on CIPS than men. In contrast, neither attending semester nor age group significantly impacted CIPS scores. Finally, there was a moderate correlation between the levels of perceived stress and anxiety, respectively, and the IP scores. Conclusion This study suggests that the majority of dental, medical, nursing, psychology and law students experience severe IP. Moreover, this study provides valuable insights into the association of IP with perceived stress and anxiety. The results underscore the significance of exploring IP and its link to psychological distress, suggesting that interventions aimed at diminishing IP may play a crucial role in enhancing the well-being of university students.

The proliferation of algorithm-based recommendation systems has transformed the way university students can access career-related information and, although it has made it more convenient, it has limited the range of available information. This filtering-down effect, called the information cocoon, has been connected with increasing employment anxiety, a hot topic in competitive labor markets. The aim of this research article was to investigate the correlation between information cocoon behavior and employment anxiety in university students and to test the mediating effect of risk perception bias and moderating effects of self-efficacy and social support. A quantitative, cross-sectional survey among 261 students of different disciplines was used. Data were analyzed using descriptive statistics, correlation, multiple regression, and mediation/moderating analyses through SPSS. Results indicated that 76.6% of participants exhibited moderate-to-high cocooning behaviors and 76.57% reported moderate-to-high employment anxiety. Information cocooning emerged as the strongest predictor of anxiety (β = .28, p &lt; .001), with risk perception bias mediating 47.6% of the effect. Protective factors were identified, as high self-efficacy and strong social support reduced the cocoon–anxiety relationship by 53% and 43% respectively. These results point to the psychological hazards of algorithmic filtering and the possibility of specific interventions in digital literacy, career advising, and platform design to reduce employment-related anxiety.

Introduction Mobile phone addiction (MPA) is an escalating issue, particularly among high-pressure medical students prone to over-reliance on mobile phones, and it is closely associated with lower achievement motivation. This study aimed to explore the associations between Chinese medical students' achievement motivation, anxiety, depression, and MPA. Methods Single-site cluster sampling was used to recruit 2,977 undergraduate medical students (Years 1–3) from a large medical university in Shandong Province. Data were collected via the Achievement Motivation Scale (AMS), Generalized Anxiety Disorder Scale-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), and Mobile Phone Addiction Index (MPAI), with 2,679 valid questionnaires retained. Results Of the participants, 26.58% had MPA, with an average MPAI score of 42.97 ± 12.12. The average AMS score was 1.87 ± 0.35. Multiple linear regression showed that gender, liking one's major, MPAI, 7, and PHQ-9 scores significantly influenced achievement motivation (all p &amp;lt; 0.05). Mediation analysis indicated that anxiety and depression played a chain mediating role in the relationship between MPA achievement motivation: the total indirect effect was −0.114 (95%CI = [−0.133, −0.095]), including three paths: MPAI → GAD7 → AMS (effect = −0.027, 95%CI = [−0.047, −0.008]), MPAI → PHQ9 → AMS (effect = 95%CI = [−0.042, −0.023]), and MPAI → GAD7 → PHQ9 → AMS (effect = −0.055, 95% CI = [−0.070, −0.041]). Discussion MPA correlates with lower achievement motivation in Chinese medical students, with anxiety and depression acting as mediators. Universities should take targeted measures to address MPA, in anxiety and depression, and improve medical students' achievement motivation.

This study aimed to verify the prevalence of symptoms of temporomandibular disorders (TMD) in university students during the COVID-19 pandemic. This is a cross-sectional and observational study. The population consisted of 170 university students from in a brazilian institution. The participants were divided into two groups, the first consisting of students who were undergoing psychological follow-up during the pandemic (G1) and the second, the control group, comprising the students who were not being followed up (G2). The questionnaires of the Anxiety and Depression Scale and the Diagnostic Criteria for TMD were used. Data were expressed as simple frequency and percentage and p&lt;0.05 (5%) was considered statistically significant. The results of the study showed a prevalence of 85.3% of TMD symptoms. Regarding anxiety, no significant association was detected between sex and anxiety(p=0.0640), however, regarding depression, a significant association was noted in G2 between sex and depression, with odds ratio of 1.524 for females and 0 .8266 for males(p=0.0082). The most reported symptom in G1 was jaw pain (63.53%), while in G2 it was headache (56.47%). Comparing the TMD symptoms in both groups, 89.41% of the students who were undergoing psychological follow-up had TMD symptoms, while in the group that was not being followed up, TMD symptoms were present in 81.18% of the participants. Therefore, no significant difference was found between them (p=0.1931). It was found a high prevalence of symptoms of temporomandibular disorder, depression and anxiety in the university students in the study, and the most prevalent symptoms were headache and jaw pain.

This study examines the relationship between social media use, sleep quality and anxiety in university students, considering the growing impact of digital presence on mental health. The central problem was to find answers to the following question: Is there a significant association between social media use, sleep quality and anxiety levels in the daily social life of university students? The general objective was to identify the significant association that exists between the use of social media, sleep quality and levels of anxiety in the daily social life of university students. The methodology used was a systematic literature review, covering publications between 2019 and 2024, in the Regional Portal of the Virtual Health Library (VHL). The results indicated that excessive use of social media, especially around bedtime, impairs sleep quality and aggravates university students’ anxiety symptoms.

ABSTRACT The best practice psychometric guidelines stipulate that any translations and adaptations of measurement scales require rigorous validation to ensure that they provide equivalent and accurate measurements. In accordance with these standards, this paper validated the adolescent versions of the Short-Form Foreign Language Enjoyment-Adolescent (S-FLES-A) and Short-form Foreign Language Classroom Anxiety-Adolescent (S-FLCAS-A) scales in Spanish. The study assessed the validity and reliability in three steps of the translated and adapted scales using a sample of 310 Spanish adolescents. First, through principal component analyses (PCA), the factor structures of both scales were examined. Second, confirmatory factor analyses (CFA) evidenced the model structures. Third, the reliability, validity, and invariance of the scales were explored. Both scales demonstrated identical factors and structures in PCA and CFA compared to the originals. Reliability, discriminant, and convergent validity were found. For Spanish adolescents, invariance testing indicated equivalent measures across age and gender. Invariance testing between the newly developed adolescent versions and the original adult S-FLES and S-FLCAS showed they were not directly comparable. In conclusion, the S-FLES-A and S-FLCAS-A are newly adapted, valid and reliable instruments designed to measure enjoyment and anxiety in Spanish adolescent foreign language students.

Mental disorders are considered as one of the most important concerns among university students, potentially impacting their quality of life and academic performance. Limited data are available regards the association between dietary insulin index (DII) and dietary insulin load (DIL) and mental disorders especially in university students. This study aimed to evaluate the relationship between DII and DIL with depression, anxiety, and stress among students affiliated with Kashan University of Medical Sciences. This cross-sectional study included 330 university students from Kashan University of Medical Sciences in 2023. A validated Depression Anxiety Stress Scales-21 (DASS-21) was applied to assess the mental health of participants. Dietary intakes were obtained using a validated semi-quantitative food frequency questionnaire (FFQ-117). Multivariable analyses were performed to adjust for potential confounding factors. P < 0.05 was considered as significant. Participants’ mean age and BMI were 21.4 years and 22.8 kg/m2, respectively. In this study, after adjusting for a wide range of possible confounding variables, individuals who were in the highest quartile of DIL had 45% significantly lower odds for depression than those in the lowest quartile (95%CI: 0.31, 0.99). However, there was no statistically significant association between DII and depression (95%CI: 0.4, 1.28). No other statistically significant relationship was observed between DII, DIL, and anxiety and stress in university students (P < 0.05). In conclusion, DIL may be associated with depression in university students. Higher DIL is associated with higher accessibility for tryptophan in brain cells, which could be related to a better mood. Further studies with a larger sample size and stronger designs, such as cohort studies or clinical trials, are needed to confirm our results.