Investigacion y educacion en enfermeria · 2025
Understanding the Mental Health of Students and Professors within Universities: a Cross-sectional, Multicultural Analysis across Three European Countries.
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García-Salido Cristina, Ramírez-Baraldes Estel la, Miedaner Felix, Hasseler Martina, Hlubučková Andrea, Garcia-Gutierrez Daniel
Аннотация
OBJECTIVE: To analyze the relationship among the professional role (student or professor), geographic location, and mental health in the university community after the COVID-19 pandemic.
METHODS: . Quantitative cross-sectional study conducted at universities in Spain, Germany, and the Czech Republic. Non-probability convenience sampling was used, obtaining a sample of 449 participants (372 students and 77 professors). Mental health was assessed using the Scale for Mood Evaluation (EVEA), measuring sadness-depression, anxiety, anger-hostility, and happiness.
RESULTS: Significant differences were found between students and professors, with students reporting higher levels of sadness-depression (3.8 vs. 2.4; p<0.001), anxiety (4.6 vs. 2.9; p<0.001), and anger-hostility (3.4 vs. 2.5; p<0.01). Professors showed higher levels of happiness (6.7 vs. 5.4; p<0.001). In addition, differences among countries were observed: participants from Spain showed higher levels of sadness-depression and anxiety compared to Germany and the Czech Republic.
CONCLUSION: University students have greater emotional vulnerability than professors, highlighting the need for differentiated psy-chosocial support strategies in the academic setting.
METHODS: . Quantitative cross-sectional study conducted at universities in Spain, Germany, and the Czech Republic. Non-probability convenience sampling was used, obtaining a sample of 449 participants (372 students and 77 professors). Mental health was assessed using the Scale for Mood Evaluation (EVEA), measuring sadness-depression, anxiety, anger-hostility, and happiness.
RESULTS: Significant differences were found between students and professors, with students reporting higher levels of sadness-depression (3.8 vs. 2.4; p<0.001), anxiety (4.6 vs. 2.9; p<0.001), and anger-hostility (3.4 vs. 2.5; p<0.01). Professors showed higher levels of happiness (6.7 vs. 5.4; p<0.001). In addition, differences among countries were observed: participants from Spain showed higher levels of sadness-depression and anxiety compared to Germany and the Czech Republic.
CONCLUSION: University students have greater emotional vulnerability than professors, highlighting the need for differentiated psy-chosocial support strategies in the academic setting.