Document Type : Original Article


1 Department of Social Sciences, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

2 Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran

3 Departments of Psychiatric Nursing Psychiatry Manoshanti Child Guidance Clinic

4 Manoshanti Child Guidance Clinic

5 Departments of Psychiatric Nursing, Clinical Psychology, Dharwad Institute of Mental Health and Neurosciences

6 Department of Psychiatric Nursing, Shreya College of Nursing, Dharwad, Karnataka, India


CONTEXT: Academic learning is the main source of stress among adolescents and is associated with
mental 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 among
adolescent girls.
SETTINGS AND DESIGN: A cross‑sectional study was conducted in ten colleges involving adolescent
girls pursuing preuniversity and university studies at Dharwad city, India.
SUBJECTS AND METHODS: The study included 314 randomly selected adolescent girls aged
between 16 and 19 years. The study was approved by the institutional ethics committee. Data
were collected by employing random sampling technique. Self‑administered questionnaires were
administered which included sociodemographic data sheet, personality inventory, intelligence
quotient (IQ) assessment, and educational stress scale for adolescents.
RESULTS: Mean educational stress was 50.04 ± 10.82 (range 16–80). There was a significant
association between educational stress and religion, father education, number of siblings,
combination of subjects, type of personality, and IQ. Regression analysis revealed that number of
siblings 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 adolescent
girls (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 among
adolescent girls and consider them while developing stress prevention programs.


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