. Seyed Fahim Irandoost; . Mohammad Hosein Taghdisi; . Tahereh Dehdari; . Bahman Bayangani; . Nammam Ali Azadi; . Sreevani Rentala; . Raghavendra Bheemappa Nayak; . Sugnyani Devi Patil; . Gayatri Subray Hegde; . Rajashree Aladakatti
Volume 9, Issue 8 , August 2019, , Pages 1-7
Abstract
CONTEXT: Academic learning is the main source of stress among adolescents and is associated withmental health problems; finding its determinants helps to know the risk factors that ...
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CONTEXT: Academic learning is the main source of stress among adolescents and is associated withmental health problems; finding its determinants helps to know the risk factors that influence stress.AIM: The main aim of the study was to assess the educational stress and their predictors amongadolescent girls.SETTINGS AND DESIGN: A cross‑sectional study was conducted in ten colleges involving adolescentgirls pursuing preuniversity and university studies at Dharwad city, India.SUBJECTS AND METHODS: The study included 314 randomly selected adolescent girls agedbetween 16 and 19 years. The study was approved by the institutional ethics committee. Datawere collected by employing random sampling technique. Self‑administered questionnaires wereadministered which included sociodemographic data sheet, personality inventory, intelligencequotient (IQ) assessment, and educational stress scale for adolescents.RESULTS: Mean educational stress was 50.04 ± 10.82 (range 16–80). There was a significantassociation between educational stress and religion, father education, number of siblings,combination of subjects, type of personality, and IQ. Regression analysis revealed that number ofsiblings and extrovert neuroticism personality negatively predicted stress (beta = −0.115, P = 0.037;beta = −0.242, P = 0.001) and considered as protective factors. Introvert neuroticism, Hindu religion,illiterate father, and commerce combination of subjects positively predicted stress among adolescentgirls (beta = 0.160, P = 0.026; beta = 0.119, P = 0.028; beta = 0.125, P = 0.017; and beta = 0.278,P ˂ 0.001) and considered as risk factors.CONCLUSIONS: Findings help in better understanding of educational stress factors amongadolescent girls and consider them while developing stress prevention programs.
