Association between academic performance with stress, anxiety and depression among undergraduate dental students
a cross-sectional study
DOI:
https://doi.org/10.30979/revabeno.v23i1.2092Keywords:
Learning, Academic Performance, Dental Education, Dental Students, Mental HealthAbstract
This study analyzed the association between academic performance and self-reported anxiety, depression and stress among undergraduate dental students at a Brazilian public university. Students participated via a questionnaire, available on Google Forms, which involved exploratory variables such as age, sex, ethnicity/skin color, use of anxiolytics or antidepressants and remunerated activities. The translated and adapted Depression, Anxiety and Stress Scale-21 (DASS-21) was used to measure participants’ symptoms of anxiety, stress and depression. Academic performance was quantified as “poor” for grades <7 points or “good” for ≥7 points, referring to the student's overall average. Logistic regressions were performed to verify the odds ratio (OR) between academic performance and the domains of the DASS-21. Subgroup analyses were also performed to compare the sex of the participants (p<0.05). The final sample evaluated 244 students. It was observed that students with moderate depression were more likely to exhibit poor academic performance when compared to those with normal or mild depression (OR:2.41; 95%CI:1.10–5.29). The subgroup analysis demonstrated that male participants with at least moderate depression had a greater chance of poor academic performance (OR:4.10; 95%CI:1.19–14.19). Poor academic performance was significantly associated with students with at least moderate depression. In addition, male individuals with at least moderate depression had a higher occurrence of poor academic performance.
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