Impact of academic pressure on positive mental health among nursing students and the mediating role of self-compassion

Abstract

Abstract:

Objective To investigate the impact of academic pressure on the positive mental health of nursing students，explore the mediating role of self-compassion and social support in the relationship between academic pressure and positive mental health，and provide a research basis for universities to carry out psychological health interventions for nursing students. Methods In December 2024，a survey was conducted on 342 nursing students from a vocational college using the college student academic pressure inventory，the short form of the mental health continuum，the short form of the self-compassion scale，and the perceived social support scale. Results The mean scores for academic pressure，positive mental health，perceived social support，and self-compassion were （149.03±31.68），（38.59±13.31），（51.23±12.52） and （36.72±7.95）points，respectively. Academic pressure showed a negative correlation with positive mental health（r=-0.357，P<0.01），whereas self-compassion and social support were negatively correlated with academic pressure（r=-0.271，-0.248，both P<0.01），and positively correlated with positive mental health（r=0.498， 0.433，both P<0.01）. Self-compassion mediated the relationship between academic pressure and positive mental health，with an indirect effect of -0.146，accounting for 30.43% of the total effect. Social support played a moderating role between academic pressure and positive mental health. Conclusion Enhancing self-compassion and social support may help improve the mental well-being of nursing students in higher education.

Key words: Academic pressure, Positive mental health, Self-compassion, Social support, Nursing students, Mediation effect, Moderation effect

CLC Number:

R395.6

ZHANG Yuhong, ZHU Zhuqing, HU Cenxing, WANG Jiyuan, XU Yan, GAO Ya. Impact of academic pressure on positive mental health among nursing students and the mediating role of self-compassion. [J]OCCUPATION AND HEALTH, 2026, 42(5): 680-686.

Figures/Tables 10

References 44

[1]	LUKAT J, MARGRAF J, LUTZ R, et al. Psychometric properties of the positive mental health scale(PMH-scale)[J]. BMC Psychol, 2016,4:1-14.
[2]	周昱昊, 张萌. 内卷感知对大学生积极心理健康的影响:一项短期追踪研究[J]. 黑龙江高教研究, 2025, 43(2):115-123.
[3]	郭建鹏, 王仕超, 刘公园. 学业压力如何影响大学生心理健康问题—学业自我效能感和压力应对方式的联合调节作用[J]. 中国高教研究, 2023(5):25-31.
[4]	American College Health Association. National college health assessment II:Spring 2021 reference group executive summary[EB/OL].(2021)[2025-03-11]. https://www.acha.org/NCHA/NCHA_Data/Publications_and_Reports/NCHA/Data/Reports.aspx.
[5]	陈雨濛, 张亚利, 俞国良. 2010—2020中国内地大学生心理健康问题检出率的元分析[J]. 心理科学进展, 2022, 30(5):991-1004. DOI
[6]	孙腾巍, 颜宇娴, 靳宇倡, 等. 基于正念的干预与自我同情的关系:一项元分析[J]. 心理科学进展, 2021, 29(10):1808-1828. DOI
[7]	张耐思, 裴冬梅, 郭颖. 沈阳市某高校医学生心理健康状况及相关因素调查分析[J]. 卫生职业教育, 2021, 39(1):130-134.
[8]	TUNG Y J, LO K K H, HO R C M, et al. Prevalence of depression among nursing students:A systematic review and meta-analysis[J]. Nurse Educ Today, 2018,63:119-129.
[9]	JUN J, OJEMENI M M, KALAMANI R, et al. Relationship between nurse burnout,patient and organizational outcomes:Systematic review[J]. Int J Nurs Stud, 2021,119:103933.
[10]	NEFF K D. Self-Compassion:An alternative conceptualization of a healthy attitude toward oneself[J]. Self Identity, 2003,2:85-101.
[11]	LI Y, HU Y, YANG W, et al. Daily interventions and assessments:The effect of online self-compassion meditation on psychological health[J]. Appl Psychol Health Well Being, 2021,13:906-921.
[12]	MERINO M D, VALLELLANO M D, OLIVER C, et al. What makes one feel eustress or distress in quarantine?An analysis from conservation of resources(COR) theory[J]. Br J Health Psychol, 2021, 26(2):606-623. DOI URL
[13]	FAUL F, ERDFELDER E, LANG A G, et al. G*Power 3:Flexible statistical power analysis[J]. Behav Res Methods, 2007, 39(2):175-191. DOI URL
[14]	田澜, 邓琪. 大学生学习压力感问卷的初步编制[J]. 中国行为医学科学, 2007, 16(8):753-755.
[15]	ZIME T G D, DAHLEM N W, ZIMET S G, et al. The multidimensional scale of perceived social support:A confirmation study[J]. J Pers Assess, 1991, 52(1):30-41. DOI URL
[16]	姜乾金. 领悟社会支持量表[J]. 中国行为医学科学, 2001, 10(10):41-43.
[17]	NEFF K D. The development and validation of a scale to measure self-compassion[J]. Self Identity, 2003,2:223-250.
[18]	宫火良, 贾会丽, 郭天满, 等. 青少年自我同情量表的修订及其信效度检验[J]. 心理研究, 2014, 7(1):36-40,79.
[19]	KEYES C L M. Promoting and protecting mental health as flourishing:A complementary strategy for improving National mental health[J]. Am Psychol, 2007, 62(2):95-108. DOI URL
[20]	KEYES C L M. The mental health continuum:From languishing to flourishing in life[J]. J Health Soc Behav, 2002, 43(2):207-222. DOI URL
[21]	尹可丽, 何嘉梅. 简版心理健康连续体量表(成人版)的信效度[J]. 中国心理卫生杂志, 2012, 26(5):388-392.
[22]	温忠麟, 叶宝娟. 有调节的中介模型检验方法:竞争还是替补?[J]. 心理学报, 2014, 46(5):714-726.
[23]	郭阳, 杨君一, 李玟, 等. 医学生心理健康影响因素及对策研究进展[J]. 沈阳医学院学报, 2024, 26(6):629-633.
[24]	MA H, ZOU J M, ZHONG Y, et al. Perceived pressure,coping style and burnout of Chinese nursing students in late-stage clinical practice:A cross-sectional study[J]. Nurse Educ Pract, 2022,62:103385.
[25]	孙艺铭, 华娟, 冯娇. 团体绘画疗法对高职护生学业压力的干预研究[J]. 医药高职教育与现代护理, 2023, 6(5):405-408.
[26]	崔元耀, 田书云, 张晓月, 等. 临床实习对护理学生心理压力影响的调查与分析[J]. 中国高等医学教育, 2024(10):105-106.
[27]	马春梅. 护理专业学生心理健康现况调查分析[J]. 科技风, 2024(2):154-156.
[28]	王品, 冯颖超, 李芳华. 本科实习护生心理健康素养现状及影响因素分析[J]. 职业与健康, 2022, 38(21):2989-2993.
[29]	中国科学院心理研究所. 《中国国民心理健康发展报告(2017—2018)》[M]. 北京: 社会科学文献出版社,2019:10.
[30]	罗香莲, 傅明宇, 邓小良, 等. 大专护生自我同情现状及其与抑郁、焦虑、压力和总体幸福感的相关性研究[J]. 当代护士(上旬刊), 2024, 31(5):135-138.
[31]	何亚林, 杜娟, 周莉, 等. 本科实习护生的社会支持和成就动机在其自主学习准备度与问题解决能力间的中介作用[J]. 护理学报, 2021, 28(8):50-55. DOI
[32]	陈维芳, 吴彬, 蓝红霞, 等. 负性心理状况对护生学业倦怠的影响分析:领悟社会支持的中介作用[J]. 军事护理, 2024, 41(6):35-38.
[33]	丁杏, 张丽梅, 李孜孜, 等. 护生积极心理资本在领悟社会支持与职业使命感间的中介作用[J]. 护士进修杂志, 2024, 39(11):1145-1150.
[34]	丁翠路, 刘安诺, 朱桂月, 等. 自我价值感在本科护生领悟社会支持与生命意义感间的中介效应[J]. 护理学报, 2021, 28(6):38-42. DOI
[35]	STEARE T, GUTIÉRREZ MUÑOZC, SULLIVAN A, et al. The associationbetween academic pressure and adolescent mental health problems:A systematic review[J]. J Affect Disord, 2023, 339,302-317 DOI URL
[36]	HWANG E, KIM J. Factors affecting academic burnout of nursing students according to clinical practice experience[J]. BMC Med Educ, 2022, 22(1):346. DOI PMID
[37]	ZHANG J, ZHENG Y. How do academic stress and leisure activities influence college students' emotional well-being?A daily diary investigation[J]. J Adolesc, 2017, 60(5):114-118. DOI URL
[38]	吴锦洋. 高中生学业压力与学业倦怠的关系:自我同情的调节作用及干预[D]. 上海: 华东师范大学, 2023.
[39]	田依林, 何苗. 天津市高中生自我同情和经验回避在正念与心理健康间的中介作用[J]. 医学与社会, 2021, 34(3):74-78.
[40]	GARNETT A, HUI L, OLEARY C, et al. Compassion fatigue in healthcare providers:A scoping review[J]. BMC Health Serv Res, 2023,23:1336.
[41]	高燕. 自我同情对大学生心理健康的作用机理初探[J]. 科教导刊-电子版(上旬), 2020(10):25-26.
[42]	王佳誉, 陈宏, 于宛辰, 等. 本科护生自我同情现状及影响因素分析[J]. 职业与健康, 2024, 40(19):2696-2699.
[43]	韩佳圻. 大学生社会支持、自我概念与心理健康的关系研究[D]. 哈尔滨: 黑龙江大学, 2021.
[44]	牛星振. 童年期虐待、社会支持、自我同情与初中生心理健康的关系、干预及教育启示[D]. 郑州: 河南大学, 2024.

项目	人数	学业压力	积极心理健康	自我同情	社会支持
性别
男	67	144.66±31.82	34.78±11.96	36.07±8.70	48.84±11.57
女	275	150.09±31.61	39.52±13.48	36.87±7.77	51.82±11.69
t值		1.260	2.637	0.201	1.875
P值		0.208	0.009	0.462	0.080
年级
大一	159	145.31±33.09	38.16±13.71	36.94±7.74	52.04±12.67
大二	107	144.77±34.66	41.01±13.67	37.36±8.43	50.21±13.36
大三	76	158.58±20.84	36.08±11.42	35.36±7.74	50.97±10.93
F值		4.737	3.246	1.524	0.702
P值		0.009	0.040	0.219	0.496
健康状况
健康	288	149.29±33.24	39.64±13.65	36.89±8.23	51.84±13.07
有慢性疾病	29	145.26±20.05	34.03±6.90	37.69±3.90	47.90±5.95
有过心理问题	25	149.92±23.66	31.76±12.05	33.56±7.64	48.08±10.75
F值		0.187	6.058	2.274	2.179
P值		0.830	0.003	0.104	0.115
出生地
城市地区	122	148.50±31.52	39.21±13.13	36.52±7.95	51.34±12.85
农村地区	220	149.31±31.83	38.24±13.43	36.82±7.97	51.17±12.37
t值		0.226	0.646	0.332	0.120
P值		0.819	0.518	0.740	0.905
担任过学生干部
是	210	151.96±30.86	39.53±13.60	37.03±8.04	51.23±13.19
否	132	144.36±32.51	37.09±12.75	36.22±7.82	51.23±11.43
t值		2.172	1.653	0.921	0.001
P值		0.031	0.099	0.358	0.999
家庭结构
双亲家庭	255	149.58±32.88	39.56±13.78	37.15±8.02	52.17±13.25
单亲家庭	56	148.73±31.05	38.13±12.01	35.11±7.83	48.63±10.23
其他监护人	31	145.03±21.57	31.42±8.99	36.10±7.39	48.23±8.61
F值		0.286	5.343	1.617	2.857
P值		0.751	0.005	0.200	0.059

项目	人数	学业压力	积极心理健康	自我同情	社会支持
性别
男	67	144.66±31.82	34.78±11.96	36.07±8.70	48.84±11.57
女	275	150.09±31.61	39.52±13.48	36.87±7.77	51.82±11.69
t值		1.260	2.637	0.201	1.875
P值		0.208	0.009	0.462	0.080
年级
大一	159	145.31±33.09	38.16±13.71	36.94±7.74	52.04±12.67
大二	107	144.77±34.66	41.01±13.67	37.36±8.43	50.21±13.36
大三	76	158.58±20.84	36.08±11.42	35.36±7.74	50.97±10.93
F值		4.737	3.246	1.524	0.702
P值		0.009	0.040	0.219	0.496
健康状况
健康	288	149.29±33.24	39.64±13.65	36.89±8.23	51.84±13.07
有慢性疾病	29	145.26±20.05	34.03±6.90	37.69±3.90	47.90±5.95
有过心理问题	25	149.92±23.66	31.76±12.05	33.56±7.64	48.08±10.75
F值		0.187	6.058	2.274	2.179
P值		0.830	0.003	0.104	0.115
出生地
城市地区	122	148.50±31.52	39.21±13.13	36.52±7.95	51.34±12.85
农村地区	220	149.31±31.83	38.24±13.43	36.82±7.97	51.17±12.37
t值		0.226	0.646	0.332	0.120
P值		0.819	0.518	0.740	0.905
担任过学生干部
是	210	151.96±30.86	39.53±13.60	37.03±8.04	51.23±13.19
否	132	144.36±32.51	37.09±12.75	36.22±7.82	51.23±11.43
t值		2.172	1.653	0.921	0.001
P值		0.031	0.099	0.358	0.999
家庭结构
双亲家庭	255	149.58±32.88	39.56±13.78	37.15±8.02	52.17±13.25
单亲家庭	56	148.73±31.05	38.13±12.01	35.11±7.83	48.63±10.23
其他监护人	31	145.03±21.57	31.42±8.99	36.10±7.39	48.23±8.61
F值		0.286	5.343	1.617	2.857
P值		0.751	0.005	0.200	0.059

项目	学业压力	积极心理健康	自我同情	社会支持
学业压力	1.000
积极心理健康	-0.357^a	1.000
自我同情	-0.271^a	0.498^a	1.000
社会支持	-0.248^a	0.433^a	0.509^a	1.000

项目	学业压力	积极心理健康	自我同情	社会支持
学业压力	1.000
积极心理健康	-0.357^a	1.000
自我同情	-0.271^a	0.498^a	1.000
社会支持	-0.248^a	0.433^a	0.509^a	1.000

变量	模型 1		模型 2		模型 3
	积极心理健康		自我同情		积极心理健康
	β值	t值	β值	t值	β值	t值
年级	0.018	0.363	-0.023	-0.422	0.028	0.610
性别	0.156	3.124^a	0.050	0.947	0.135	3.006^a
出生地	-0.014	-0.272	0.029	0.543	-0.026	-0.568
家庭经济情况	0.137	2.705^a	0.081	1.516	0.103	2.258^b
学业压力	-0.380	-7.545^a	-0.277	-5.222^a	-0.265	-5.612^a
自我同情					0.418	8.965^a
R值	0.418		0.290		0.578
R²值	0.175		0.084		0.335
F值	14.250^a		6.157^a		28.076^a