The relation of depression and anxiety to life-stress and achievement in students
The relation of depression and anxiety to life-stress and achievement in students
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DOI：
10.1348/0007126042369802
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发表时间：
2004-11-01
影响因子：
4
通讯作者：
Wilding, JM
中科院分区：
文献类型：
--
作者：
Andrews, B;Wilding, JM
目标。在英国，咨询学生健康服务的严重心理障碍学生人数明显增加，这导致人们担心，日益增加的经济困难和其他外部压力可能会影响学生的心理健康和学习成绩。本研究调查了大学生在进入大学后是否会增加焦虑和抑郁，不良生活经历对这种增加的影响程度，以及逆境、焦虑和抑郁对考试成绩的影响。351名在英国定居的本科生在大学入学前一个月和课程中期完成了问卷调查。在两个时间点使用医院焦虑和抑郁量表（HADS: Zigmond & Snaith, 1983），在治疗过程中使用修改后的威胁经历表（Brugha, Bebbington, Tennant, & Hurry, 1985）。到课程中期，之前无症状的学生中有9%变得抑郁，20%变得焦虑，达到临床显著水平。在那些之前焦虑或抑郁的人中，36%的人已经康复。在调整入职前症状后，经济困难对抑郁有显著的独立贡献，关系困难独立预测焦虑。中期的抑郁和经济困难预示着第一年到第二年考试成绩的下降。这是第一项实证研究，证实经济和其他困难会增加英国学生的焦虑和抑郁水平，经济困难和抑郁会影响学习成绩。然而，大学生活也可能对一些已有疾病的学生产生有益的影响。随着高等教育参与率的扩大，研究结果对教育和卫生政策具有重要影响。
Objectives. An apparent increase in seriously disturbed students consulting student health services in the UK has led to concern that increasing financial difficulties and other outside pressures may affect student mental health and academic performance. The current research investigated whether student anxiety and depression increases after college entry, the extent to which adverse life experiences contribute to any increases, and the impact of adversity, anxiety and depression on exam performance.Method. 351 UK-domiciled undergraduates completed questionnaires one month before university entry and mid-course. The Hospital Anxiety and Depression Scale (HADS: Zigmond & Snaith, 1983) was administered at both time points and a modified List of Threatening Experiences (Brugha, Bebbington, Tennant, & Hurry, 1985) was administered mid-course.Results. By mid-course 9% of previously symptom-free students became depressed and 20% became anxious at a clinically significant level. Of those previously anxious or depressed 36% had recovered. After adjusting for pre-entry symptoms, financial difficulties made a significant independent contribution to depression and relationship difficulties independently predicted anxiety. Depression and financial difficulties mid-course predicted a decrease in exam performance from first to second year.Conclusions. This is the first study to confirm empirically that financial and other difficulties can increase British students' levels of anxiety and depression and that financial difficulties and depression can affect academic performance. However, university life may also have a beneficial effect for some students with pre-existing conditions. With widening participation in higher education, the results have important implications for educational and health policies.