Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-11 |
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Research code: IR.IAU.AMOL.REC.1401.017
Ethics code: IR.IAU.AMOL.REC.1401.017
Clinical trials code: نویسندگان متعهد می شوند کد اخلاق تا زمان چاپ مقاله گردد
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Hosseinzadeh H, Sadeghi J. The Relationship between Neuropsychological Function and Sense of Well-Being with Perceived Academic Stress in High School Students. RJMS 2024; 31 (1) :1-11
URL: http://rjms.iums.ac.ir/article-1-8070-en.html
URL: http://rjms.iums.ac.ir/article-1-8070-en.html
Assistant Professor, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran , Jamalsadeghi48@yahoo.com
Abstract: (584 Views)
Background & Aims: Paying attention to the factors affecting successful education has been the focus of education experts and the higher education system for years, and academic stress is one of the important factors that affect students' learning (1). Academic stress, if it intensifies or continues, causes problems for people in the field of mental health and well-being (5).
In the same direction, the study of Bahraini et al. (2016) has shown that the level of well-being experienced is one of the basic components in proper performance (7). Lambo and Snodgrass (2017) believes that in general, the feeling of well-being includes perceptions of a correct emotional understanding of the current situation and adaptive psychological feedback and even spiritual references (8) that this appropriate level of well-being leads to the creation of adaptation in psychological responses. It becomes emotional and behavioral (9). People with a high sense of well-being experience positive emotions and have a positive evaluation of the incidents and events around them (11), according to this, mental well-being includes the cognitive values of people from their lives, and mental well-being makes it possible to close people and their conditions. Valued their expectations, values and previous experiences (12). Perceived academic stress is one of the fruitful and successful factors in the academic life of learners (16).
In addition, the level of stress experience depends on cognitive and behavioral factors, and the level of neuropsychological performance will play a significant role in the organization and cognitive-behavioral responses (17). Neurocognitive performance is a set of superior abilities of organization and integration, which are related at the neuro-anatomical level with different pathways of neural interaction such as the prefrontal cortex (18) and include predicting and creating goals, planning, self-regulation and Goal monitoring, effective implementation and feedback of plans, working memory, etc. are critical for independent, purposeful activity and successful adaptation (19). In the context of the role of neurocognitive function in cognitive factors such as adolescent well-being, Nunn et al. (2016) concluded that better neurocognitive function facilitates the use of new assessments for adolescents and adolescents who rely on new assessments. provide more cognitive resources to help their sustained attention, which leads to better regulation of situations in their daily lives. Also, Kong and Lim (2021) found that there is a two-way and significant relationship between academic stress, generosity, difficulty of neuropsychological functioning and media addiction (17).
In past researches, there has been no study on perceived academic stress based on cognitive dimensions, including neuropsychological function and sense of well-being. Therefore, in order to solve the existing gap among the studies, the question of this research is whether there is relationship between neuropsychological function and sense of well-being with perceived academic stress in high school students?
Methods: The descriptive research method was correlation type. The statistical population of the research was made up of all 650 female secondary school students of the 10th grade in 13 public schools of Babol city in the academic year of 1401-1400. According to the table of Karjesi and Morgan, with the possibility of incomplete questionnaires, the number of 250 female students was divided into two clusters. They were selected step by step. In order to collect data, questionnaires of perceived academic stress by Zazhakova et al. (2005), neurocognitive function of Nejati (2013) and feelings of psychological well-being by Keyes and Magyarmo (2003) were used. For data analysis, Pearson's correlation coefficient and stepwise regression analysis were used with SPSS version 26 software.
Results: Based on the results, there is a negative relationship between neuropsychological function and feeling of well-being with perceived academic stress (P<0.05). Also, the regression analysis showed that neuropsychological function (-0.256) and sense of well-being (-0.187) in students can significantly predict perceived academic stress.
Conclusion: According to the results of the analysis, neuropsychological function and sense of well-being can predict perceived academic stress in students. These results are in line with the findings of Amiri Largani et al. (1400) (14), Abbas Mofard et al. (1400) (26), Ferire et al. (2019) (1), Cumming et al. (2019) (22) is It can be explained in this way that students who have poor neuropsychological performance in the areas of concentration, attention and planning to do academic assignments, they see their personal goals and desires in danger during their activities, and these conditions bring constant anxiety and stress to them. and they consider failure to achieve desired results as losing the results of personal activities and also moving away from achieving their goals, which can cause emotional reactions and stress in them (27). But the students who have proper neuropsychological function along with getting incentives, are less stressed than the students who have less internal motivations. Because by anticipating unfavorable results, they only lose external incentives and approval from others (28).
Also, in explaining the results related to the role of feeling of well-being on reducing perceived academic stress, it can be explained that feeling of well-being is an embodied phenomenon and the result of psychological, environmental causes and the ability of the executive control system to prevent the interference of thoughts unrelated to the current task. On the other hand, the feeling of well-being occurs when the student's attention is diverted from focusing on the current task to thoughts related to it, as a result of doing the task, he encounters side errors, which causes him to experience less perceived academic stress (31). ).
People who have more mental alertness, are more aware of their thought process and have more autonomy in their choices or decisions, and also have less doubts about things. Determining the relationship between neuropsychological performance and the feeling of well-being with students' academic stress can be a guide for educational planners and officials to improve the strategies presented to reduce behavioral, cognitive and emotional motivational problems in educational centers and institutions. especially in the field of academic stress. The statistical community of the research raises limitations in the field of generalization of findings, interpretations and etiological documents of the studied variables that should be considered. The sample under investigation was secondary school female students, and caution should be exercised in generalizing the findings to other populations. It is suggested that school teachers and counselors use educational methods to improve cognitive status, such as cognitive and metacognitive strategies, as well as developing educational programs such as meditation, using self-regulation mechanisms and active memory before exams and stressful academic conditions during academic year, in addition to reducing the perceived academic stress, they can lead to an increase in mindfulness in students. The findings of the present study showed that neuropsychological function and sense of well-being play an important role in the level of perceived academic stress in secondary school students. Therefore, targeting these components in psychological training and treatment can be effective in reducing students' academic stress.
In the same direction, the study of Bahraini et al. (2016) has shown that the level of well-being experienced is one of the basic components in proper performance (7). Lambo and Snodgrass (2017) believes that in general, the feeling of well-being includes perceptions of a correct emotional understanding of the current situation and adaptive psychological feedback and even spiritual references (8) that this appropriate level of well-being leads to the creation of adaptation in psychological responses. It becomes emotional and behavioral (9). People with a high sense of well-being experience positive emotions and have a positive evaluation of the incidents and events around them (11), according to this, mental well-being includes the cognitive values of people from their lives, and mental well-being makes it possible to close people and their conditions. Valued their expectations, values and previous experiences (12). Perceived academic stress is one of the fruitful and successful factors in the academic life of learners (16).
In addition, the level of stress experience depends on cognitive and behavioral factors, and the level of neuropsychological performance will play a significant role in the organization and cognitive-behavioral responses (17). Neurocognitive performance is a set of superior abilities of organization and integration, which are related at the neuro-anatomical level with different pathways of neural interaction such as the prefrontal cortex (18) and include predicting and creating goals, planning, self-regulation and Goal monitoring, effective implementation and feedback of plans, working memory, etc. are critical for independent, purposeful activity and successful adaptation (19). In the context of the role of neurocognitive function in cognitive factors such as adolescent well-being, Nunn et al. (2016) concluded that better neurocognitive function facilitates the use of new assessments for adolescents and adolescents who rely on new assessments. provide more cognitive resources to help their sustained attention, which leads to better regulation of situations in their daily lives. Also, Kong and Lim (2021) found that there is a two-way and significant relationship between academic stress, generosity, difficulty of neuropsychological functioning and media addiction (17).
In past researches, there has been no study on perceived academic stress based on cognitive dimensions, including neuropsychological function and sense of well-being. Therefore, in order to solve the existing gap among the studies, the question of this research is whether there is relationship between neuropsychological function and sense of well-being with perceived academic stress in high school students?
Methods: The descriptive research method was correlation type. The statistical population of the research was made up of all 650 female secondary school students of the 10th grade in 13 public schools of Babol city in the academic year of 1401-1400. According to the table of Karjesi and Morgan, with the possibility of incomplete questionnaires, the number of 250 female students was divided into two clusters. They were selected step by step. In order to collect data, questionnaires of perceived academic stress by Zazhakova et al. (2005), neurocognitive function of Nejati (2013) and feelings of psychological well-being by Keyes and Magyarmo (2003) were used. For data analysis, Pearson's correlation coefficient and stepwise regression analysis were used with SPSS version 26 software.
Results: Based on the results, there is a negative relationship between neuropsychological function and feeling of well-being with perceived academic stress (P<0.05). Also, the regression analysis showed that neuropsychological function (-0.256) and sense of well-being (-0.187) in students can significantly predict perceived academic stress.
Conclusion: According to the results of the analysis, neuropsychological function and sense of well-being can predict perceived academic stress in students. These results are in line with the findings of Amiri Largani et al. (1400) (14), Abbas Mofard et al. (1400) (26), Ferire et al. (2019) (1), Cumming et al. (2019) (22) is It can be explained in this way that students who have poor neuropsychological performance in the areas of concentration, attention and planning to do academic assignments, they see their personal goals and desires in danger during their activities, and these conditions bring constant anxiety and stress to them. and they consider failure to achieve desired results as losing the results of personal activities and also moving away from achieving their goals, which can cause emotional reactions and stress in them (27). But the students who have proper neuropsychological function along with getting incentives, are less stressed than the students who have less internal motivations. Because by anticipating unfavorable results, they only lose external incentives and approval from others (28).
Also, in explaining the results related to the role of feeling of well-being on reducing perceived academic stress, it can be explained that feeling of well-being is an embodied phenomenon and the result of psychological, environmental causes and the ability of the executive control system to prevent the interference of thoughts unrelated to the current task. On the other hand, the feeling of well-being occurs when the student's attention is diverted from focusing on the current task to thoughts related to it, as a result of doing the task, he encounters side errors, which causes him to experience less perceived academic stress (31). ).
People who have more mental alertness, are more aware of their thought process and have more autonomy in their choices or decisions, and also have less doubts about things. Determining the relationship between neuropsychological performance and the feeling of well-being with students' academic stress can be a guide for educational planners and officials to improve the strategies presented to reduce behavioral, cognitive and emotional motivational problems in educational centers and institutions. especially in the field of academic stress. The statistical community of the research raises limitations in the field of generalization of findings, interpretations and etiological documents of the studied variables that should be considered. The sample under investigation was secondary school female students, and caution should be exercised in generalizing the findings to other populations. It is suggested that school teachers and counselors use educational methods to improve cognitive status, such as cognitive and metacognitive strategies, as well as developing educational programs such as meditation, using self-regulation mechanisms and active memory before exams and stressful academic conditions during academic year, in addition to reducing the perceived academic stress, they can lead to an increase in mindfulness in students. The findings of the present study showed that neuropsychological function and sense of well-being play an important role in the level of perceived academic stress in secondary school students. Therefore, targeting these components in psychological training and treatment can be effective in reducing students' academic stress.
Type of Study: Research |
Subject:
Clinical Psychiatry
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