ABSTRACT
Objective To explore the mediating effects of neuropeptide S receptor 1 and negative coping in chronic stress induced emotional responses. Methods A survey of 366 local residents who were chosen from County of Nandan in Guangxi Province by stratified random sampling method. Questionnaires of the life events scale (LES),the simplified symptom checklist and the Simplified Coping Style Questionnaire (SCSQ) were used. The level of NPSR1 was measured by Elisa. Data was analyzed by SPSS 21 and AMOS 21 statistical software for statistical analysis. Results The level of chronic psychological stress was (25. 24± 29. 26) and score of negative coping was(14. 84±4. 35). Somatic factor,anxiety factor,depressive factor and hostile factor were (1. 58±0. 58),(1. 43±0. 56),(1. 44±0. 55),(1. 23±0. 37). The total score of life e-vents was positively correlated with negative coping,somatic factor score,anxiety factor score,depression fac-tor score(r=0. 23-0. 46,P<0. 05),while negatively correlated with the expression level of detection of NPSR1 in plasma(r=-0. 26,P<0. 05). NPSR1 level was negatively correlated with body factor score,anxiety factor score,depression factor score and hostility factor score(r=-0. 18--0. 61,P<0. 05). Negative coping was positively correlated with body factor score,anxiety factor score,depression factor score and hostility fac-tor score(r=0. 12- 0. 27,P<0. 05). Both neuropeptide S receptor 1 and negative response had significant me- diating effects on emotional responses induced by chronic psychological stress (P<0. 05),and the effect val-ues were -0. 08 and 0. 05,respectively. According to the Bootstrapping method,the results of the mediation model showed that Bias-Corrected of 95% CI of the total standardization effect,the indirect standardization effect,the direct standardization effect were not including 0. Conclusion NPSR1 and negative coping plays a dual mediating effect on stress induced emotional responses.
ABSTRACT
Objective To understand the situation of procrastination and its influencing factors in medical students.Methods The general procrastination scale (GPS),general self-efficacy scale (GSES),achievement motivation scale(AMS),self-esteem scale (SES),self-rating depression scale (SDS) and self-rating anxiety scale (SAS) were applied to 531 medical students,and the influence factors were analyzed with correlation analyses,hierarchical regression and path analysis of SPSS 16.0 and Amos 5.0.Results (1) The scale score of procrastination was between 31-93 and the average score was 55.54±9.68.96.1％ students showed different degree procrastination,with the moderate-severe degree ones accounted for 45.3％.(2)Procrastination was positively correlated to anxiety(r=0.331) and depression(r=0.415),but negatively correlated with self-efficacy(r=-0.247) and selfesteem(r=-0.328).(3)The hierarchical regression revealed that self-efficacy,self-esteem,and depression could significantly predict procrastination,which increased the explained variance 6.1％,6.1％ and 6.3％ respectively.(4) Path analysis showed that the self-esteem had direct effect on procrastination (path coefficient 0.12);self-efficacy had indirect effect on procrastination through self-esteem (path coefficient 0.21).Depression had direct effect on procrastination (path coefficient 0.34) and indirect effect to the procrastination through the self-esteem (path coefficient 0.50).All the fitting indices reached statistical standards.Conclusion Procrastination was common in medical students and self-efficacy,self-esteem,depression had direct or indirect effect on it.
ABSTRACT
Objective To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods Totally 101 preventive medicine majors of five-year program were divided into two groups:control group(n=52) and experimental group(n=49). Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results Scores of experimental group in multiplechoice, case study and final grade (30.347±4.171, 32.031± 2.781, 74.296±5.642, respectively) were better than those of control group (28.520±4.443, 28.760± 4.305, 70.010±7.783, respectively), with significant differences between two groups(P0.05). More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity , logical thinking ability and problem solving ability, etc. Conclusions With satisfactory teaching effect, sandwich teaching promotes teaching quality.