Self-image, social support, and gender as predictors of
weekly academic stress and well-being among
BACHELOR THESIS
UNIVERSITY OF AMSTERDAM
Self-image, social support, and gender as
predictors of weekly academic stress and
well-being among university students.
Sharon van Bijlevelt
Keywords: Academic stress, Well-being, Self-image, Social Support, Gender, Covid-19
Student ID 12187941 Supervisor Dr. Michelle van Laethem Psychobiology
| Abstract
Background
University students suffer more from academic stress; 53 percent of Medicine students from King Saud bin Abdulaziz University for Health Sciences report
academic stress. Both academic stress and well-being are linked to lowered immune response, therefore the relationship between academic stress and well-being needs to be researched. Moreover, the relationship between academic stress and social support, self-image, and gender needs to be examined as well in order to find possible predictors of academic stress.
Methods
Using a weekly diary questionnaire data regarding well-being and stress are obtained from Psychobiology students at the University of Amsterdam. Using the Roosenberg Self-Image Scale self-image is measured. To measure well-being, both sleep
disturbance and mood (using Profile Of Mood States) have been examined. Using a linear mixed-effects model, the statistical analysis has been executed in R studio 2020.
Results
The results show that during weeks that students report higher academic stress levels, they also report more sleep disturbance and worse mood, which both are
being. Moreover, high self-image is negatively correlated with academic stress. It was also found that students who report low social support from friends and family report more academic stress in comparison to students who reported high social support. Furthermore, female students report more academic stress in comparison to male students.
Conclusion
It can be concluded that students who report more academic stress report worse mood, more sleep disturbance, lower self-image, and lower social support from friends and family. Moreover, female students report more academic stress than male students. These results can be used in academic settings. Giving students more insight into how to improve self-image and providing students with more social support, may lower their academic stress, which ultimately can have a positive effect on academic achievements and their well-being.
1 | Introduction
University students are important members of society; they are seen as the future of every country. The life of a student has many positive aspects, for example partying, having fun with friends and family, and finding out who you are. Unfortunately, a negative aspect is that many students suffer from academic stress (Frazier, Gabriel, Merians, & Lust, 2017). This academic stress may influence their well-being, and how they perform academically. Therefore, it is of great importance that academic stress
among students is researched to find possible causes and to be able to give students insight into how to deal with academic stress.
More and more students suffer from academic stress. Almojali et al. (2017) found that 53 percent of their participants, all Medicine students at King Saud bin Abdulaziz University for Health Sciences, suffer from academic stress. Academic stress may contribute to depression and anxiety (Beiter, Nash, McCrady, Rhoades &
Linscomb, 2015; Kumaraswamy, 2013). The University Counseling Center of Franciscan University in Ohio has reported a 231 percent increase in counseling appointments for those diagnoses in the past four years (Beiter et al., 2015). Earlier research also shows that academic stress is negatively correlated with academic performance (Akgun & Ciarrochi, 2010). Therefore, predictors of academic stress and the influence of academic stress on well-being are examined in this research. In this research, students from the bachelor Psychobiology at the University of Amsterdam will be followed for several weeks to examine their stress levels and well-being.
1.1 | Stress and well-being
Stress can be linked to both anxiety and illness. It is a reaction to stressors and can have a serious impact on people’s lives. When one experiences stress, the
hypothalamic-pituitary-adrenal-axis (HPA-axis) is activated (Tsigos & Chrousos, 1994). This system connects the central nervous system to the hormonal system (Kudielka & Kirschbaum, 2004). The HPA-axis releases the hormone CRH, provoking the release of
these hormones is regulated through a negative feedback loop (Tsigos & Chrousos, 1994). Severe stress can lead to hyperactivity of the HPA-axis, which causes an elevated level of cortisol. This can cause major depression, cardiovascular diseases, and other (mental) health problems (Kudielka et al., 2004). Moreover, stress and thereby elevated cortisol levels suppress the immune system (Marshall, Argawal, Lloyd, Cohen, Henninger, et al., 1998; Lowe, Urquhart, Greenman, & Lowe, 2000). Previous research also shows that exam stress (Marshall et al., 1998; Lowe et al., 2000) and glucocorticoids, such as cortisol (Argawal & Marshall, 2009), reduce the
production of proinflammatory cytokines. Therefore, it is understandable that
students may be more prone to diseases when they experience great academic stress. Since stress negatively influences immune functioning, it can be expected that these effects impact well-being as well (Lasselin, Alvarez-Salas, & Grigoleit, 2016). In summary, academic stress can lead to dysregulation of the immune system, which may affect well-being.
Earlier research also showed that variables related to well-being, such as quality of sleep and mood, are negatively affected by academic stress. Students who report a lot of stress experienced worse sleep quality in comparison to other students (Alsagaff, Wali, Merdad & Merdad, 2016). Moreover, stress is negatively related to mood and affect (Blaxton, Bergeman, Whitehead, Braun & Payne, 2017). It was found that academic stress can fluctuate over time, and should therefore be measured repeatedly (Ritz, Trueba, Liu, Auchus, & Rosenfield, 2015).
It is expected that more academic stress leads to a lowered immune
functioning and therefore a lowered well-being of students during the same week. As such, the following hypothesis was made:
Hypothesis 1: Academic stress is negatively related to well-being during the
same week.
1.2 | Self-image and academic stress
Self-image in general is a very important factor for students and adolescents. It influences social anxiety, comfort, and stress in social activities (Lee, Ahn, & Kwon, 2019). Lee et al. (2019) also found that a positive self-image helps with emotion regulation and can lower judgment bias. Sagone and De Caroli (2014) found that the way students judge their self-image has a positive relationship with their self-judged efficiency concerning academic work. In other words: when students have a positive self-image, they also report more positively about their academic work. It is possible that this phenomenon also has a relationship with academic stress. If students have a better self-image, this may result in a more positive view on their academic work, which may lower academic stress. Therefore, it is expected that students who have a higher self-image report lower academic stress levels and the following can be hypothesized:
1.3 | Social support and academic stress
There are many more factors that can influence academic stress. Social support is found to lower stress in general (Brailovskaia, Rohnmann, Bierhoff, Schillack & Margraf, 2019). Students can find in family, friends, university staff and fellow students (Chu, Saucier, & Hafner, 2010). Macgeorge, Samter, & Gillihan (2004) also found that the social support the students receive affects their stress levels. Both family and friends are big social supporters (de Almeida, Carrer, de Souza & Pillon, 2018). Research showed that social support from friends and family leads to lowered academic stress in nursing students (de Almeida et al., 2018). Since both academic stress and social support can fluctuate over time, both variables will be measured weekly.
As earlier research stated, it is expected that social support from family, friends, and student-peers and university staff will be related to lower stress levels in the same week. Therefore, the following can be hypothesized:
Hypothesis 3a: Social support from family is negatively related to academic
stress during the same week.
Hypothesis 3b: Social support from friends is negatively related to
academic stress during the same week.
negatively related to academic stress during the same week.
1.4 | Gender and academic stress
Another predictor of academic stress can be gender. Earlier research shows a
significant difference in stress reported between men and women (Misra & McKean, 2000), where females report higher stress levels than males. Moreover, there are a lot more women that are diagnosed with affective disorders, such as depression, than men (Altemus, 2006), which may be caused by stress (McEwen & Akil, 2020). Animal research shows that in animals the glucocorticoid levels are higher in females
compared to males (Kudielka et al., 2004). A study by Kirschbaum et al. (1999)
showed that the cortisol levels of women were higher after the Trier Social Stress Test in comparison to men. Moreover, the baseline of cortisol levels is found to be higher in men (Verma, Balhara & Gupta, 2011). In practice, this means that women are more sensitive to cortisol since their cortisol baseline level is lower. When stress occurs, cortisol levels rise which causes the cortisol levels to differ more from the baseline.
All this experimental research suggests that females experience more stress biologically, which is in line with the self-reported stress levels found in research by Misra and McKean (2000). Former research leads up to the following hypothesis:
Hypothesis 4: Female students report higher academic stress levels in
Figure 1: Hypothesis 1, 2, 3a, 3b, 3c, and 4 graphically displayed.
The four hypotheses of this study are graphically displayed in Figure 1. Note that the hypotheses are correlational, not causal.
1.5 | The present research
In order to test the former hypotheses, the students will fill in a questionnaire every week to keep track of their perceived academic stress and well-being. Their received supportive communication will also be examined weekly. At the beginning of the research period, a longer questionnaire will be filled out including items to measure self-image and other questions to which the answers do not fluctuate (e.g., age,
heritage, and language spoken at home). To measure student stress, the Perception of Academic Stress scale will be used (Bedewy & Gabriel, 2015). To measure student’s self-esteem, the Rosenberg self-esteem scale will be used (Franck, de Raedt, Barbez & Rosseel, 2008). Since this research is taking place during the COVID-19 pandemic, this will be taken into account.
It is expected that the students who report higher stress levels score worse on mood and higher on sleep disturbance in the same week. Moreover, it is expected that students with higher scores on the Rosenberg scale will score lower on the questionnaire for academic stress. The students who score higher on the academic stress items are expected to score lower on the items regarding supportive
communication in the same week. Lastly, it is expected that female students report higher stress levels in comparison to male students.
2 | Materials and methods
2.1 | Participants
In this study, 154 students between the ages of 18-25 participated in the general questionnaire (Appendix 1.1), among which 16 were male (11%) and 138 were female (89%). An average of 57 students filled in the weekly surveys (Appendix 1.2). Course coordinators advertised the research along with the researchers during the course introduction in order to recruit participants. The inclusion criterium was being a
The participants can be divided into groups, based on the study year they are in. The first-year students (N = 77) were 50% of the total participants. 26% were second-year students (N = 40) and 24 % (N = 37) were students in their third year.
2.2 | Measures and procedure
Two different online questionnaires were used in this research. The first was a general questionnaire containing multiple questions about age, gender, stress, and self-image. The second one, a weekly questionnaire, was filled in to measure unstable constructs such as academic stress, social support, and well-being. The weekly questionnaire was sent out seven weeks consecutively. Both questionnaires were made using Qualtrics XM. Participation was voluntary and participants could stop at any time during the study. Also, the anonymity of responses was guaranteed.
Moreover, permission and support from the bachelor’s department of Psychobiology was given for this research.
2.2.1 | General questionnaire
The first online questionnaire took approximately 10 minutes to fill in. It contained general questions about age (in years), gender (0 = male, 1 = female), and household composition. Furthermore, questions were asked about the time-division the students make for studying, social activities, and work. Next, questions were asked about self-esteem and the impact of COVID-19.
The Roosenberg Self-Esteem Scale has been used to determine the self-image of students and contains 8 items (Frack, de Raedt, Barbez, & Rosseel, 2008). The items, for example ‘Sometimes I feel worthless’, were answered using a 5-point scoring scale (totally agree, agree, neutral, disagree, totally disagree) (α = 0.92).
COVID-19
Since this study was done during the COVID-19 pandemic, the impact of this has been taken into account in the general questionnaire. The item regarding COVID-19 was extracted from research done by Tull, Edmonds, Scamaldo, Richmong, Rose, and Gratz (2020) and measured to which extent COVID-19 has an impact on the student’s life. The item ‘How much impact does COVID-19 have on your life?’ has been scored using a 5-point scale (no impact, barely impact, a little bit of impact, much impact, a lot of impact).
2.2.2 | Weekly questionnaires
To measure constructs that can fluctuate over time, a weekly survey has been used. This survey was sent to the participants every week on Thursday at 5 p.m., with exclusion of the exam weeks. When the students already took the exam prior to Thursday, the questionnaire was still sent to the students. The survey contained questions about well-being, academic stress, quality of sleep, bed-time
procrastination, workload, hours spent with family, friends, or spent on homework, social support, relaxation and worrying, and ICT-use and telepressure.
Academic Stress
In order to measure academic stress weekly, the Perceived Stress Scale with 4 items with a 5-point scoring scale (never, almost never, sometimes, very much, all the time) was used from the research of Cohen, Kamarck & Mermelstein (1983) (mean α =0.76 (range α = 0.71-0.81)). The items, such as ‘In the last week, how often did you feel like you were not capable of controlling all difficulties regarding school?’, were about the way the student felt about their academic performance of that week.
Well-being
Mood is an indicator of well-being (Morfeld, Petersen, Kruger-Bodeker, von
Mackensen, & Bullinger, 2007). Therefore, this construct has been used to measure well-being, using a Profile of Mood States (POMS) (McNair, Lorr, & Droppleman, 1981). To measure this, the students used a 5-point scale ranging from 1 (not at all) to 5 (all the time) to report the extent to which they felt lively, active, full of energy, pepped up, and cheerful (mean α = 0.89 (range α = 0.84 - 0.95)).
Well-being has also been measured using the sleep disturbance of the students. This has been done using 4 items, such as ‘In the past week, did you struggle to fall asleep?’ with a 5-point scoring scale, ranging from 1 (never) to 5 (all the time) (mean α = 0.77 (range α = 0.70 - 0.82)).
In order to measure social support, items were included in the weekly diaries about social support from friends (mean α = 0.90 (range α = 0.86 - 0.93)), family (mean α = 0.88 (range α = 0.84- 0.94)), student-peers and university staff (mean α = 0.67 (range α = 0.62 - 0.76)). The 8 items used were scored using a 5-point scale (totally agree, agree, neutral, disagree, totally disagree) (Tompkins, Brecht, Tucker, Neander, & Swift, 2016). The items were separated into three groups: family, friends and university (student-peers and staff), with 4 items for each group.
2.3 | Statistical analysis
To analyze the data, SPSS Version 27 and R Studio 2020 have been used. Mean scores were calculated from the first survey for hours spent on education and self-image. The weekly survey provided data on academic stress, POMS, sleep disturbance, and social support. These scores were tested on the assumptions using the Shapiro-Wilk test for normality. Between-level correlations will be calculated for all data. The weekly measurements were nested within participants. Intra-class correlations
showed that a part of the variance in academic stress levels (42%), mood (66%), sleep disturbance (40%), and social support from friends (43%), family (43%), and student-peers and university staff (39%) can be due to weekly-level variance. Therefore, multi-level analysis will be used to test the hypotheses.
To test hypothesis 1, a linear mixed-effects model fit has been estimated in R Studio 2020 using the packages ‘lme4’ (Bates, 2015), ‘nlme’ (Pinheiro, 2020), and ‘car’
The weekly academic stress data has been group-mean centered before testing the hypothesis (Snijder & Bosker, 2012). In order to test hypothesis 2, 3, and 4, one linear mixed-effects model fit has been used as well. In this model, self-image, social
support, and gender were predictors of weekly academic stress. The data on self-image and social support have been group-mean centered beforehand and gender was used as a dummy variable (Snijder & Bosker, 2012).
3 | Results
3.1 | Descriptive statistics
Firstly, all descriptive statistics were calculated. Next, the data of academic stress, self-Table 1: Descriptive statistics, intra class correlations (ICC) and between-level correlations of all data used in statistical analysis. *p < 0.05, **p < 0.005, *** p < 0.001.
Shapiro-Wilk Normality test. None of the variables were normally distributed:
academic stress (M =2.867, SD =0.726, p < 0.00), self-image (M = 3.39, SD =70.76, p < 0.00), mood (M = 2.84, SD =0.68, p < 0.00), sleep disturbance (M = 2.76, SD =0.92, p < 0.00), social support from friends (M = 3.81, SD =0.80, p < 0.00), family (M = 3.51, SD =0.93, p < 0.00) and student-peers and university staff (M = 3.74, SD =0.55, p < 0.00). Since there were enough datasets (>30), parametric statistical tests were used (Stevens, 2002).
The data obtained from the diary questionnaire were intra-class correlated. The intra-class correlations show that a lot of variance can be attributed to weekly-level variations. Therefore, multi-weekly-level analysis was used. Moreover, all data were correlated with between-level correlations. These results, as well as descriptive statistics, are displayed in Table 1. As expected, the correlations between weekly stress and POMS (r = -0.46, p < 0.001), social support from friends (r = 0.18, p < 0.001), family (r = -0.25, p < 0.001) and self-image (r = -0.21, p < 0.001) were
significant. The impact of COVID-19 was only significantly correlated with self-image (r = 0.12, p < 0.001) and not with academic stress.
Interestingly, the mean scores on social support are high, taking into account that the questionnaire was filled in during the COVID-19 pandemic and the mean of the COVID-19 impact also seems relatively high. Moreover, the mean score on the self-image items is high as well. All other mean scores appear to be average.
Figure 2: The mean scores of mood, sleep disturbance and academic stress during all weeks that have been measured.
3.2 | Relationship of academic stress with mood and sleep disturbance
Academic stress was significantly related to both mood ( = -0.507, SE =0.069, p < 0.001) and sleep disturbance ( = 0.220, SE = 0.098, p = 0.02). Mood was negatively related to stress, therefore students who experienced more academic stress score lower on the mood items. This relationship is displayed in Figure 2. When the
reported mood gets higher, the academic stress levels get lower. This can be seen in week 4. When the reported mood gets lower, the levels of academic stress get higher, such as in week 3 and week 7.
This finding is also supported by the positive relationship between academic stress and sleep disturbance. Higher sleep disturbance is positively related to
academic stress. This implies that the more academic stress students perceive, the worse they sleep during that week. The relationship between sleep disturbance and academic stress is graphically displayed in Figure 2. Looking at week 7, reported academic stress levels are higher when the reported sleep disturbance is higher as well.
The correlation found between academic stress and well-being is in line with hypothesis 1, in which was stated that academic stress has a negative relationship with well-being. The results also seem to be robust; both the study year the students are in and the number of hours spent on education have been taken into account as control variables.
3.3 | Higher self-image is negatively correlated with academic stress
The second hypothesis stated that a positive self-image is related to lower academic stress levels. The linear mixed-effects model showed that self-image indeed has a negative relationship with academic stress ( = -0.224, SE = 0.05, p < 0.001). This implies that students who have a higher self-image report less academic stress. Since hypothesis 2 stated that self-image and academic stress are expected to have a negative relationship, these results are in line with our expectations.
3.4 | The relationship between supportive communication and academic stress
Social support may have a high impact on academic stress, as stated in hypothesis 3. It was expected that social support from friends, family, university staff, and student-peers have a negative relationship with academic stress. Both social support from friends ( = -0.230, SE = 0.044, p <0.001) and family ( = -0.198, SE = 0.038, p < 0.001) were indeed negatively related to academic stress. This implies that students who report more social support from these groups report lower academic stress, which is in line with the expectations. In contrast to what was expected, no significant relationship has been found between academic stress and social support from
student-peers and university staff ( = -0.056, SE = 0.061, p = 0.363).
3.4 | Female students report higher stress levels than male students
It was expected that females report more academic stress in comparison to male students. The linear mixed-effects model analysis showed that females indeed report more stress in comparison to male students ( = 0.273, SE = 0.15, p = 0.08). A
4 | Discussion
The purpose of this research was to examine whether weekly academic stress has a negative relationship with well-being among students in the same week as the stress is perceived. Moreover, possible predictors of academic stress were aimed to be found. These predictors were self-image, social support, and gender. Social support was divided into three groups: family, friends, and university staff and student-peers. It was expected that the predictors self-image and social support would have a negative relationship with academic stress. Additionally, it was expected that female students report higher stress levels in comparison to male students.
Figure 3: Summary of all four hypotheses with -values tested with a linear mixed-effect model fit. SD:
It was found that academic stress indeed correlates with well-being in the same week. Well-being has been measured with two components, being mood and sleep disturbance. Students who report higher academic stress levels, also report a poorer mood and more sleep disturbance. These findings are in line with earlier research, which linked stress to lowered immune response (Marshall et al., 1998) and higher sleep disturbance (Alsagaff et al., 2016; Kroese, Evers, Adriaanse, & de Ridder, 2014). Moreover, well-being is also positively linked to immune response (Lasselin et al., 2016).
It was expected that self-image has a negative relationship with academic stress. These expectations have been supported by this research. Students who report higher academic stress indeed score lower on the self-image items. The findings support research done by Sagone and De Caroli (2014), in which they stated that self-image is positively correlated with self-judged academic work. It is possible that the scores on academic stress would be related to scores on self-judged academic work. In other words, academic stress can be higher when students do not judge their work positively.
Social support from all groups was expected to have a negative relationship with academic stress. These expectations were confirmed for both family and friends. The results are in line with the findings from de Almeida et al. (2018), who stated that social support is mostly found in family and friends. In contrast, social support from university staff and students-peers did not have a significant relationship with
academic stress, which was expected according to research from de Almeida et al. (2018). Interestingly, Brailovskaia et al. (2019) found that online social support influences mental health negatively. It is possible that the online social support students received during the COVID-19 pandemic led to an increase in using social media platforms which may affect mental health and stress. Furthermore, since this research took place during the COVID-19 pandemic, it is possible that the social support students received from university staff and student-peers was not frequent enough, which can trouble the results. Under normal conditions, students are on campus daily. Because of the Dutch COVID-19 measures, no physical lectures and group work were allowed. This may have impacted the way and the frequency students receive social support from student-peers and university staff. Thus, this could explain the non-significant relationship found between academic stress and social support received from student-peers and university staff.
Lastly, it was expected that female students would report more academic stress than male students. These expectations were supported by this research and therefore in line with research from Misra et al. (2000), who found a significant difference in the amount of stress reported in females and males. Females reported more stress than males, which is in line with our findings.
4.1 | Limitations and implications
conclusions about the effect of gender (Dickinson, Adelson, & Owen, 2012). Also, all participants were students from the Bachelor Psychobiology. It is possible that the workload is higher for this study in comparison with other studies. Therefore, further research should compare different studies with each other to make sure that the relationships found in this research apply more broadly.
A methodological limitation is the fact that no causal relationships can be found in this research as could be found in experimental designs. Moreover, the data was obtained using self-reports. This may bias the students since they filled out the questionnaires each week. This may cause the student to answer in a certain way since they already knew the items on the questionnaire. Iida, Shrout, Laurenceau, and Bolger (2012) stated that diary studies cause a burden on the participant through the length of the diary, frequency of responses, and length of the diary period. This may affect the results since the results are entirely dependent on the effort the students put into filling in the questionnaire. In the contrary, research found that self-reports are reliable if anonymity is guaranteed to the participants (Sobell & Sobell, 1990).
There are also limitations to the construct well-being. This construct was measured using POMS and sleep disturbance, but it can include many more aspects, such as mental exhaustion (Ryff, 1989). Therefore, further research on the well-being of students is necessary to support the findings of this research.
functioning. Immune functioning and domains of well-being, such as sleep disturbance, could be researched in laboratories. It would also be interesting to examine the relationship between online social support and academic stress more deeply since this form of social support is mostly received during the COVID-19 pandemic. Moreover, the relationship between academic stress and academic
achievements should be researched as well in order to measure the degree in which this academic stress influences academic performance. Lastly, ways to improve self-image among students by using workshops or spreading awareness should be researched as well, since low self-image was found to be a predictor of academic stress.
These results can also be used in practice. Universities can look into ways that they can help increase the self-image of students, for example using workshops or guest speakers (Armitage, 2011). At the University of Amsterdam, a negative self-image group already exists. This information should be granted to the students more easily, since it now takes eight clicks minimal to find this information on their website. Also, awareness around this topic should be spread more in order to motivate
students to work on their self-image if necessary.
Moreover, it is of great importance that the university offers facilities in order to enhance the way students cope with academic stress, since this may affect their mental health and well-being. The department of the Bachelor Psychobiology already
Unfortunately, this information is not easily found online. Thus, the visuality of these workshops should be improved. Research also shows promising results of the Teen Mental Health program (Milin, Kutcher, Lewis, Walker, Wei, et al., 2016). This program contains 6 modules among which stigma of mental health, understanding mental health, and seeking help for these issues. This program may improve awareness regarding mental health and increase help-seeking behavior among university students.
Teachers can also impact the academic stress students receive. The relationship students have with their teachers contributes to a good school
experience (Tenebaum, Crosby, & Gliner, 2001). Research also shows that autonomy support received by the student is a predictor for lower stress levels (Trigueros, Padilla, Aguilar-Parra, Lirola, Garcia-Luengo, et al., 2020). Autonomy supportive teaching includes promoting engaging in learning because of the interests of the student (Roth, Assor, Kanat-Maymon, & Kaplan, 2007). By spreading awareness among university teachers regarding autonomy support, academic stress levels may be lowered as well.
5 | Conclusion
Because of the increase in reported academic stress among students, it is of great importance to look into predictors and consequences for this perceived stress. This research found a negative correlation between academic stress and well-being.
have a negative correlational relationship with academic stress. Based on this research, advice can be given to universities to help students get more insight on how to improve their self-image, social support and lower their academic stress.
Acknowledgments
I would like to thank Michelle van Laethem for her guidance, feedback, and support during this research. I would also like to thank Erwin van Vliet and Taco Werkman for their input and for giving us the opportunity to promote and execute our research at different courses of the Bachelor Psychobiology at the University of Amsterdam.
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Appendix
Appendix 1.1 | General questionnaire (Dutch)
Stress and well-being among Psychobiology students -algemene vragenlijst Welkom bij het onderzoek ‘Welbevinden van UvA studenten’!
Het doel van dit onderzoek is inzicht krijgen in hoe jij je studie en gezondheid ervaart om ervoor te zorgen dat je met plezier aan de slag blijft!
We zouden het erg waarderen indien je alle opgestuurde vragenlijsten van deze studie volledig invult. Je zult nu een algemene vragenlijst invullen van ongeveer 10 minuten. Hierin worden wat demografische vragen gesteld, reflecteer je op je studie ervaring en welbevinden, je studie-privé balans, en worden er een aantal vragen gesteld over je persoonlijkheid. De meeste mensen vinden het interessant om soortgelijke vragenlijsten in te vullen, wellicht levert het je ook een reflectiemoment op. Na afloop van deze vragenlijst word je verzocht deel te nemen aan het 'wekelijkse deel' van het onderzoek. Tijdens dit deel van het onderzoek krijg je tot en met
december eens per week om 17:00 uur (op donderdagen) een vragenlijst toegestuurd van ongeveer 5 minuten, met vragen over je welbevinden en andere gerelateerde zaken. Tijdens de tentamenweken ontvang je geen vragenlijst. Wanneer je meer dan de helft van alle vragenlijsten voltooit, maak je kans op één van zes Bol.com
cadeaubonnen t.w.v. 25 euro. Daarnaast draagt dit onderzoek hopelijk bij aan het verminderen van stress bij studenten van de Psychobiologie opleiding!
Je persoonsgegevens blijven vertrouwelijk en worden niet gedeeld zonder je uitdrukkelijke toestemming. Je onderzoeksgegevens worden nader geanalyseerd door onderstaande onderzoekers*. Hierbij is het belangrijk om te vermelden dat alleen de hoofdonderzoeker Dr. M. Van Laethem toegang heeft tot de ruwe data. Alle andere betrokken onderzoekers zullen dus alleen met geanonimiseerde data werken. Onderzoeksgegevens die worden gepubliceerd in wetenschappelijke tijdschriften zijn anoniem en zijn dus niet tot jou te herleiden. Volledig geanonimiseerde
onderzoeksgegevens kunnen worden gedeeld met andere onderzoekers. Als je nu of tijdens het onderzoek besluit af te zien van deelname aan dit onderzoek zal dit op geen enkele wijze gevolgen voor je hebben. Tevens kun je binnen 7 dagen na dit onderzoek alsnog je toestemming om gebruik te maken van je gegevens intrekken. Je kunt je medewerking dus te allen tijde staken zonder opgave van redenen. Mocht
je je medewerking staken of achteraf je toestemming intrekken, dan zullen je gegevens worden verwijderd en vernietigd uit onze bestanden.
Omdat dit onderzoek geen risico's voor je gezondheid of veiligheid met zich meebrengt, gelden de voorwaarden van de reguliere aansprakelijkheidsverzekering van de UvA.
Alvast veel dank voor je medewerking!
Sharon van Bijlevelt
Dr. Michelle Van Laethem
* Dit onderzoek wordt uitgevoerd door S. van Bijlevelt (sharon.bijlevelt@gmail.com) onder begeleiding van Dr. M. Van Laethem (m.vanlaethem@uva.nl). Mocht je vragen hebben over dit onderzoek, vooraf of achteraf, dan kun je je wenden tot de
verantwoordelijke onderzoekers. Het onderzoek vindt plaats onder toezicht van het UvA Ethics Review Board. Voor eventuele formele klachten over dit onderzoek kun je je wenden tot het lid van de Facultaire Commissie Ethiek (FMG) van de Universiteit van Amsterdam, Dr. Matthijs Baas, m.baas@uva.nl.
Klik hieronder de toestemmingsverklaring aan om met de vragenlijst te beginnen:
o
Ik ben 16 jaar of ouder en heb bovenstaande gelezen en begrepen. Ik geef toestemming voor deelname aan het onderzoek en gebruik van de daarmee verkregen gegevens. Ik behoud daarbij het recht om zonder opgaaf van reden deze instemming weer in te trekken. Tevens behoud ik het recht op ieder door mij gewenst moment te stoppen met het onderzoek. (1)Allereerst willen we je een aantal algemene vragen stellen. Wat is je geslacht?
o
Man (0)o
Vrouw (1)o
Overig/zeg ik liever niet (-99) Wat is je leeftijd?Wat is je geboorteland?
o
Nederland (1)o
Duitsland (2)o
België (3)o
Anders, namelijk: (4) ________________________________________________ Wat is de samenstelling van je huishouden?o
Ik woon alleen (1)o
Ik woon bij mijn ouders (2)o
Ik woon met huisgenoten (3)o
Ik woon met mijn partner (4)o
Anders, namelijk: (5) ________________________________________________ Wat is je huidige studiejaar?o
Jaar 1 (1)o
Jaar 2 (2)Welke cursussen ga je volgen in het eerste semester?
▢
Introductie Psychobiologie (verplicht eerstejaars vak) (1)▢
Van perceptie tot Bewustzijn (verplicht tweedejaars vak) (2)▢
Genetica en Evolutie (verplicht eerstejaars vak) (3)▢
Leren en Geheugen (verplicht tweedejaars vak) (4)▢
Pathofysiologie & Neurofarmacologie (5)▢
Analysis of Neural Signal (6)▢
Anders, namelijk: (7) ________________________________________________▢
Ik doe extra vakken (honoursstudent, schakeljaar, etc.) (8)Hoeveel uur per week besteed je gemiddeld aan je opleiding (bijv. colleges bijwonen, literatuur lezen, opdrachten maken)?
________________________________________________________________
Hoeveel uur per week besteed je gemiddeld aan sociale activiteiten (bijv. met vrienden (online) afspreken, bij familie op bezoek, met je partner bellen)?
________________________________________________________________ Werk je naast je opleiding?
o
Ja (1)o
Nee (0)Skip To: End of Block If Werk je naast je opleiding? = Nee
De volgende stellingen gaan over jouw opleiding in het algemeen. Geef aan in hoeverre de stellingen op jou van toepassing zijn.
Nooit (1) Zelden (2) Soms (3) Regelmatig (4) Vaak (5) Ik heb veel schoolwerk te doen (1)
o
o
o
o
o
Ik moet extra hard werken om iets af te krijgen (2)o
o
o
o
o
Ik moet erg snel werken (3)o
o
o
o
o
De volgende stellingen gaan over hoe jij omgaat met ICT. Hoe vaak gebruik je de volgende devices in je dagelijkse leven?
Nooit (1) Zelden (2) Soms (3) Regelmatig (4) Vaak (5)
Smartphone (1)
o
o
o
o
o
Laptop/computer(2)
o
o
o
o
o
Overige devices
zoals tablets (3)
o
o
o
o
o
Voor de volgende stellingen willen wij je vragen om na te denken over hoe je technologie gebruikt om te communiceren met mensen in jouw omgeving. Denk hierbij in het bijzonder na over bericht-gebaseerde technologieën die jou demogelijkheid geven om zelf te bepalen wanneer je reageert (e-mail, sms, voicemail, etc.). Geef aan in hoeverre je het eens of oneens bent met de volgende uitspraken. Er
zijn geen juiste of onjuiste antwoorden. Bij het gebruik van bericht-gebaseerde technologieën… Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Vind ik het moeilijk om me op andere dingen te concentreren als ik een bericht ontvang (1)
o
o
o
o
o
Kan ik me beter op mijn taak concentreren zodra ik mijn berichten beantwoord heb (2)o
o
o
o
o
Kan ik niet stoppen met denken aan een bericht totdat ik gereageerd heb (3)o
o
o
o
o
Voel ik een sterke behoefte om direct te reageren (4)o
o
o
o
o
Heb ik een overweldigend gevoel om meteen teo
o
o
o
o
van iemand krijg (5) Is het moeilijk te weerstaan om niet meteen op een bericht te reageren (6)
o
o
o
o
o
Voor de volgende stellingen willen we je vragen om na te denken over hoe jij je normaal of over het algemeen voelt wanneer je fysiek verwijderd of ‘offline’ bent. Geef aan in hoeverre je het eens of oneens bent met de volgende stellingen.
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Ik ben bang dat anderen leukere ervaringen opdoen dan ik (16)
o
o
o
o
o
Ik ben bang dat mijn vrienden leukere dingen meemaken dan ik (17)o
o
o
o
o
Ik maak me zorgen dat ik erachter kom dat mijn vrienden het leuk hebben zonder mij (18)o
o
o
o
o
Ik word angstig als ik niet weet wat mijn vrienden gaan doen (19)o
o
o
o
o
Ik vind het belangrijk om alle 'onderonsjes' van mijn vrienden te begrijpen (20)o
o
o
o
o
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Soms vraag ik me af of ik te veel tijd spendeer om alles bij te houden (4)
o
o
o
o
o
Het zit me dwars als ik mijn vrienden niet heb gezien terwijl de mogelijkheid er wel was (5)o
o
o
o
o
Als ik een leuke tijd heb is het belangrijk voor me om dit te delen op social media (6)o
o
o
o
o
Als ik niet mee gevraagd wordt zit dat me dwars (7)o
o
o
o
o
Wanneer ik op vakantie ga, houd ik bij wat mijn vrienden aan
Nu stellen we je een aantal stellingen over je persoonlijkheid. Geef aan in hoeverre je het eens of oneens bent met de volgende stellingen. Er zijn geen juiste of onjuiste antwoorden.
Ik zie mezelf als iemand die... Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Zich veel zorgen maakt (18)
o
o
o
o
o
Gespannen kan zijn (19)o
o
o
o
o
Ontspannenis, goed met stress om kan gaan (20)
o
o
o
o
o
Gemakkelijk zenuwachtig wordt (21)o
o
o
o
o
Emotioneel stabiel is, niet gemakkelijk overstuur raakt (22)o
o
o
o
o
Ik zie mezelf als iemand die... het doen
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Volhoudt tot de taak af is (4)
o
o
o
o
o
Grondig te werk gaat (5)o
o
o
o
o
Een werker is waar men van op aan kan (6)o
o
o
o
o
Doorgaans geneigd is tot slordigheid (9)o
o
o
o
o
Geneigd is lui te zijn (10)o
o
o
o
o
Ook de volgende stellingen gaan over je persoonlijkheid. Er zijn wederom geen juiste of onjuiste antwoorden.
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Ik kan verleidingen goed weerstaan (1)
o
o
o
o
o
Ik vind het moeilijk om slechte gewoontes af te leren (2)o
o
o
o
o
Ik zeg ongepaste dingen (3)o
o
o
o
o
Ik doe bepaalde dingen die slecht voor me zijn, als ze leuk zijn (4)o
o
o
o
o
Dingen die slecht voor mij zijn, slaik af (5)
o
o
o
o
o
Plezier en leuke dingen weerhouden mij er soms van om mijn werk af te krijgen (6)o
o
o
o
o
Men zou zeggen dat ik eeno
o
o
o
o
ijzeren zelfdiscipline heb (7) Ik onderneem vaak actie zonder eerst alle alternatieven te bekijken (8)
o
o
o
o
o
Onderstaande vragen gaan over jouw zelfbeeld. Kies het antwoord dat jou het best beschrijft. Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Over het algemeen ben ik tevreden over mezelf (11)
o
o
o
o
o
Soms denk ik dat ik nergens goed voor ben (12)o
o
o
o
o
Ik heb het gevoel dat ik een aantal goede kwaliteiten bezit (13)o
o
o
o
o
Ik ben in staat dingen net zo goed te doen als anderen (14)o
o
o
o
o
Ik heb niet veel om trots op te zijn (15)o
o
o
o
o
Page BreakHelemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Soms heb ik het gevoel dat ik waardeloos ben (4)
o
o
o
o
o
Ik heb het gevoel dat ik net zoveel waard ben als anderen (5)o
o
o
o
o
Ik zou willen dat ik meer respect voor mezelf heb (6)o
o
o
o
o
Ik vind mezelf een mislukkeling (7)o
o
o
o
o
Ik heb een positieve houding naar mezelf toe (8)o
o
o
o
o
De volgende stellingen gaan over jouw aanpak van dingen. Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Gewoonlijk neem ik beslissingen zo snel mogelijk (1)
o
o
o
o
o
Vaak ben ik taken aan het uitvoeren die ik al veel eerder af had willen hebben (3)o
o
o
o
o
Wanneer ik dingen op tijd af moet hebben, verspil ik vaak tijd aanandere zaken (5)
o
o
o
o
o
Ik heb mijn werk vaak eerder af dan nodig is (6)o
o
o
o
o
Gewoonlijk krijg ik op een dag alles af wat ik die dag van plan was (8)o
o
o
o
o
De onderstaande vragen gaan over academische stress en hoe je deze ervaart. Denk hierbij in het bijzonder aan je bachelor Psychobiologie.
Sterk mee
oneens (1) Oneens (2) Neutraal (3) Eens (4)
Sterk mee eens (5) Ik ben er
zeker van dat ik een succesvolle student zal zijn (82)
o
o
o
o
o
Ik ben er zeker van datik succesvol zal zijn in mijn
toekomstige carrière (83)
o
o
o
o
o
Het is voor mij gemakkelijk academische beslissingen te maken (84)
o
o
o
o
o
Ik ben bang om de bachelor niet te halen (85)o
o
o
o
o
Ik denk dat mijn zorgen om academische prestaties een teken van zwakte is (86)o
o
o
o
o
Zodra ik achter loop, ishet niet meer mogelijk de achterstand in
te halen (87)
De onrealistische verwachtingen van mijn ouders bezorgen me stress (88)
o
o
o
o
o
Tentamens bezorgen me veel stress (89)o
o
o
o
o
Momenteel is er een pandemie gaande en zijn we dus ook geïnteresseerd in hoe jij dit ervaart. Geen impact (1) Amper impact (2) Een beetje impact (3) Veel impact (4) Heel veel impact (5) Hoeveel impact heeft COVID-19 op jouw leven? (1)
o
o
o
o
o
Het volgende deel van het onderzoek is dagboekonderzoek. Dit houdt in dat je op elke donderdag (behalve tijdens tentamenweken) een vragenlijst invult met vragen over de afgelopen week. Deze vragenlijsten duren per keer ongeveer 5 minuten. Wanneer je alle dagboekvragenlijsten voltooit maak je kans op een van 6 Bol.com bonnen t.w.v. €25,-! Vul hieronder je e-mailadres in om elke week de vragenlijsten te ontvangen.
De onderstaande vragen gaan over academische stress en hoe je deze ervaart. Denk hierbij in het bijzonder aan je bachelor Psychobiologie.
Sterk mee
oneens (1) Oneens (2) Neutraal (3) Eens (4)
Sterk mee eens (5) Ik ben er zeker van dat ik een succesvolle student ben (6)
o
o
o
o
o
Ik ben er zeker van dat ik succesvol zal zijn in mijn toekomstige carrière (7)o
o
o
o
o
Het is voor mij gemakkelijk academische beslissingen te maken (8)o
o
o
o
o
De tijd die geadviseerd wordt door de universiteit voor de bachelor is genoeg (9)o
o
o
o
o
Ik heb genoeg tijd om te ontspannen na school (10)o
o
o
o
o
Mijn docenten zijn kritisch op mijn academische prestaties (11)
o
o
o
o
o
Sterk mee
oneens (1) Oneens (2) Neutraal (3) Eens (4)
Sterk mee eens (5) Ik ben bang om de bachelor niet te halen (44)
o
o
o
o
o
Ik denk dat mijn zorgen om academische prestaties een teken van zwakte is (45)o
o
o
o
o
Mijn docenten hebben onrealistische verwachtingen van mij (46)o
o
o
o
o
De werkdruk is te hoog (47)o
o
o
o
o
Ik denk dat de hoeveelheid opdrachten te groot is (48)o
o
o
o
o
Zodra ik achter loop, is het niet meer mogelijk de achterstand inte halen (49)
Sterk mee oneens (1) Oneens (2) Neutraal (3) Eens (4) Sterk mee eens (5) De onrealistische verwachtingen van mijn ouders
bezorgen me stress (4)
o
o
o
o
o
Competitie met medestudenten voor hoge cijfers is erg intens (5)o
o
o
o
o
De tentamenvragen en opdrachten zijn vaak moeilijk (6)o
o
o
o
o
De tijd om opdrachten en tentamens te maken is te kort (7)o
o
o
o
o
Tentamens bezorgen me veel stress (8)o
o
o
o
o
Ook al haal ik mijn cursussen, maak ik me nog steeds zorgen over het vindenvan een baan (9)
Appendix 1.2: Weekly diaries (Dutch)
Stress and well-being among Psychobiology students - 3.9.
Welkom bij de wekelijkse vragenlijsten van het onderzoek 'Welbevinden van UvA studenten'. Het invullen zal niet lang duren (ca. 5 minuten), dank voor je
medewerking!
Deze eerste vragen gaan over hoe je je de afgelopen week hebt gevoeld.
De afgelopen week voelde ik mij: Helemaal
niet (1) Niet (2)
Gemiddeld
(3) Erg (4) Heel erg (5) Levendig (1)
o
o
o
o
o
Actief (2)o
o
o
o
o
Vol energie (3)o
o
o
o
o
Opgepept (4)o
o
o
o
o
Opgewekt (5)o
o
o
o
o
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Aan het einde van een lesdag voelde ik me leeg (253)
o
o
o
o
o
Ik was enthousiast over de inhoud van mijn studie (254)o
o
o
o
o
Ik voelde me mentaal uitgeput door mijn studie (255)o
o
o
o
o
Ik ging helemaal op in mijn studie (256)o
o
o
o
o
Ik voelde me vermoeid toen ik 's morgens opstond en er weer een lesdag voor me lag (257)o
o
o
o
o
Ik bruiste van de energie als ik studeerdeo
o
o
o
o
De items van deze schaal vragen naar je gedachten en gevoelens over de afgelopen week in relatie tot je studie. Geef voor elke vraag aan hoe vaak je deze gedachten of gevoelens hebt ervaren.
Nooit (1) Bijna nooit (2) Soms (3) Vrij vaak (4) Erg vaak (5) In de afgelopen week, hoe vaak heb je het gevoel gehad dat je niet in staat was de belangrijke dingen in je studie te controleren? (1)
o
o
o
o
o
In de afgelopen week, hoe vaak was je vol vertrouwen in je vermogen om met persoonlijke problemen om te gaan? (2)o
o
o
o
o
In de afgelopen week, hoe vaak had je het gevoel dat dingen gingen zoals je zou willen? (3)o
o
o
o
o
In de afgelopen week, hoe vaak had je het gevoel dat de moeilijkheden zich zo opstapelden dat je ze niet meer aan kon? (4)
o
o
o
o
o
Nooit (1) Zelden (2) Soms (3) Regelmatig (4) Vaak (5) Had je moeite met in slaap komen? (1)
o
o
o
o
o
Werd je meerdere keren per nacht wakker? (2)o
o
o
o
o
Had je moeite met in slaap blijven? (waaronder te vroeg wakker worden) (3)o
o
o
o
o
Werd je na je normale slaapduuro
o
o
o
o
De volgende stellingen gaan over je slaappatronen de afgelopen week. uitgeput
Nooit (1) Zelden (2) Soms (3) Regelmatig (4) Vaak (5) Ik was nog
andere dingen aan het doen als
het tijd was om te gaan slapen (1)
o
o
o
o
o
Ik was snel afgeleid door dingenals het tijd was om te gaan slapen (2)
o
o
o
o
o
Ik kon makkelijk stoppen met activiteitenals het tijd was om te gaan slapen (3)
o
o
o
o
o
Ik ging later naar bed dan ik van te voren had bedacht (4)o
o
o
o
o
De volgende vragen gaan over je ervaring van je studie de afgelopen week. Geef aan in hoeverre je het eens bent met de volgende stellingen.
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Afgelopen week vervulde ik de taken
zoals deze werden verlangd van mij als
student (3)
o
o
o
o
o
Afgelopen week kwam ik mijn
verantwoordelijkheden
na (5)
o
o
o
o
o
Afgelopen week stondik klaar voor mijn
medestudenten (6)
o
o
o
o
o
Afgelopen week namik de tijd om te luisteren naar de zorgen en problemen van medestudenten (7)
o
o
o
o
o
De volgende stellingen gaan over hoe je je opleiding de afgelopen week hebt ervaren. Geef aan in hoeverre de stellingen op jou van toepassing zijn.
Nooit (1) Zelden (2) Soms (3) Regelmatig (4) Vaak (5) Ik had veel schoolwerk te doen (1)
o
o
o
o
o
Ik moest extra hard werken om iets af te krijgen (2)o
o
o
o
o
Ik moest erg snel werken (3)o
o
o
o
o
Hoeveel uur heb je de afgelopen week besteed aan je opleiding (bijv. colleges bijwonen, literatuur lezen, opdrachten maken)?
________________________________________________________________
Hoeveel uur heb je de afgelopen week besteed aan sociale activiteiten (bijv. met vrienden (online) afspreken, bij familie op bezoek, met je partner bellen)?
________________________________________________________________
Hoeveel uur heb je deze week ongeveer aan werk besteed (bijv. je bijbaan)? Als je niet hebt gewerkt of geen bijbaan hebt vul alsjeblieft 0 in.
Voor de volgende stellingen willen we je vragen om na te denken over hoe je je docenten en medestudenten de afgelopen week hebt ervaren. Geef aan in hoeverre je het eens of oneens bent met de volgende uitspraken.
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Mijn docenten waren deze week deskundig (79)
o
o
o
o
o
Mijn docenten waren deze week behulpzaam (80)o
o
o
o
o
Mijn medestudenten waren deze week geïnteresseerd in mij (81)o
o
o
o
o
Mijn medestudenten waren deze week behulpzaam (82)o
o
o
o
o
Voor de volgende stellingen willen we je vragen om na te denken over hoe je je familie en vrienden de afgelopen week hebt ervaren. Geef aan in hoeverre je het eens of oneens bent met de volgende uitspraken.
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) Afgelopen week ontving ik de emotionele hulp en steun die ik nodig had van mijn familie (2)
o
o
o
o
o
Afgelopen week kon ik met mijn familie praten over mijn problemen (3)o
o
o
o
o
Afgelopen week kon ik op mijn vrienden rekenen als er iets mis ging (6)o
o
o
o
o
Afgelopen week kon ik met mijn vrienden praten over mijn problemen (8)o
o
o
o
o
De volgende stellingen gaan over je vrije tijd. Geef aan in hoeverre je het eens of oneens bent met de volgende uitspraken. De afgelopen week in mijn vrije tijd ...
Helemaal mee oneens (1) Mee oneens (2) Mee eens, noch oneens (3) Mee eens (4) Helemaal mee eens (5) dacht ik helemaal niet meer aan mijn
studie (78)
