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Study Demands, Social Support and Mental Health in Teacher Education Students: A Cross-Sectional Study

Artikel i vetenskaplig tidskrift
Författare Mia Söderberg
Eva M. Andersson
Lisa Björk
Gunilla Wastensson
Publicerad i Journal of Educational and Social Research
Volym 10
Nummer/häfte 3
ISSN 2239-978X
Publiceringsår 2020
Publicerad vid Institutionen för medicin, avdelningen för samhällsmedicin och folkhälsa
Språk en
Länkar https://doi.org/10.36941/jesr-2020-...
www.richtmann.org/journal/index.php...
Ämnesord Teacher education students; Psychosocial study demands; Social support; Mental health
Ämneskategorier Yrkesmedicin

Sammanfattning

The aim of this paper was to investigate relationships between psychosocial factors in a study environment and mental health in teacher education students. Study objectives were explored in 593 Swedish teacher education students (80% women). Psychosocial variables were measured with the standard Swedish demand-control-support questionnaire. Associations to mental health were calculated with logistic regression analyses, stratified by gender. Female students, on average reported higher demands, exhaustion and anxiety, than men. High study demands were associated with severe exhaustion in both men and women, even in models including all potential confounders and social support. Although, social support was related to lower exhaustion in women and less anxiety in men, this variable only contributed to minor effect changes in the associations study demands to mental ill-health. High study demands seem important for mental health in teacher education students. Future studies, perhaps using qualitative methods, would benefit the state of knowledge regarding students’ psychosocial conditions and poor mental health. Such knowledge could assist universities in interventions to enhance both health status and future stress resilience.

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