先前的研究已经证明了与学习相关的压力源对医学生心理健康的负面影响。已经发现,社会资源,如社会身份,双重身份和社会支持有助于缓冲负面的心理健康结果。值得注意的是,社会地位被发现会削弱压力和抑郁症状之间的联系。基于这些发现,本研究调查了社会资源(即,社会认同,社会支持,双重身份和地位)减轻了与学习相关的压力源对承担过多压力负担的医学生的心理健康的影响。
数据收集基于问卷(在线和纸笔),该问卷分发给北莱茵-威斯特法伦州的医学生,德国。样本(224名参与者)包括77.2%的女性和22.8%的男性医学生(36.2%的人类医学学生(HMS)和63.8%的牙科医学学生(DMS))。问卷包括图形量表和标准化问卷。我们调查了人口统计数据,与学习相关的压力源(即学业成绩,临床实践,教师关系)和抑郁症状作为结果,和社会认同,社会支持,作为主持人的双重身份和地位。使用SPSS25forWindows进行分析。
我们发现与研究相关的应激源和抑郁症状之间存在显著的正相关。虽然双重身份以及同学的社会支持在这些协会中成为缓冲,其他社会资源没有。关于地位,发现它仅在HMS中用作缓冲区,他们通常比牙科医学生享有更高的地位。
这只是社会资源,如同学的支持和双重身份,但不是其他资源类型,这可以有效地缓冲与研究相关的压力源相关的抑郁症状。这些发现可以用来促进学生与同学和教师之间的关系,或者整个大学,使学生能够更好地应对压力,因此,减少抑郁症状。此外,HMS,赋予自己相对较高的地位,可以在紧张的情况下使用他们的状态作为缓冲因素,从外面可以做的事情很少。
BACKGROUND: Previous research has demonstrated the negative effects of
study-related stressors on the mental health of medical students. It has been found that social resources such as social identity, dual identity and social support help buffer negative mental health outcomes. Notably, social status has been found to weaken the connection between stress and depressive symptoms. Based on these findings, the present
study investigates how social resources (i.e., social identity, social support, dual identity and
status) mitigate the impact of
study-related stressors on the mental health of medical students who carry an inordinate stress burden.
METHODS: The data collection was based on a questionnaire (online and paper-pencil) which was distributed to medical students in North Rhine-Westphalia, Germany. The sample (224 participants) consisted of 77.2% female and 22.8% male medical students (36.2% human medicine students (HMS) and 63.8% dental medicine students (DMS)). The questionnaire included graphical scales and standardized questionnaires. We investigated demographic data, study-related stressors (i.e. academic performance, clinical practice, faculty relations) and depressive symptoms as outcomes, and social identity, social support, dual identity and status as moderators. The analyses were performed using SPSS 25 for Windows.
RESULTS: We found significant positive associations between study-related stressors and depressive symptoms. While dual identity as well as social support by fellow students emerged as buffers in these associations, the other social resources did not. As regards status, it was found to work as a buffer only in HMS, who typically enjoy a significantly higher
status than dental medical students.
CONCLUSIONS: It is only social resources such as support from fellow students and dual identity, but not other resource types, that can be effective buffers against depressive symptoms associated with study-related stressors. These findings can be used to promote students\' identities in relation to both fellow students and the faculty, or the university as a whole, enabling students to better cope with stress and, thus, suffer less from depressive symptoms. Furthermore, the HMS, who ascribe a relatively high
status to themselves, can use their
status as a buffering factor in stressful situations, in which little can be done from the outside.