Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience.
- Publisher:
- Public Library of Science (PLoS)
- Publication Type:
- Journal Article
- Citation:
- PLoS One, 2022, 17, (4), pp. e0266612
- Issue Date:
- 2022
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Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author | Tran, NT | |
dc.contributor.author | Franzen, J | |
dc.contributor.author | Jermann, F | |
dc.contributor.author | Rudaz, S | |
dc.contributor.author | Bondolfi, G | |
dc.contributor.author | Ghisletta, P | |
dc.contributor.editor | PLOS, RR | |
dc.date.accessioned | 2023-07-08T00:51:27Z | |
dc.date.available | 2022-03-23 | |
dc.date.available | 2023-07-08T00:51:27Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | PLoS One, 2022, 17, (4), pp. e0266612 | |
dc.identifier.issn | 1932-6203 | |
dc.identifier.issn | 1932-6203 | |
dc.identifier.uri | http://hdl.handle.net/10453/171324 | |
dc.description.abstract | INTRODUCTION: University students' psychological health is linked to their academic satisfaction. This study aimed to investigate students' psychological health and academic satisfaction in the context of COVID-19 and academic year-end stress. MATERIALS AND METHODS: Standardized self-filled scales for anxiety, depression, stress, psychological well-being, academic satisfaction (subjective assessment of students' quality of life in their educational setting), and an ad-hoc scale for stress on the learning experience due to COVID-19 were used in this cross-sectional study. Participants were first- to third-year students of eight different health-related tracks in Geneva, Switzerland. Descriptive statistics and hierarchical regression analyses were applied. RESULTS: In June 2020, out of 2835 invited students, 433 (15%) completed the survey. Academic satisfaction was a stronger mental health predictor than COVID-19 stress on the learning experience, which mainly predicted stress and anxiety. Lower academic satisfaction scores were significantly associated with stress (β = -0.53, p < 0.001), depression (β = -0.26, p < 0.001), anxiety (β = -0.20, p < 0.001), while higher scores with psychological well-being (β = 0.48, p < 0.001). Identifying as female was strongly associated with anxiety and stress but not with depression or psychological well-being. Lower age was associated with stress only. The nature of the academic training had a lesser impact on mental health and the academic year had no impact. CONCLUSIONS: Academic satisfaction plays a more substantial role than COVID-19 stress on the learning experience in predicting students' overall mental health status. Training institutions should address the underlying factors that can enhance students' academic satisfaction, especially during the COVID-19 period, in addition to ensuring that they have a continuous and adequate learning experience, as well as access to psychosocial services that help them cope with mental distress and enhance their psychological well-being. | |
dc.format | Electronic-eCollection | |
dc.language | eng | |
dc.publisher | Public Library of Science (PLoS) | |
dc.relation.ispartof | PLoS One | |
dc.relation.isbasedon | 10.1371/journal.pone.0266612 | |
dc.rights | info:eu-repo/semantics/openAccess | |
dc.subject.classification | General Science & Technology | |
dc.subject.mesh | Anxiety | |
dc.subject.mesh | COVID-19 | |
dc.subject.mesh | Cross-Sectional Studies | |
dc.subject.mesh | Depression | |
dc.subject.mesh | Female | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Personal Satisfaction | |
dc.subject.mesh | Psychological Distress | |
dc.subject.mesh | Quality of Life | |
dc.subject.mesh | SARS-CoV-2 | |
dc.subject.mesh | Stress, Psychological | |
dc.subject.mesh | Students | |
dc.subject.mesh | Switzerland | |
dc.subject.mesh | Universities | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Cross-Sectional Studies | |
dc.subject.mesh | Depression | |
dc.subject.mesh | Stress, Psychological | |
dc.subject.mesh | Personal Satisfaction | |
dc.subject.mesh | Anxiety | |
dc.subject.mesh | Quality of Life | |
dc.subject.mesh | Students | |
dc.subject.mesh | Universities | |
dc.subject.mesh | Switzerland | |
dc.subject.mesh | Female | |
dc.subject.mesh | Psychological Distress | |
dc.subject.mesh | COVID-19 | |
dc.subject.mesh | SARS-CoV-2 | |
dc.subject.mesh | Anxiety | |
dc.subject.mesh | COVID-19 | |
dc.subject.mesh | Cross-Sectional Studies | |
dc.subject.mesh | Depression | |
dc.subject.mesh | Female | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Personal Satisfaction | |
dc.subject.mesh | Psychological Distress | |
dc.subject.mesh | Quality of Life | |
dc.subject.mesh | SARS-CoV-2 | |
dc.subject.mesh | Stress, Psychological | |
dc.subject.mesh | Students | |
dc.subject.mesh | Switzerland | |
dc.subject.mesh | Universities | |
dc.title | Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience. | |
dc.type | Journal Article | |
utslib.citation.volume | 17 | |
utslib.location.activity | United States | |
pubs.organisational-group | /University of Technology Sydney | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Health | |
utslib.copyright.status | open_access | * |
dc.date.updated | 2023-07-08T00:51:25Z | |
pubs.issue | 4 | |
pubs.publication-status | Published online | |
pubs.volume | 17 | |
utslib.citation.issue | 4 |
Abstract:
INTRODUCTION: University students' psychological health is linked to their academic satisfaction. This study aimed to investigate students' psychological health and academic satisfaction in the context of COVID-19 and academic year-end stress. MATERIALS AND METHODS: Standardized self-filled scales for anxiety, depression, stress, psychological well-being, academic satisfaction (subjective assessment of students' quality of life in their educational setting), and an ad-hoc scale for stress on the learning experience due to COVID-19 were used in this cross-sectional study. Participants were first- to third-year students of eight different health-related tracks in Geneva, Switzerland. Descriptive statistics and hierarchical regression analyses were applied. RESULTS: In June 2020, out of 2835 invited students, 433 (15%) completed the survey. Academic satisfaction was a stronger mental health predictor than COVID-19 stress on the learning experience, which mainly predicted stress and anxiety. Lower academic satisfaction scores were significantly associated with stress (β = -0.53, p < 0.001), depression (β = -0.26, p < 0.001), anxiety (β = -0.20, p < 0.001), while higher scores with psychological well-being (β = 0.48, p < 0.001). Identifying as female was strongly associated with anxiety and stress but not with depression or psychological well-being. Lower age was associated with stress only. The nature of the academic training had a lesser impact on mental health and the academic year had no impact. CONCLUSIONS: Academic satisfaction plays a more substantial role than COVID-19 stress on the learning experience in predicting students' overall mental health status. Training institutions should address the underlying factors that can enhance students' academic satisfaction, especially during the COVID-19 period, in addition to ensuring that they have a continuous and adequate learning experience, as well as access to psychosocial services that help them cope with mental distress and enhance their psychological well-being.
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