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Year : 2020  |  Volume : 4  |  Issue : 2  |  Page : 148-153

Screening of stress, anxiety, depression, coping, and associated factors among Engineering students

1 Department of Psychiatry, Shri Shankaracharya Institute of Medical Sciences, Bhilai, Chhattisgarh, India
2 Department of Civil Engineering, New Horizon Institute of Technology and Management, Thane, Maharashtra, India
3 Department of Preventive and Social Medicine, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India

Correspondence Address:
Dr. Sachin Ratan Gedam
Department of Psychiatry, Shri Shankaracharya Institute of Medical Sciences, Bhilai, Chhattisgarh
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/aip.aip_6_20

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Background: Stress is a common factor among college students who are subjected to different kind of stressors. The psychological effects of stress, anxiety, and depression, often referred to as “negative emotions,” lead many students down a path of hardship, and it may lead to potentially unfavorable outcomes. Objectives: The objective of this study was to estimate the prevalence of stress, anxiety, and depression and to find out the sources of stressor and coping strategies to deal with stress and their correlation with Depression, Anxiety and Stress Scale (DASS) scores among Engineering students. Materials and Methods: This cross-sectional survey was conducted among 150 students of Bapurao Deshmukh Engineering College from Sevagram, district Wardha, Maharashtra, India. All the students were assessed through semi-structured pro forma, DASS, coping inventory for stressful situation, and sources of academic stress among the students for data collection. Results: The prevalence of stress, anxiety, and depression was found to be 29.3%, 78%, and 59.3%, respectively. The most common source of stressor was academic factors, and coping strategy was task-oriented adopted by the students to deal with their stress. The significant correlations were reported between stress score and gender, satisfaction with academic performance, regularity of attendance; between anxiety score and satisfaction with academic performance; and between depression score and addiction other than smoking. Furthermore, stress and depression were significantly correlated with emotion-oriented strategy. Furthermore, DASS scores were correlated with all sources of stressors. Conclusion: Students are susceptible to different stressors during a study period; hence, there is a need to address these issues to decrease the burden and increase performance.

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