Volume 2, Issue 4 (Winter 2016)                   J Educ Community Health 2016, 2(4): 57-64 | Back to browse issues page

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Nikanjam R, Barati M, Bashirian S, Babamiri M, Fattahi A, Soltanian A. Student-Life Stress Level and its Related Factors among Medical Students of Hamadan University of Medical Sciences in 2015. J Educ Community Health. 2016; 2 (4) :57-64
URL: http://jech.umsha.ac.ir/article-1-199-en.html
1- Department of Public Health, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran.
2- Research Center for Behavioral Disorders and Substance Abuse and Department of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran.
3- Social Determinants of Health Research Center and Department of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran. , s_bashirian@yahoo.com
4- Social Determinants of Health Research Center and Department of Ergonomics, Hamadan University of Medical Sciences, Hamadan, Iran.
5- Modeling of Non-communicable Disease Research Center, Department of Biostatistics, Hamadan University of Medical Sciences, Hamadan, Iran
Abstract:   (7360 Views)

Background and Objectives: Student-life stress can lead to various negative consequences such as physical illness, mental disorders or exhaustion. The present study was conducted to evaluate the level of student life stress and its related factors among medical students of Hamadan University of Medical Sciences.

Materials and Methods: This cross-sectional study applied multistage random sampling to select 500university students at Hamadan University of Medical Sciences during 2015. The data collection tool used in this study was a self-report questionnaire containing two parts: a section on subjectschr('39') demographic details and another section for Student-Life Stress Inventory (SLSI). Data were analyzed in SPSS20-using descriptive and inferential statistics, such as independent t-test, Pearson’s correlation test and one-way ANOVA.

Results: This study revealed that %57of the students had moderate levels of stress. The most important stressors included self-impose and pressure, and also the most important reactions to stressors included cognitive appraisal and emotional reactions, respectively. There was a significant association between exam stressors and branch, educational level, and motherchr('39')s and fatherchr('39')s education level (P< 0.05).

Conclusions: According to the high level of stress in students and the recognition of demographic factors, effective educational interventions can be conducted to reduce stress.

Persian Full-Text [PDF 219 kb]   (6307 Downloads)    
Type of Study: Research Article | Subject: Mental Health
Received: 2015/11/29 | Accepted: 2016/03/2

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