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Volume 13, Issue 3 (2025)
Health Educ Health Promot 2025, 13(3): 445-454 |
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History
Received: 2025/05/24 | Accepted: 2025/08/1 | Published: 2025/08/18
Received: 2025/05/24 | Accepted: 2025/08/1 | Published: 2025/08/18
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Psychological Distress and Academic Burnout as Predictors of the Life Satisfaction of Nursing Students in Rural Academia. Health Educ Health Promot 2025; 13 (3) :445-454
URL: http://hehp.modares.ac.ir/article-4-81484-en.html
URL: http://hehp.modares.ac.ir/article-4-81484-en.html
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Abstract (631 Views)
Aims: This study investigated the impact of psychological distress and academic burnout on life satisfaction among students, aiming to understand how emotional and academic challenges affect overall well-being.
Instrument & Methods: This quantitative research utilized a survey method to collect data from university students selected through a simple random sampling technique. Validated tools were used to measure psychological distress, academic burnout, and life satisfaction, ensuring reliability and accuracy in assessing these constructs. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis to determine the significance of relationships and the extent of influence among the parameters.
Findings: Both psychological distress and academic burnout were significantly associated with lower life satisfaction, highlighting the interplay between mental health and academic stressors. Moreover, regression analysis confirmed that these factors collectively contributed to students’ overall well-being, suggesting that increased emotional and academic strain negatively affects their perceived quality of life.
Conclusion: Psychological distress and academic burnout significantly impact nursing students’ emotional well-being, motivation, and academic engagement.
Instrument & Methods: This quantitative research utilized a survey method to collect data from university students selected through a simple random sampling technique. Validated tools were used to measure psychological distress, academic burnout, and life satisfaction, ensuring reliability and accuracy in assessing these constructs. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis to determine the significance of relationships and the extent of influence among the parameters.
Findings: Both psychological distress and academic burnout were significantly associated with lower life satisfaction, highlighting the interplay between mental health and academic stressors. Moreover, regression analysis confirmed that these factors collectively contributed to students’ overall well-being, suggesting that increased emotional and academic strain negatively affects their perceived quality of life.
Conclusion: Psychological distress and academic burnout significantly impact nursing students’ emotional well-being, motivation, and academic engagement.
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