The perception and association between depression and academic stress among female undergraduate nursing students: a cross-sectional study.

Introduction: Academic demands and stressors put nursing students at increasing risk of depression. The aims of the study examine the perceived level of depression and academic stress and investigate the association between these variables among nursing students in Saudi Arabia. Methods: A cross-sectional design was used in this study. Data was collected using depression subscale from DASS-21 scale and the Academic Stress Inventory scale. Results: A total of 237 students participated in the study. Nursing students perceived normal to mild levels of depression. Students perceived moderate levels of academic stress in all subscales, except for time management and test stress which were high. All academic stress subscales had a positive statistically significant correlation with depression. The regression model explains 49.0% of the variance in the depression scale and indicated that the main significant predictor of depression is studying in group stress, followed by self-inflected stress, study year, and sleep problem. The mean score of depression for first year students was significantly different than students in other study years. Discussion: Nurse educators should facilitate group formation and teach students about time-management, problem-solving, negotiation, and coping strategies to deal with academic expectations and demanding situations. Understanding the causes, limiting the exposure to negative influences, and seeking support as needed are important. To enhance the quality of sleep, students should maintain a consistent sleep schedule, while avoiding stimulating activities before bedtime. Future research should focus on a longitudinal study and other variables such as quality of life, satisfaction with the quality of teaching, and support from others.

School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support.

Adolescents' well-being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study-related well-being profiles. This study used a person-centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands-resources model of school burnout and clinical implications are presented for each profile.

The way to relieve college students' academic stress: the influence mechanism of sports interest and sports atmosphere.

BACKGROUND AND RESEARCH OBJECTIVES: Given the enduring popularity of higher education, there has been considerable attention on the correlation between college students' engagement in sports and their academic stress levels. This study seeks to delve deeply into how university physical education fosters academic performance by influencing students' sports interests, particularly in enhancing their psychological resilience to mitigate academic pressure. Through this investigation, the aim is to offer both theoretical underpinnings and empirical evidence to support the holistic enhancement of higher education. RESEARCH METHODS: Initially, this study undertakes an analysis of the fundamental relationship between college students' physical activities and their experience of academic stress. Subsequently, utilizing a structural equation model, specific research models and hypotheses are formulated. These are then examined in detail through the questionnaire method to elucidate the mechanism by which college sports interests alleviate academic stress. RESEARCH FINDINGS: The study reveals a significant positive correlation between psychological resilience and academic stress, indicating that a robust psychological resilience can effectively diminish academic pressure. Furthermore, both the sports atmosphere and sports interest are found to exert a notable positive impact on academic stress, mediated by the variable of psychological toughness. This underscores the pivotal role of physical education in fostering positive psychological traits and enhancing academic achievement. CONCLUSION: This study underscores the central importance of cultivating and nurturing college students' sports interests, as well as fostering a conducive sports atmosphere, in fortifying psychological resilience and mitigating academic pressure. By offering novel perspectives and strategies for alleviating the academic stress faced by college students, this study contributes valuable theoretical insights and practical experiences to the broader development of higher education.

Procrastination as a Marker of Anxiety Disorder Among College Students: An Institution-Based Cross-Sectional Study From Puducherry, India.

Background and objective Procrastination, which refers to the act of unnecessarily delaying the beginning or completion of an assigned task, is a widespread but often neglected problem among college students. Postponing a task can impair academic performance or lead to stress and poor mental well-being. A knowledge gap exists in understanding the cyclical nature of the relationship between anxiety and procrastination, wherein anxiety leads to procrastination, which in turn exacerbates anxiety. In light of this, we aimed to assess the level of procrastination and anxiety among college students and to correlate the relationship between their procrastination and anxiety status. Methodology A cross-sectional analytical study was conducted among 347 graduate students from various disciplines at a tertiary care hospital in Puducherry, India. A convenient sampling technique was employed to recruit the participants, and data were collected using the validated Procrastination Assessment Scale for Students (PASS) and the Hamilton Anxiety Rating Scale (HAM-A). Results Our findings showed that about 124 (35.7%) participants reported weekly reading assignments as the most frequently procrastinated task, with a mean score of 3.15 ± 1.02, followed by studying for exams and writing term papers. The most commonly reported reason for procrastination was evaluation anxiety, followed by low self-esteem and perfectionism. A significant number of students (157, 45.2%) had mild anxiety, and 58 (16.7%) students were found to have severe anxiety. A Spearman correlation coefficient of 0.26 (95% CI: 0.16 - 0.36) was observed between the overall procrastination score and HAM-A score, which indicated a weak positive correlation and was statistically significant (p<0.05). Similarly, a weak positive correlation was found between task aversiveness, fear of failure, and anxiety levels. Conclusions Procrastination is positively related to anxiety but the relationship is weak. Understanding and addressing the underlying anxiety or stress can be a key to managing procrastination among college students.

The Relationship Between Academic Stress, Sleep Quality, and Psychological Wellbeing in Pasifika and New Zealand European Students at the University of Otago.

BACKGROUND: Pasifika students in New Zealand are overrepresented in poor academic outcomes, and their academic challenges may potentially influence their wellbeing. We aim to: 1) compare the academic stress, sleep quality, and psychological wellbeing of Pasifika and New Zealand European (NZE) anatomy students at the University of Otago, and 2) determine if academic stress mediates the association between their psychological wellbeing and sleep quality. METHODS: We launched a brief online survey to Pasifika and NZE students in our department. The survey included basic demographics, Perception of Academic Stress Scale, Pittsburgh Sleep Quality Index, Hospital Anxiety and Depression Scale, a short loneliness scale, a reduced morningness-eveningness scale, and the Epworth Sleepiness Scale. RESULTS: Perceived academic stress were comparable between NZE and Pasifika students, but Pasifika students reported poorer sleep quality than NZE students (t(113) = 14.41, P < .001). In addition, Pasifika students reported more loneliness (t(119) = 8.933, P < .001), less anxiety symptoms (t(120) = 2.469, P = .015), and less of a morning person (t(121) = 2.618, P = .010) than NZE students, but they had comparable depressive symptoms and daytime sleepiness. After controlling for age, ethnicity and gender, we found that academic stress fully mediated the relationship between anxiety or depressive symptoms and poor sleep quality. Furthermore, academic stress partially mediated the relationship between loneliness and poor sleep quality in our cohort. CONCLUSION: Our findings highlight the importance for academic institutions to support students' wellbeing, including ethnic minority students such as Pasifika students in New Zealand.

Psychological Distress, Academic Stress, and Burnout among Saudi Undergraduate Nursing Students.

Background: There is limited evidence on the association between psychological distress, academic stress, and burnout among Saudi nursing students. Clarifying such an association is crucial to understanding the factors associated with psychological distress and developing interventions to prevent it. Aim: To explore the prevalence and association of psychological distress with academic stress and burnout among Saudi nursing students. Methods: A cross-sectional design was used, and 237 students participated from a nursing college in Riyadh, Saudi Arabia. Students' demographics; the Depression, Anxiety, and Stress Scale; the Academic Stress Inventory; and the Maslach Burnout Inventory were used for data collection. Results: Most of the participants reported no-to-mild depression, anxiety, and stress. Stress related to studying in groups, time management, emotional exhaustion, depersonalization, and personal accomplishment were the significant predictors of psychological distress, explaining 52.1% of the variance. Conclusions: This study suggest implementing tailored mental health screenings and support services for nursing students, embedding mental health professionals in the program, and using telehealth or mobile apps for remote monitoring to ensure comprehensive care for nursing students. Future research should consider these predictors while designing strategies to decrease psychological distress among students.

Research on the mechanism of academic stress on occupational burnout in Chinese universities.

In recent years, with the unremitting advancement of higher education reform, academics have been experiencing stress associated with conducting scientific research. In this study focusing on university teachers in China, we adopted a stepwise regression method and reviewed related literature to construct a mechanism of academic stress and occupational burnout. Specifically, we tested job satisfaction and relative deprivation as mediating and moderating variables and conducted empirical research on 1239 teachers from 15 universities in eastern, central, and western China. Our findings show that: (1) academic stress has a significant positive effect on occupational burnout; (2) job satisfaction has a partial role as the intermediary agent between academic stress and occupational burnout; and (3) relative deprivation positively moderates the relationship between academic stress and job satisfaction, indicating that teachers in universities and colleges are also affected by relative deprivation and the perception of inequity. These findings have significant value in the management of higher education and academic research.

Deciphering the influence: academic stress and its role in shaping learning approaches among nursing students: a cross-sectional study.

BACKGROUND: Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being. AIM: This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students. DESIGN AND METHOD: A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2 F). RESULTS: Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches. CONCLUSION: Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being. NURSING IMPLICATION: Understanding academic stress's impact on nursing students' learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality.

Perceived Stress, Salivary Cortisol, and Temperament Traits among Students of Dental Medicine: A Prospective and Interventional Study.

Academic stress affects students' psychological and physiological well-being. Dental undergraduate programs are known for their demanding curriculum, leading to significant stress symptoms. The objective was to determine if salivary cortisol levels were higher in students exposed to academic stress, assess the relationship between stress severity/temperament and cortisol values, and explore relaxation technique effects. Salivary cortisol was measured at two time points for all participants: Before exams and during a relaxation period after summer break. A third measurement was conducted for students with high pre-test cortisol levels who received instructions on progressive muscle relaxation (PMR) before subsequent exams. Additionally, participants completed two questionnaires: Perceived Stress Scale (PSS) and Fisher's Temperament Questionnaire. The group analysis based on the PSS indicated that 39 participants reported high stress. Women demonstrated significantly higher stress than men (p = 0.042054). A significant difference in stress levels was observed between director and builder temperament types (p = 0.029276). Cortisol levels showed a significant decrease from the first measurement to the second measurement, and the third measurement after implementing PMR. The grade in the "Dermatovenereology" course correlated with stress level according to the PSS (k = 0.578467). Pre-test cortisol levels correlated with the frequency of using PMR guidelines during winter test periods (k = 0.416138). Stress negatively affects the immune system and poses health risks. Implementing stress reduction techniques in dental/medical education could benefit students and the healthcare system.

The Impact of College Students' Academic Stress on Student Satisfaction from a Typological Perspective: A Latent Profile Analysis Based on Academic Self-Efficacy and Positive Coping Strategies for Stress.

This investigation employs Latent Profile Analysis (LPA) to analyze data from 1298 Chinese university students, aiming to clarify the mechanisms through which individual psychological resources, primarily academic self-efficacy and positive coping strategies, affect student satisfaction in the context of academic stress. Four distinct profiles emerged based on levels of academic self-efficacy and positive coping strategies: Low-Spirited, General Copers, Capable but Passive, and Optimistic and Confident. These profiles demonstrate significant variances in the sources of academic stress, student engagement, and student satisfaction, with a ranking order from most to least satisfied as follows: Optimistic and Confident, Capable but Passive, General Copers, and Low-spirited. While academic stress uniformly augments engagement across all profiles, its effect on student satisfaction diverges-negatively for Low-spirited and General Copers, and positively for Capable but Passive and Optimistic and Confident. The analysis reveals varying levels of academic stress-tolerance among profiles, highlighting the critical role of academic self-efficacy and indicating a possible nonlinear relationship between student engagement and satisfaction. These findings enhance our comprehension of student satisfaction's intricate dynamics and suggest strategies to alleviate academic stress and improve psychological well-being.

The Use of Coffee Aroma for Stress Reduction in Postgraduate Dental Students.

OBJECTIVES: This study aimed to investigate the potential reduction of academic stress related to a graded oral presentation in postgraduate dental students using coffee aromatherapy. METHODS: Healthy postgraduate dental students in a seminar class were divided into coffee (n = 32) and control (n = 26) groups. There were 3 modes of aroma distribution: personal distribution with a coffee pad attached to a lanyard, a lanyard plus a personal fan for ventilation of the aroma, and the typical method of the diffuser to spread the aroma in the ambient air. Stress markers comprised levels of salivary alpha-amylase (sAA), cortisol (sCort), and chromogranin A (sCgA). Pulse rates were also measured. RESULTS: Levels of sAA increased 176.62% ± 30.26% between pre- and postpresentation in the control group. Inhaling coffee aroma during the presentation period significantly ameliorated sAA increase at 81.02% ± 14.90% (P = .015). sCort levels tended to decrease in the coffee group, but not significantly. Surprisingly, sCgA levels increased more in the coffee group. Also, pulse rates decreased in the coffee group (-2.07 ± 2.81 bpm) and increased in the control group (6.90 ± 3.22 bpm; P = .035). Subgroup analysis did not reveal differences in salivary markers amongst the 3 aroma distribution modes. CONCLUSIONS: Coffee aroma could have an anxiolytic effect on postgraduate dental students, as evidenced by changes in sAA levels and pulse rates. Personal aroma distribution was also a useful and effective mode of aromatherapy.

Estrés académico en estudiantes universitarios peruanos en el contexto del COVID-19: una revisión sistemática / Academic stress in Peruvian university students in the context of COVID-19: a systematic review / Estresse acadêmico em estudantes universitários peruanos no contexto da COVID-19: uma revisão sistemática

Asociado a la pandemia de COVID-19, los estudiantes universitarios peruanos se vieron obligados a adaptarse al cambio abrupto de la educación presencial a la virtual, como consecuencia pudieron padecer alguna afectación psicológica como estrés académico. Objetivo: Analizar el nivel de estrés académico que presentaron los estudiantes universitarios peruanos durante la pandemia por COVID-19. Metodología: Se realizó una revisión sistemática cualitativa, donde se utilizó el método PRISMA, en el que se seleccionaron 29 artículos publicados entre el año 2021 y 2023. En el 75,86 % de los estudios recuperados predominó en los alumnos el nivel moderado de estrés académico; además, las mujeres, los que viven en ciudades grandes y los de menor edad mostraron mayores niveles. Los agentes estresores que más destacaron fue la sobrecarga de tareas, la forma de evaluación, el tipo de trabajo que le solicitan los profesores y el tiempo limitado para su realización. En el caso de los síntomas más comunes resultaron ser la falta de concentración, trastornos del sueño, fatiga crónica, ansiedad, depresión y dolores de cabeza. Las principales estrategias coincidentes para afrontarlo fueron escuchar música, ver televisión y navegar en internet. Conclusiones: El COVID-19 propició un estrés académico mayoritariamente moderado en los estudiantes universitarios peruanos.

Associated with the COVID-19 pandemic, Peruvian university students were forced to adapt to the abrupt change from in-person to virtual education, as a consequence they may have suffered some psychological effects such as academic stress. Objective: Analyze the level of academic stress that Peruvian university students presented during the COVID-19 pandemic. Methodology: A qualitative systematic review was carried out, where the PRISMA method was used, in which 29 articles published between 2021 and 2023 were selected. In 75.86% of the recovered studies, the moderate level predominated in the students; In addition, women, those who live in large cities and those who are younger showed higher levels. The stressors that stood out the most were the overload of tasks, the form of evaluation, the type of work that teachers request and the limited time for its completion. In the case of the most common symptoms, they turned out to be lack of concentration, sleep disorders, chronic fatigue, anxiety, depression and headaches. The main coincident coping strategies were listening to music, watching television and surfing the Internet. Conclusions: COVID-19 caused mostly moderate academic stress in Peruvian university students.

Associada à pandemia da COVID-19, os estudantes universitários peruanos foram forçados a se adaptar à mudança abrupta da educação presencial para a virtual, e como consequência podem ter sofrido alguns efeitos psicológicos, como o estresse acadêmico. Objetivo: Analisar o nível de estresse acadêmico que os estudantes universitários peruanos apresentaram durante a pandemia de COVID-19. Metodologia: Foi realizada uma revisão sistemática qualitativa, onde foi utilizado o método PRISMA, no qual foram selecionados 29 artigos publicados entre 2021 e 2023. Em 75,86% dos estudos recuperados, predominou nos estudantes o nível moderado de estresse acadêmico; Além disso, as mulheres, as que vivem nas grandes cidades e as mais jovens apresentaram níveis mais elevados. Os estressores que mais se destacaram foram a sobrecarga de tarefas, a forma de avaliação, o tipo de trabalho que os professores solicitam e o tempo limitado para sua realização. No caso dos sintomas mais comuns, acabaram por ser falta de concentração, distúrbios do sono, fadiga crónica, ansiedade, depressão e dores de cabeça. As principais estratégias de coping coincidentes foram ouvir música, ver televisão e navegar na Internet. Conclusões: A COVID-19 causou principalmente estresse acadêmico moderado em estudantes universitários peruanos.

Bibliometric Analysis of Research Papers on Academic Stress (1989-2023).

This extensive study provides a comprehensive overview of the contemporary research landscape about academic stress, emphasizing on identifying the most relevant contributors and understanding prevalent trends. The analysis included 5,375 results from the PubMed database and revealed a consistent upward trajectory with fluctuations in research paper publications over the years. Network analysis and visualization were performed using the Biblioshiny app and VOSviewer software. The analysis identified that the University of Oslo has published the highest number of research papers related to academic stress. In contrast, the Netherlands, the USA, and Australia demonstrated the highest frequency of collaboration. Analysis of keywords and their co-occurrence provides an overview of the research focus and the areas associated with psychological stress due to academics. Thematic evaluation and topic trend analysis provided insights into the evolving nature of research in academic stress. The thematic map depicts two categories of themes - motor themes, including psychological stress, its epidemiology, the influence of the COVID-19 pandemic, and the mental health of university students, particularly those in medical programs; and emerging themes, including oxidative stress and risk factors, indicated evolving areas of interest. A notable observation was the scarcity of research on primary school students, signaling a gap in the existing academic stress literature. Citation analysis identified the most cited authors, countries, universities, and sources. This multifaceted examination provides a nuanced understanding of academic stress research's current state and dynamics, offering valuable insights into trends, collaborations, and thematic shifts that will guide future research in this critical field.

An analysis of the role of college students' core self-evaluation in the relationship between extracurricular physical exercise and academic stress.

Objective: To explore the role of college students' core self-evaluation in the association between extracurricular physical exercise and academic stress, and to provide a reference and basis for effectively alleviating current college students' academic stress. Methods: A stratified cluster random sampling method was used to conduct an online survey using the China College Student Mental Health Screening Scale, the Core Self-Esteem Scale, and a self-developed questionnaire for 1,249 college students from 8 junior colleges in Jiangsu Province, China, in January 2023, and analyses were conducted using bivariate correlation and mediation effect tests. Results: More than half of the students were worried about lagging behind other students in their studies and worrying about exams, as well as more than half of the students had <2 h of extracurricular physical exercise per week in terms of academic stress. Significant correlations were found between extracurricular physical exercise time and core self-evaluation (r = 0.225, p < 0.01), academic stress (r = -0.317, p < 0.01), and between core self-evaluation and academic stress (r =-0.371, p < 0.01). Extracurricular physical exercise had a negative predictive effect on academic stress (effect = -0.306, 95%CI: -0.361~-0.251) and partially through the mediating path of core self-evaluation, (effect = -0.067, 95%CI: -0.091~-0.046), with a mediating effect of 21.9%. Among them, the mediating effect of core self-evaluation was highest in "worrying about lagging behind other students in their studies" and "worrying about exams", which accounted for 24.4% and 24.3% respectively. Conclusion: Currently, college students have different degrees of academic stress; extracurricular physical exercise can reduce academic stress through direct effects, and also through the indirect effect of improving the level of core self-evaluation, and active extracurricular physical exercise has become an important way to promote students' physical and mental health.

Adaptation and Validation of the Academic Stress Scale in the Italian Context: Latent Structure, Reliability, and Concurrent Validity.

The present study describes the Italian adaptation of the Academic Stressors Scale (E-CEA) of the Academic Stress Questionnaire, evaluating the relationships with general and domain-specific well-being and verifying the significant predictors and the amount of variance explained by the "non-intellective" academic competencies on the scores of student stress dimensions. The participants are 1305 students from all the different degree courses. The Italian version of the E-CEA, composed of 38 items, showed good psychometric properties both in terms of reliability and factorial structure with good fit indices. The 6 sub-dimensions, for the most part overlapping with those of the original version of the instrument, show good construct and concurrent validity as negative relationships were found with general and domain-specific well-being indices. With regard to the regressions performed, several dimensions of "non-intellective" academic competencies turned out to be significant predictors (with negative effect) with respect to the stress levels perceived in the academic environment by university students: in particular, time organization, emotional control, the ability to relate to professors and intrinsic motivation could decrease stress levels, while dedication to study and the tendency to involve one's parents in one's university career seemed to increase stress levels. Regarding the practical implications of the results, suggestions are provided in supporting the career paths of students to reduce risk factors for stress development and to promote academic well-being.

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem.

This study explores the relative contributions and psychological mechanisms of the effects of family (father-child and mother-child) and school (teacher-student and student-student) interpersonal relationships on depression in elementary school children. The participants (n = 20,629) were elementary school children (48.19% male) aged nine to 13 years from Southwest China during the COVID-19 pandemic. They voluntarily completed questionnaires regarding parent-child, teacher-student, and student-student relationships, as well as academic stress and self-esteem. The results indicate that the effect of family interpersonal relationships on children's depression was stronger than that of school interpersonal relationships. The predictive effects of father-child and mother-child relationships on children's depression did not significantly differ; however, the effect of student-student relationships was significantly stronger than that of teacher-student relationships. Academic stress partially mediated the effect of interpersonal relationships on depression in elementary school children. The effects of family interpersonal relationships and academic stress on depression were moderated by self-esteem. These findings underscore the disparities and mechanisms pertaining to the impacts of diverse interpersonal associations on children's depression, thus signifying significant implications for the advancement of research and intervention strategies aimed at addressing this issue.

Academic Stress Interventions in High Schools: A Systematic Literature Review.

The experience of academic stress is common during high school and can have significant negative consequences for students' educational achievement and wellbeing. High school students frequently report heightened levels of school-related distress, particularly as they approach high-stakes assessments. Programs designed to reduce or prevent academic stress are needed, and their delivery in school settings is ideal to improve treatment access. The current review aimed to examine the effectiveness of high school-based programs in reducing or preventing academic stress. A systematic search returned 31 eligible studies across 13 countries. Programs were categorised according to intervention type, format, and facilitator. Results showed that the methodological quality of most studies was poor, and many used an inactive control group. As predicted by theories of academic stress, the strongest evidence was for programs grounded in cognitive-behavioural therapy (CBT). There was evidence that both universal and targeted approaches can be beneficial. The unique implementation issues for these two formats are discussed. Most programs were delivered by psychologists and were generally effective, but almost all of these were CBT programs. A smaller proportion of programs delivered by teachers were effective. Therefore, future studies should evaluate the implementation success of programs to improve the rate of effective delivery by school staff. Overall, the field will benefit from more randomised controlled trials with comparisons to active control groups, larger sample sizes and longer-term follow-ups.

Academic stress in college students: descriptive analyses and scoring of the SISCO-II inventory.

In a competitive and demanding world, academic stress is of increasing concern to students. This systemic, adaptive, and psychological process is composed of stressful stimuli, imbalance symptoms, and coping strategies. The SISCO-II Academic Stress Inventory (SISCO-II-AS) is a psychometric instrument validated in Chile. It evaluates stressors, symptoms, and coping, both individually and globally. For its practical interpretation, a scale is required. Therefore, this study aims to descriptively analyze the SISCO-II-AS and to obtain its corresponding scales. Employing a non-experimental quantitative approach, we administered the SISCO-II-AS to 1,049 second and third-year students from three Chilean universities, with a disproportionate gender representation of 75.21% female to 24.79% male participants. Through descriptive and bivariate analysis, we established norms based on percentiles. For the complete instrument and its subscales, significant differences by sex were identified, with magnitudes varying from small to moderate. For the full instrument and its subscales, bar scale norms by percentile and sex are presented. Each subscale (stressors, physical and psychological reactions, social behavioural reactions, total reaction, and coping) has score ranges defined for low, medium, and high levels. These ranges vary according to the sex of the respondent, with notable differences in stressors and physical, psychological, and social behavioural reactions. This study stands out for its broad and heterogeneous sample, which enriches the representativeness of the data. It offers a comprehensive view of academic stress in college students, identifying distinctive factors and highlighting the importance of gender-sensitive approaches. Its findings contribute to understanding and guide future interventions. By offering a descriptive analysis of the SISCO-II-AS inventory and establishing bar norms, this research aids health professionals and educators in better assessing and addressing academic stress in the student population.

Confirmatory Factor Analysis and Gender Invariance of the Coping Strategies Inventory in Academic University Stress / [Análisis factorial confirmatorio e invarianza de género del Inventario de Estrategias de Afrontamiento (CSI) en estrés académico universitario]

Background: Though the Spanish version of the Coping Strategies Inventory (CSI) is frequently used, it has not been subjected to any significant re-evaluation from a psychometric perspective. Method: We analysed CSI data that was focused on an academic stress situation, using a university sample of 874 participants, 50% of each gender. We conducted reliability, confirmatory factor, and factorial invariance across gender analyses. Results: The first-order factorial structure was confirmed, showing an adequate fit for the eight-factor coping strategies model with good reliability indices. Neither the second-order (problem-centred vs. emotion-centred) nor third-order (engagement vs. disengagement) strategies showed an adequate fit. Factorial invariance for gender was confirmed. Conclusions: The theoretical and applied implications of the results are discussed.(AU)

Antecedentes: Aunque la versión española del del Inventario de Estrategias de Afrontamiento (CSI) se usa frecuentemente, no se ha sometido a reevaluación psicométrica. Método: Analizamos datos del CSI aplicados a situaciones de estrés académico utilizando una muestra universitaria de 874 participantes, 50% de cada género. Llevamos a cabo análisis de fiabilidad, confirmatorios y de invarianza factorial por género. Resultados: Se confirmó la estructura factorial de primer orden, mostrando un ajuste adecuado el modelo de 8 estrategias de afrontamiento, con buenos índices de fiabilidad. No mostraron un ajuste adecuado las factorizaciones de segundo orden (centrado en el problema o en la emoción) ni de tercer orden (compromiso o retirada). Se confirmó la invarianza factorial por género. Conclusiones: Se discuten las implicaciones teóricas y aplicadas de los resultados.(AU)

Cell-free DNA as a potential diagnostic biomarker in academic stress: A case-control study in young adults.

Background: Stress is a pervasive issue in modern life, affecting both physical and mental health. Identifying biomarkers like cell-free DNA (cfDNA) could provide insights into stress response and help detect individuals at risk for stress-related disorders. Objective: The aim of this study is to investigate the potential use of cfDNA as a diagnostic biomarker in individuals experiencing stress. Methodology: A case-control analysis was conducted using convenient sampling on university participants (N = 285 cases, N = 500 controls) aged 18-24. The study assessed haematological and lipid profile parameters using the Sysmex XP-300TM automated analyzer and an automated biochemistry analyzer, and cfDNA was extracted using a standardized in house developed Phenol-Chloroform protocol and estimated using Agarose Gel Electrophoresis and Nanodrop. Statistical analysis was performed using SPSS ver. 21.0. Results: The results indicated a significant difference between stressed individuals and healthy controls in demographic, haematological and biochemical parameters. Specifically, stressed cases had significantly higher levels of cholesterol, LDL cholesterol, triglycerides, glucose, VLDL cholesterol, and lower levels of HDL compared to healthy controls. Stressed cases also showed significantly elevated levels of circulating cfDNA relative to healthy controls. Conclusion: These findings suggest that cfDNA may have potential as a diagnostic biomarker for stress.