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عنوان فارسی مقاله:
فیزیولوژی فرسودگی مدرسه دانشجویان پزشکی همودینامیک و عملکرد اتونوم
عنوان انگلیسی مقاله:
Physiology of school burnout in medical students: Hemodynamic and autonomic functioning
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Data from the American College Health Association-National College Health Assessment II (ACHA-NCHA II), pooling from 108 universities and including over 93,000 college students indicates that maladaptive affective functioning is the most prevalent psychological impediment to successful academic performance among US college students (ACHA-NCHA II, 2015). In fact, students overwhelmingly ranked the negative impact of stress as the leading factor affecting their individual academic performance during the last 12 months. Accordingly, considerable resources (both research and public policy based) have been allocated toward identifying, understanding, and decreasing affective symptomatology that diminishes the mental and physical health of collegiate populations (Regeher, Glancy, & Pitts, 2013).A growing concern regarding affective symptomatology in academic populations is school burnout. School burnout is school-related stress conceptualized as chronic exhaustion from school-related work, cynicism toward the meaning of school and a belief of inadequacy in school related accomplishment (SalmelaAro, Kiuru, Leskinen, & Nurmi, 2009). Prior research shows that school burnout is associated with an imbalance of hemodynamic functioning. Hemodynamics is the study of blood movement or blood flow and how physical forces affect circulation (Guyton & Hall, 1996). Specifically, school burnout (a) is associated with cardiac hyperactivity during conditions of cardiac stress and recovery via a cold pressor task (CPT; submersion of one’s hand in water of <4 ◦C for a specified amount of time) and (b) predicts arterial stiffness and blunted diurnal blood pressure variability as assessed through ambulatory blood pressure monitoring (see May, Sanchez-Gonzalez, Brown, Koutnik, & Fincham, 2014; May, Sanchez-Gonzalez, & Fincham, 2014). All the above findings relating school burnout to physiological functioning were independent of affective symptomatology (i.e., anxiety and depression). Moreover, the cardiovascular responses of individuals suffering from higher levels of burnout have been identified as risk factors for the future development of cardiovascular disease (Bajko et al., 2012; FitzGerald, Ottaviani, Goldstein, & Shapiro, 2012; Matthews et al., 2004). Arguably these findings make school burnout a potential public health issue of particular concern to educators and health care policy makers.
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کلمات کلیدی:
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