Document Type : Original Article(s)
Authors
1
Assistant Professor of Clinical Psychology, School of Psychology and Education, Tarbiat Moallem University, Tehran
2
Associate Professor of Pediatrics, Isfahan Cardiovascular Research Center, Isfahan University of Medical Sciences, Isfahan
3
Vice Chancellor in Ministry of Education, Bureau for Prevention of Health and Social Damages, Tehran
Abstract
Backgrounds: Stressful life events have a detrimental effect on mental and physical health. Recognizing common stresses of students is fundamental for developing and designing different preventing programs. The study aimed to describe common stresses among students in Tehran for such programs.
Method: In this study, 761 students (girls, 51% and boys 49%)
from middle schools (61%) and high schools (39%), from 5 educational areas of Tehran randomly were selected; they completed Students Stresses Questionnaire developed in deputy of Ministry of Health and Medical Education and pilot studied in 120 students.
Results: The instrument had enough validity and reliability. Results also, showed that academic and interpersonal stresses are the most common stresses of students. The most common academic stresses were test and grade anxiety and lack of interests to some courses. The most interpersonal stresses were introducing with new persons, neglect to abilities from teachers and staffs, psychological abuse from another students, inappropriate communications form other students, and lack of close friends. Stresses related to puberty and adolescence also were prevalent. High percent of students assessed physics of school as inappropriate. Family stresses were not prevalent.
Conclusion: The results suggested the need for essential three psychoeducational interventions, stress-management or coping skills training, study skills and interpersonal skills training, in three levels, teachers/staffs, parents and students.
Key words: Student stresses, interpersonal stress, academic stress
)