Anxiety In Students Research Articles

Differentiating anxiety profiles in medical students: a latent profile analysis

ABSTRACT Previous studies have confirmed a high prevalence of anxiety among medical students. The present study aimed to identify distinct medical student anxiety profiles to develop targeted interventions. A cross-sectional study was conducted with 735 medical students (346 males and 389 females) recruited voluntarily from mainland China. Latent profile analysis (LPA) was applied to explore profiles of various types of anxiety, including test anxiety, academic anxiety, social anxiety, career choice anxiety, general anxiety, and trait anxiety. The results showed that LPA yielded four profiles, comprising 17.14, 20.82, 21.50, and 40.54% of the sample respectively. Specifically, Class 1 (17.14%) showed the highest levels of multiple types of anxiety, particularly the highest level of general anxiety. Class 2 (20.82%) and Class 3 (21.50%) showed moderate levels of anxiety, but they displayed different patterns across various types of anxiety except for social anxiety. Class 4 (40.54%) displayed the lowest levels of anxiety across all types. These profiles differed in academic status and depression. Further, the multinomial logistic regression analysis showed that the high-anxiety group (Class 1) was more likely to be elder students, with lower sports frequency and a higher degree of self-handicapping. These results call for the need to move beyond linear relations among global constructs to address the complexity of anxiety coping and highlight the importance of customized intervention for these heterogeneous groups.

Can positive emotional writing improve the emotional health level of international medical students? Evidence from a randomized controlled trial

BackgroundDepression and anxiety are common psychological issues among international medical students in universities, which have serious negative impacts on their learning and life. The present study aimed to evaluate the efficacy of positive emotional writing in alleviating symptoms of anxiety and depression, as well as enhancing subjective well-being among this population.MethodThis study was conducted at an international college of a comprehensive university in central China. A total of ninety-two participants who met the inclusion criteria were recruited to participate in a single-blind randomized controlled trial, in which participants were not aware that there was an experimental group and a control group. Participants in control received daily psychological care weekly for 8 weeks (n = 46). Correspondingly, participants in experimental group received the positive emotional writing intervention on the basis of daily psychological care. Self-Rating Depression Scale (SDS), Self-Rating Anxiety Scale (SAS) and General Well-being Scale (GWB) were used to evaluate the effect of the intervention. Data from 89 students who completed the entire study (experimental group, n = 44; control group, n = 45) were analyzed.ResultsAfter the intervention, the scores of SDS and SAS in the experimental group significantly decreased, while the subjective well-being score significantly increased. Although the SAS score of the control group after intervention was significantly lower than before, the decrease in SDS and SAS scores, as well as the increase in GWB score, were significantly greater in the experimental group than in the control group.ConclusionThe findings suggest that positive emotional writing can effectively reduce the depression and anxiety of international medical students, and significantly enhance their subjective well-being, providing ideas for management to solve the psychological problems of international medical students.Trial registration numberChiCTR2400087815. Registered at Chinese Clinical Trial Registry.

Error-based Activity Applications in Sixth Grade Fraction Teaching

This study aims to determine how the error-based activity (EBA) applications used in teaching fractions to sixth-grade students affect the academic achievement of the students, the perceived error climate in the classroom, student math anxiety levels, the permanence of the knowledge, and student views on the EBA applications. In the quantitative part of this research, a mixed-method study, a quasi-experimental design with a pretest-posttest control group was used to examine the effects of EBA applications on math achievement, math anxiety levels, classroom error climate, and permanence. A purposive sampling method was used to collect the quantitative data for the study. In the qualitative part of this research, a case study, semi-structured interviews were conducted with nine volunteers from the experimental group to determine the student views of EBA practices. Analyzing the data obtained showed that EBA had a positive effect on student success, positively affected the perceived error climate in the classroom, and effectively reduced student math anxiety levels and made the knowledge permanent. Apart from this, the results indicated that EBA applications positively affect students in terms of cognitive and affective aspects, increase the quality of teaching, and can be effective in different subjects and courses.

Mediating Role of Self-Criticism in the Relationship between Fear of Negative Evaluation and Self-Compassion with Social Anxiety in Yazd Medical Students

Introduction: Social anxiety is characterized by marked anxiety, cognitive and emotional dysfunction in social situations and can lead to social avoidance behavior. The purpose of this study was to investigate the mediating role of self-criticism in the relationship between the fear of negative evaluation and self-compassion with social anxiety in Yazd medical students. Methods: A correlational research study was conducted using structural equation modeling. The statistical population of the research consisted of all students of medicine, pharmacy and dentistry of Shahid Sadougi University of Medical Sciences in Yazd in the academic year of 2021-2022. The sample size of 250 people was determined; sampling was done by voluntary sampling method. Research instruments included social anxiety scale (Jarabek, 1996), fear of negative evaluation (Leary, 1983), short form of self-compassion (Rees et al., 2011) and self-criticism (Thompson and Zaroff, 2004), which were published online. Finally, the data of 227 students were analyzed by Pearson correlation and structural equation model using SPSS16 and Amos24 software. Results: The results showed that the direct effect of fear of negative evaluation and self-criticism on social anxiety was significant (P<0.001) the direct effect of self-compassion on students' social anxiety was insignificant (P<0.05) and the direct effect of fear of negative evaluation and self-compassion on self-criticism was also significant (P<0.001). Similarly, the bootstrap results showed that the effect of fear of negative evaluation and self-compassion on social anxiety through self-criticism was significant (P<0.001). Conclusion: Fear of negative evaluation significantly influences social anxiety, highlighting self-criticism's mediating role in this relationship.

Psychological Capital Promotion in Universities

Abstract Background The rise in student depression and anxiety highlights a crucial intersection between education and public health. Academic pressures intensify mental health issues, necessitating comprehensive strategies to address them. Objectives This study assessed the effectiveness of a Psychological Capital (PsyCap) intervention in enhancing university students’ PsyCap and reducing anxiety, aligning with broader public health education goals. Methods A randomized controlled trial was conducted, where students either received a PsyCap intervention or were placed on a wait-list. The intervention, based on Luthans et al.’s guidelines, was delivered online and included self-reflection, goal-setting, and resource assessment. Results Post-intervention, the PsyCap of students in the intervention group significantly increased (M = 1.098, SD = 0.24, CI [0.98, 1.21], t(17) = 19.72, p < .001). There was also a significant reduction in GAD scores (M = -0.24, SD = 0.46, CI [-0.47, -0.01], t(17) = -2.19, p = .043). No significant changes were observed in the control group. Conclusions Short-term PsyCap interventions can significantly improve students’ mental resilience and decrease anxiety, suggesting their integration into educational curricula. This study underlines the need for educational and public health sectors to collaborate in mitigating mental health issues among students, particularly in response to crises like COVID-19. Addressing the rising anxiety among students through brief, online PsyCap interventions shows promise. This approach not only enhances PsyCap but also lowers anxiety, advocating for their regular inclusion in educational settings to support student mental health. Key messages • Results from a controlled trial revealed increases in PsyCap and decreases in anxiety.Findings advocate integrating such interventions into educational curricula promoting student mental health. • Recent trends indicate a rise in anxiety among students, challenging both educational and public health. Addressing this, the study evaluated the impact of a brief online (PsyCap) intervention.

Relationship of Resilience With Depression, Anxiety, and Stress Among Nursing and Midwifery Students in Qom, Iran, During the COVID-19 Pandemic

Background and Objectives: The COVID-19 pandemic affected physical and mental health of people, including college students. Several studies in Iran have reported high symptoms of depression, anxiety, and stress in college students during the pandemic; however, few studies have investigated their resilience during the pandemic. This study aims to determine the relationship of resilience with anxiety, depression, and stress of nursing and midwifery students in Qom, Iran during the COVID-19 pandemic. Methods: This is a descriptive-correlational study. Participants were 192 nursing and midwifery students of Qom University of Medical Sciences in 2021, who were selected using a simple random sampling method. The instruments included the Corona Disease Anxiety Scale, the Connor-Davidson resilience scale, and the 21-item depression, anxiety, stress scale (DASS-21). The data was analyzed using descriptive statistics and analytical tests of Pearson’s correlation test and regression analysis in SPSS software, version 22. Results: The mean score of anxiety, depression, stress, and total DASS-21 score was 14.6±4.4, 14.48±4.29, 15±4.32, and 32.46±9.88, respectively. The mean total resilience score was 53.5±16.5. There was a significant negative correlation between depression, anxiety, stress, and total DASS-21 score with resilience in students during the pandemic (P<0.001). Conclusion: During the COVID-19 pandemic, nursing and midwifery students’ resilience had a significant relationship with their depression, anxiety, and stress. The lower resilience can increase the stress, depression, and anxiety of nursing and midwifery students.

Wearable neurofeedback acceptance model for students’ stress and anxiety management in academic settings

This study investigates the technology acceptance of a proposed multimodal wearable sensing framework, named mSense, within the context of non-invasive real-time neurofeedback for student stress and anxiety management. The COVID-19 pandemic has intensified mental health challenges, particularly for students. Non-invasive techniques, such as wearable biofeedback and neurofeedback devices, are suggested as potential solutions. To explore the acceptance and intention to use such innovative devices, this research applies the Technology Acceptance Model (TAM), based on the co-creation approach. An online survey was conducted with 106 participants, including higher education students, health researchers, medical professionals, and software developers. The TAM key constructs (usage attitude, perceived usefulness, perceived ease of use, and intention to use) were validated through statistical analysis, including Partial Least Square-Structural Equation Modeling. Additionally, qualitative analysis of open-ended survey responses was performed. Results confirm the acceptance of the mSense framework for neurofeedback-based stress and anxiety management. The study contributes valuable insights into factors influencing user intention to use multimodal wearable devices in educational settings. The findings have theoretical implications for technology acceptance and practical implications for extending the usage of innovative sensors in clinical and educational environments, thereby supporting both physical and mental health.

PANDEMIA DA COVID-19: O AUMENTO DOS CASOS DE ANSIEDADE E DEPRESSÃO NA COMUNIDADE UNIVERSITÁRIA

The COVID-19 pandemic has established itself as a health challenge at a global level, with the WHO defining that response measures should be implemented as quickly as possible so that there is no incidence of new cases of the disease. The governing authorities established mandatory restrictions on the operation of most places where there could be crowds of people, such as, for example, shopping malls, schools and universities. With regard to the university community, these restrictions had a significant impact on their lives, impacting them in several ways […]. Therefore, the objective of this research is to highlight, through studies, the increase in cases of anxiety and depression in university students during and after the pandemic. The present study is an integrative review of the literature, whose function is to delimit results from previous studies on the proposed subject. The research was carried out in the following databases: Virtual Health Library (VHL), Scielo Portal, Google Scholar and the PAHO/WHO website. With the start of the COVID-19 pandemic, universities restricted their operations due to social distancing, completely changing the student scenario. Several studies carried out during the pandemic highlighted the repercussions on the mental health of the academic community, revealing prevalent feelings of impotence, anguish, fear of losing family and friends, irritability and sadness, increasing susceptibility to anxiety, depression and other disorders. Therefore, an emerging focus on mental health in the post-pandemic period is crucial as risk factors continue to significantly impact diverse areas of society.

Shove Less, Nudge More: Stakeholders’ Perspective from Writing Classrooms

Academic writing courses are critical in higher education. However, they often rely on directive measures, or "shoves," that impose rigid guidelines, high-stakes assessments, and punitive consequences. These approaches, such as inflexible deadlines and harsh grading penalties, can increase student anxiety, disengagement, and surface learning. As a result, some students resort to unethical strategies, such as using essay mills or AI-generated content. This qualitative study, conducted through interviews with 20 writing professors and 30 students, identified several common shoves in academic writing courses and explored their negative impacts on student engagement and academic integrity. The findings highlight critical areas of concern, including strict rubrics, high-stakes deadlines, standardized feedback, and plagiarism threats. In response, the study proposes a shift from punitive shoves to supportive nudges, categorizing the latter into intuitive and didactic interventions. These nudges, such as automated deadline reminders, scaffolded assignments, and ethical AI usage prompts, aim to foster more positive student behavior and engagement. The next phase of this research will investigate how these behavioral nudges influence learning outcomes and student well-being.

<b>English Language Anxiety in Higher Education: A Case Study of Spanish Students</b>

This article examines the anxiety of French-speaking students in the Spanish Department at the University of Yaoundé I (Cameroon) while learning English. We used quantitative and qualitative methods. The theoretical framework adopted for this study is the Affective Filter Hypothesis developed by Krashen (2009). The results showed that anxiety is a barrier that negatively affects the learning of English by French-speaking students. Several factors were found to be at the root of this anxiety: language typology, language level, the influence of French, personality, the reactions of others, and beliefs. We also found that students were anxious about learning Spanish, but this anxiety affected them positively. The paper suggests that learners should be in permanent contact with the English language, teachers and students should develop language tolerance by focusing on the message, not the language form, and teachers should include digital technologies to lower anxiety.

The Effect of Depression and Hopelessness Level on Death Anxiety in Earthquake Survivor Students One Year After the Earthquake.

It is important to reveal the long-term psychological effects of the earthquake in earthquake-exposed individuals. The aim of this study was to determine the levels of depression, hopelessness and death anxiety in students who experienced the earthquake one year after the earthquake and to examine the effects of depression and hopelessness on death anxiety. This is a descriptive and correlational study. Data were collected from 155 Emergency Relief and Disaster Management students who experienced the Kahramanmaras earthquake in Türkiye in 2023. Data were collected using Personal Information Form, Beck Depression Scale, Beck Hopelessness Scale, Thorson-Powell Death Anxiety Scale. In the study, a moderate positive correlation was found, indicating that as levels of depression and hopelessness increased, so did death anxiety (p < .05). Depression and hopelessness explained 18.1% of the variance in death anxiety. Death anxiety was found to be higher in males and in students whose relatives or close friends died.

The Relationship of Cyber Bullying and Victimization with Anxiety and Depression Risk in High School Students

In this research, it was intended to find out the frequency of cyber bullying and cyber victimization experienced by students who are attending different schools in a city center and to investigate the relationship between these situations and anxiety and risk of depression. The research population consisted of 460 students studying at Anatolian High School, Private High School, and Imam Hatip High School. This cross-sectional, analytical study included 9th, 10th, 11th and 12th grade voluntary students. Data collected via questionnaire consisted of three parts: socio-demographic information form, the cyber bullying scale (CBS) and the hospital anxiety and depression scale (HADS). The daily internet usage time of the participants were found to be 4.07±3.77 hours. Fifty-eight point seven percent (n=270) of the students were victims while 24.5% (n=112) of them were both bully and victims. The cyber victimization score of male students was found to be 24.1±9.6. The mean anxiety and depression scores of the students were 9.6 ± 4.3 and 7.2 ±3.9 respectively, and difference was significant between cyber victims and those who are neither bully nor victims (p&amp;lt;0.001). Anxiety and depression risk were positively correlated to cyber victimization score. The results of this study reveal that cyber bullying and victimization in young people are quite high. The relationship between cyber bullying, cyber victimization and anxiety and depression poses a significant threat for adolescents.

Restless sleep is associated with increased anxiety in physical therapy students: a cross sectional survey study

BackgroundSleep and mental health are intimately related and shown to impact graduate students enrolled in health sciences programs, including physical therapy education. Doctorate of Physical Therapy (DPT) students’ attitudes and behaviors surrounding sleep and whether these factors are associated with mental health are unknown. This study aimed to describe sleep behaviors and attitudes of entry-level DPT students and to explore the relationship between subjectively reported sleep quality and self-reported symptoms of anxiety in these students.MethodsA cross-sectional online survey consisting of the Sleep Practices and Attitudes Questionnaire (SPAQ), the Generalized Anxiety Disorder-7 (GAD-7) questionnaire, and demographic questions were used. Analyses investigated sleep behaviors and attitudes, along with the relationship (unadjusted odds ratio) between restless sleep and anxiety in DPT students in hybrid and traditional DPT programs across the United States (US).ResultsA total of 271 DPT students completed the survey. A majority of students reported feeling tired during most days (80.8%, n = 219), a quarter of participants (24.7%) reported having a history of trouble sleeping and four (1.5%) reported being diagnosed with a sleep disorder. Of those who reported their sleep duration, participants slept an average of 6.86 h. The mean GAD-7 score was 7.68 (SD = 4.90), suggestive of mild anxiety. Sixty-seven (24.7%) reported having a diagnosed anxiety disorder, with generalized anxiety being the most common diagnosis. Those who reported having restless sleep were 4.09 times more likely to have moderate to severe anxiety [unadjusted odds ratio = 4.09 (95% CI 2.27,7.35; p < 0.001)] compared to those who reported restful sleep.ConclusionsDPT students who rated sleep as restless exhibit signs of poor subjective sleep quality associated with an increased risk of experiencing moderate to severe anxiety compared to students who had restful sleep. Students reported behaviors surrounding sleep that may contribute to anxiety. These findings have implications for including sleep and mental health education and practices within DPT programs.

Association between empathy, anxiety and psychological well-being in Mexican medical students. Transversal study

Association between empathy, anxiety and psychological well-being in Mexican medical students. Transversal study

Association of depression and anxiety with health-related quality of life in beginning Medical Sciences Student.

The present study sought to examine the association between depression and anxiety with health-related quality of life (HRQoL) among clinical and non-clinical medical students. This study was conducted on newly entrance students (2019 and 2020) in Neyshabur University of Medical Science (NUMS). 471 students participated in this cross-sectional study. The Beck Depression (BDI-II), Anxiety Inventory (BAI), and SF-12 questionnaires were used. To assess the correlation between depression, anxiety, and HRQoL, the Pearson correlation was used. The independent t-test was performed to evaluate the association among different variables with HRQoL. Further, a multiple linear regression model was used to control the confounding effects of the covariates. The mean age of the study population was 21.9 (SD = 6.1), majority of them were female (62.4%). More than 21% and about 32% of students had mild to severe levels of depression and anxiety, respectively. According to correlation analysis (Pearson's r), the correlations between depression, anxiety, and total HRQoL were relatively strong and negative. The multiple linear regression model revealed a statistically significant association between depression and anxiety with different subscales, components, and total HRQoL (p < 0.05). It has been confirmed that the different levels of depression and anxiety in medical students are negatively associated with HRQoL.

Financial well-being, anxiety and payment delinquency among student loan holders in the United States: insights from the COVID-19 pandemic

PurposeThe COVID-19 pandemic presented unprecedented challenges, particularly intensifying the financial and psychological burden for individuals with student loans in the United States. Firstly, this study examined the association between student loan ownership and financial well-being during the pandemic. Secondly, among student loan holders, we tested the association of financial anxiety and payment delinquency with COVID-19 shocks and financial knowledge. Lastly, we investigated the associations between the recipients of student loans and their financial well-being, anxiety and behaviors concerning student loans.Design/methodology/approachUtilizing data from the 2021 National Financial Capability Study, we explored how unprecedented economic disruptions have affected student loan holders' financial well-being, levels of debt anxiety and payment delinquency, considering financial knowledge as a critical factor. We conducted Ordinary Least Squares (OLS) and logistic regressions to examine the associations addressed in the purpose of the study.FindingsThe results of regression analyses indicate that individuals with student loans generally experienced lower financial well-being than those without loans. Among student loan holders, COVID-19 shocks were positively associated with student loan anxiety and payment delinquency. Additionally, subjective financial knowledge showed a positive association, while objective financial knowledge displayed a negative association with loan delinquency. Lastly, respondents who secured loans for themselves exhibited lower levels of financial well-being than other student loan holders.Originality/valueThis study represents one of the initial efforts to investigate the issues of financial well-being, debt anxiety and payment delinquency among student loan holders, along with their associations with the potential COVID-19 shocks they experienced. The research shed light on the acute financial stress and mental health challenges faced by student loan holders during global crises, highlighting the significance of effective policy development for student debt management and borrower support during times of economic uncertainty.

Integral Pedagogy in LIS Education

LIS educators have an obligation to assist burgeoning LIS practitioners and scholars in developing field competency and enacting their visages into the LIS industry. Our work concerns care for the whole person of our students. Student well-being has experienced heightened consideration and conversation in academia since 2020. Masters level LISprograms are not immune to these discussions, or the student, faculty, and campus administrator concerns—retention rates, student mental health—that warrant them. Campuses actively promote services and resources aimed to help students that are in crisis, coping with an aspect of neurodivergence, or another condition—chronic or undiagnosed. Since 2019 I have experienced increasing levels of three student behaviors that cause me concern: 1) perfectionism, 2) anxiety, and 3) validation-seeking. Wholly ignored, or mitigated simply by pedagogical discipline, these behaviors persist in classroom, distend beyond a student’s time at campus, and eventually permeate sectors of LIS. Proven teaching and learning strategies—active-learning, grading rubrics, gamification modules—increase students’ immersion with course content and assuage student coursework anxieties. However, teaching and learning tools cannot holistically impart the needed competencies for an LIS professional to our students. Conversely culture of care pedagogies solely center student inclusiveness and belonging to promote a shared education community. Integralpedagogy provides LIS educators with a model that integrates both teaching and learning best practices and culture of care pedagogies to promote student self-regulation of concerning behaviors, self-actualization via a commitment to gaining LIS field competencies during their studies, and continued life-long discovery during their career.

Assessing Anxiety and Satisfaction Levels among Dental Students during Online Learning amid the COVID-19 Pandemic: A Cross-Sectional Study

Introduction: The COVID-19 pandemic led to widespread adoption of online learning. In April 2020, the Higher Education Commission (HEC) of Pakistan released policy guidance on online readiness with three levels: basic, effective, and exemplary. However, concerns about the quality and readiness for online curriculum delivery in Pakistan persisted. This study assesses the anxiety and satisfaction levels of undergraduate dental students with online classes during the pandemic. Methods: An analytical cross-sectional study was conducted between June and July 2020. Data were collected via email from undergraduate dental students of a private dental college using convenience sampling, after three months of online teaching. Two tools were used: a student satisfaction questionnaire adapted from Bolliger and Halupa’s study, and a student anxiety questionnaire. Frequencies, percentages, means, and standard deviations were calculated for satisfaction and anxiety scores. Univariate and multiple linear regression analyses were performed to assess factors associated with student satisfaction. Results: Out of 300 eligible participants, 237 responded (79% response rate). Most participants (53.16% female, 59.07% hostellers) had no prior experience with online learning (85.65%). The mean anxiety score was 54.87 (SD=9.6), and the mean satisfaction score was 58.63 (SD=16.66). Male students showed less satisfaction than females, though not statistically significant. Second-year students had significantly higher satisfaction scores than third- and fourth-year students. Conclusion: Most students had no prior experience with online learning, resulting in increased anxiety and poor satisfaction with the modality during the COVID-19 pandemic.

Mind-Body Classroom Strategies: Techniques to Reduce Elementary Student Stress Following Active Shooter Drills

Active shooter drills are widely used in schools throughout the United States, with more than 92% of public schools having an active shooter plan. These drills can increase student stress and anxiety and can have a variety of negative effects, such as somatic complaints, anxiety, poor self-regulation of emotions and behaviors, risk for depression, and prevalence of obesity and eating disorders. This article describes the efficacy of physical activity breaks, mindful breathing techniques, and emotional regulation strategies to reduce stress reactivity and enhance recovery in elementary-age students following active shooter safety drills. A list of example activities is provided for each of the three stress management categories. Each of the activities can be adapted to various developmental levels (i.e., K-12), settings (i.e., classroom, hallway, outdoors), and time availability (i.e., one minute to 10 minutes). The strategies may also be utilized following other emergency drills or during other times of high student and classroom stress.

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.