Experienced stress, psychological symptoms, self-rated health and academic achievement: A longitudinal study of Swedish university students.
Experienced stress, psychological symptoms, self-rated health and academic achievement: A longitudinal study of Swedish university students.
复制标题
经历过的压力、心理症状、自评健康和学业成绩：对瑞典大学生的纵向研究。
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
L. Laflamme
中科院分区：
文献类型：
--
作者：
M. Vaez;L. Laflamme
在这项研究中，我们调查了在大学期间经历的问题是否会影响学业成绩。在瑞典大学注册的全日制学生从1998/1999年入学到2000/2001年（N = 1,127）进行了跟踪调查，通过自填问卷。学生的社会人口学特征，他们的压力源，心理症状，心理和一般健康评级的经验与他们的学业成绩（完成学位）。各种因素或因素组对学业成绩的影响程度通过一系列多元逻辑回归分析来衡量。年龄较大的学生，女性和那些注册相对较短的程序（3年）往往有更高的几率被授予学位。由于无法应付学业和学习支助要求而产生的压力是学生取得学业成绩的一个重大障碍。
In this study we investigated whether or not problems experienced during years at university affect academic achievement. Students enrolled full-time at a Swedish university were followed up from their year of entry in 1998/1999 through to 2000/2001 ( N = 1,127) by self-administered questionnaires. Students’ sociodemographic characteristics, their experience of stressors, psychological symptoms, and mental and general health ratings were linked to their academic achievement (degree completed). The extent to which various factors or groups of factors affect academic achievement was measured by a series of multiple logistic regression analyses. Older students, females, and those enrolled on comparatively shorter programs (3 years) tended to have higher odds of being awarded a degree. Experienced stress brought on by not coping academically and due to study support demands was a substantial barrier to students’ academic achievement.