Osman Babayiğit, Fatma Nur Büyükkalaycı, Seray Altun
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Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students.</p><p><strong>Methods: </strong>The present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis.</p><p><strong>Results: </strong>The prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). Multiple regression analysis identified SGS as a significant risk factor for SR bruxism, with a one-unit increase in stress score elevating the SR bruxism risk by 1.086 times.</p><p><strong>Conclusions: </strong>This study revealed that self-generated stress significantly increases the risk for the development of SR bruxism. A significant relationship was found between academic procrastination and self-generated stress, and this relationship was particularly associated with an increased risk for the development of compound and awake bruxism. Stress-reducing therapy methods should be recommended for students to both increase academic success by reducing academic procrastination and prevent the negative effects of stress-related SR bruxism.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11515481/pdf/","citationCount":"0","resultStr":"{\"title\":\"The interplay of academic procrastination, self-generated stress, and self-reported bruxism among medical and dental students: a cross-sectional study.\",\"authors\":\"Osman Babayiğit, Fatma Nur Büyükkalaycı, Seray Altun\",\"doi\":\"10.1186/s40359-024-02105-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Academic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students.</p><p><strong>Methods: </strong>The present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis.</p><p><strong>Results: </strong>The prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). 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引用次数: 0
摘要
背景:学业拖延(AP)是学生中常见的一种行为,受害怕失败、厌恶任务、焦虑和压力等因素的影响。自我产生的压力(SGS)是指对现有情境的主观紧张体验。个人往往会高估任务的难度和可实现性,从而导致压力增加和压力持续时间延长。SGS 会加重身心健康问题,包括磨牙症。因此,本研究通过研究医科和牙科学生的 AP、SGS 和自我报告(SR)磨牙症之间的关系,来探究可能存在的内在联系:本横断面研究抽取了土耳其 379 名攻读医学和牙科学位的学生作为样本。调查问卷包括学业拖延量表-简表、SR 磨牙症量表和 SGS 量表。根据对SR磨牙量表的回答,将SR磨牙分为睡眠磨牙、清醒磨牙和复合磨牙三种类型。研究人员对医科学生和牙科学生的 AP、SGS 和 SR 磨牙症进行了比较分析。此外,还利用相关表和回归分析评估了AP、SGS和SR磨牙症之间的关联:结果:与医科学生(34.7%)相比,牙科学生(46.6%)的清醒磨牙症发生率更高,这表明磨牙症的发生有依赖于教师的趋势。SGS和AP之间存在明显的正相关(r = 0.212,p 结论:SGS和AP之间存在明显的正相关:这项研究表明,自我产生的压力会显著增加 SR 磨牙症的发病风险。研究发现,学业拖延与自我产生的压力之间存在明显关系,这种关系尤其与复合磨牙症和清醒磨牙症的发病风险增加有关。应向学生推荐减压治疗方法,既能通过减少学业拖延提高学业成功率,又能预防与压力相关的SR磨牙症的负面影响。
The interplay of academic procrastination, self-generated stress, and self-reported bruxism among medical and dental students: a cross-sectional study.
Background: Academic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students.
Methods: The present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis.
Results: The prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). Multiple regression analysis identified SGS as a significant risk factor for SR bruxism, with a one-unit increase in stress score elevating the SR bruxism risk by 1.086 times.
Conclusions: This study revealed that self-generated stress significantly increases the risk for the development of SR bruxism. A significant relationship was found between academic procrastination and self-generated stress, and this relationship was particularly associated with an increased risk for the development of compound and awake bruxism. Stress-reducing therapy methods should be recommended for students to both increase academic success by reducing academic procrastination and prevent the negative effects of stress-related SR bruxism.
期刊介绍:
BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.