| Abstract | Uvod: Današnji način života zahtjeva stalno prilagođavanje što kod pojedinca može biti vrlo zahtjevno i stresno, a dugoročno može dovesti do razvoja anksioznosti i depresije. U nekim životnim razdobljima ova su stanja naročito prisutna, a jedno od takvih doba je adolescencija.
Cilj istraživanja: Cilj ovog istraživanja je ispitati razliku u ukupnom rezultatu na upitniku depresivnosti, anksioznosti i stresa (engl. The Depression Anxiety, Stress Scale, DASS-21) (1) i njegovim subskalama (depresivnost, anksioznost i stres s obzirom na spol, razred i obrazovni smjer ispitanika) te ispitati povezanost rezultata na DASS-21 upitniku i njegovim subskalama s obrazovnim očekivanjima.
Ispitanici i metode: Ispitanici su učenici drugih i četvrtih razreda Medicinske škole Pula dvaju smjerova: medicinska sestra opće njege/medicinski tehničar opće njege i fizioterapeutski tehničar/fizioterapeutska tehničarka. Glavni instrument istraživanja je anketni upitnik „DASS – 21“ i skala obrazovnih očekivanja. Upitnik ukupno sadrži 26 pitanja.
Rezultati: Provedbom ovog istraživanja došlo se do spoznaje kako djevojčice prijavljuju više razine anksioznosti (M=1,93; sd=,81); stresa (M=2,33; sd= 84) i depresivnosti (M=1,98; sd=,85) od dječaka (Manksioznost=1,47; sdanksioznost=,53; Mstres=1,72; sdstres=,65; Mdepresivnost=1,65; sddepresivnost =,63). Učenici nižih razreda prijavljuju statistički značajno veće razine anksioznosti stresa i depresivnosti. Dokazano je kako učenici koji se obrazuju za zanimanje medicinska sestra opće njege/medicinski tehničar opće njege, iskazuju statistički značajno veće razine stresa (t= 2,74; 72,76; p<0,01) i depresivnosti (t= 3,27; df = 83,12; p<0,01) u odnosu na učenike smjera fizioterapeutskog tehničara/ fizioterapeutske tehničarke. Osim toga uočena je pozitivna povezanost očekivanja učenika i količine anksioznosti, stresa i depresivnosti koju prijavljuju.
Zaključak: Rana identifikacija i efektivno liječenje omogućuju minimaliziranje negativnih utjecaja na obrazovno, socijalno i obiteljsko funkcioniranje mladih. Potrebno je uvesti radionice koje bi bile usmjerene na ranjive skupine. |
| Abstract (english) | Introduction: Today's way of life that individuals face requires constant adaptation, it can be very demanding and stressful, which in the long run leads to the development of anxiety and depression. They are especially present in some periods of life, and one of these periods is adolescence.
The aim of the research: The aim of this research is to examine the difference in the overall score on the depression, anxiety, and stress questionnaire (The Depression Anxiety, Stress Scale, DASS-21) (1) and its subscales - depression, anxiety, and stress, regarding the gender, class, and educational direction of the respondents, and to examine the correlation of the results on the DASS- 21 questionnaire and its subscales with educational expectations.
Subjects and methods: This study is intended for students of the second and fourth grades of the Pula Medical School of two majors: general care nurse/general care medical technician and physiotherapist technician/physiotherapist technician. The main instrument of the research is the survey questionnaire "DASS - 21 scales" and the scale of educational expectations. The questionnaire contains a total of 26 questions
Results: By conducting this research, it was found that girls report a higher level of anxiety (M=1.93; sd=.81); stress (M=2.33; sd= 84) and depression (M=1.98; sd=.85) from boys (Manxiosity=1.47; sdanxiosity=.53; Mstress=1.72; sdstress=.65; Mdepressiveness=1.65; sdepressiveness =.63). Students in lower grades report statistically significantly higher levels of anxiety, stress, and depression. Likewise, through the implementation of the research, it was proven that students who are educated for the profession of nurse/technician show statistically significantly higher levels of stress (t= 2.74; 72.76; p<0.01) and depression (t= 3.27; df = 83.12; p<0.01). In addition, a positive correlation was observed between students' expectations and the amount of anxiety, stress, and depression they report.
Conclusion: Early identification and effective treatment make it possible to minimize the negative impact on the educational, social, and family functioning of young people. In addition, workshops aimed at vulnerable groups should be introduced. |
