Burnout and its relationship with perceived stress, self-efficacy, depression, social support, and programmatic factors in general surgery residents

2020 ◽  
Vol 219 (6) ◽  
pp. 907-912 ◽  
Author(s):  
Matthew R. Smeds ◽  
Matthew R. Janko ◽  
Steven Allen ◽  
Kwame Amankwah ◽  
Tracey Arnell ◽  
...  
2018 ◽  
Vol 227 (4) ◽  
pp. e49-e50
Author(s):  
Matthew R. Smeds ◽  
Matthew R. Janko ◽  
Kwame S. Amankwah ◽  
Elizabeth M.N. Ferguson ◽  
Donald T. Hess ◽  
...  

2009 ◽  
Vol 13 (3) ◽  
pp. 357-366 ◽  
Author(s):  
Raphaël Trouillet ◽  
Kamel Gana ◽  
Marcel Lourel ◽  
Isabelle Fort

2022 ◽  
Author(s):  
Simon Ozer

Societal lockdown due to the COVID-19 pandemic has transformed everyday life across the globe, including requirements of social distancing which might limit the social support people derive from social interaction. Social support has proven to be a vital resource for well-being and coping during societal challenges. The present study examines how social support is associated with perceived stress and life satisfaction through self-efficacy and self-esteem among Danish students (N = 204). These psychological constructs were examined both during and after lockdown, assessing the possible aversive psychological effects of the COVID-19 pandemic. Results did not yield any significant changes in either the mean scores of the constructs or the indirect effects model across the two timepoints. Moreover, the results indicate that social support derived from a significant person, family, and friends—but not student peers—is negatively linked with perceived stress and positively associated with life satisfaction through both self-efficacy and self-esteem. Although societal lockdown did not yield significant psychological impact, the results highlight the importance of social support among students, both during and after lockdown.


2013 ◽  
Vol 15 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Judy Ann Wollin ◽  
Nancy Spencer ◽  
Elizabeth McDonald ◽  
Gary Fulcher ◽  
Maureen Bourne ◽  
...  

This study explored changes in quality of life (QOL) and psychosocial variables in a large cohort of people with multiple sclerosis (MS). A total of 1287 Australians with MS were administered self-report questionnaires at baseline and 24 months later to examine the impact of disease severity and duration, perceived stress, self-efficacy, depression, and social support on QOL and self-care. Over the 2-year survey period, MS remained stable for 70% of respondents. Disease severity correlated with social support at baseline but not at 24 months, when the only significant correlation with disease severity was that of the World Health Organization Quality of Life–100 instrument (WHOQOL-100) domain of Level of Independence. Although QOL improved across the WHOQOL-100 domains Physical, Psychological, Level of Independence, Social Relationships, and Environment, decreases were found in the WHOQOL-100 facet overall QOL and well-being as well as self-efficacy over the same time period. Hierarchical multiple regression was used to assess the utility of four control measures. MS disease severity and MS disease duration were entered at Step 1, explaining 16.1% of the variance in QOL. After entry of perceived stress, self-efficacy, social support, and the Depression, Anxiety and Stress Scale–21 (DASS-21) at Step 2, the total variance explained by the model as a whole was 55.8% (F6,1028 = 216.495, P < .001). Thus, even in the presence of stable disease and improvement in some WHOQOL-100 domains, overall QOL and self-efficacy had decreased at 2 years after the collection of baseline data. Loss of self-efficacy, increased stress, and depression are key factors in reduced QOL in people with MS.


Author(s):  
Donna L. Coffman ◽  
Tammy D. Gilligan

Many variables impact a student's adjustment to college and ultimate academic and social success. This study investigated the relationships between social support, perceived stress, self-efficacy, and life satisfaction among 94 first-year college students. Students who reported higher levels of social support and self-efficacy and lower levels of perceived stress also reported higher levels of life satisfaction. Social support and stress together accounted for 41 percent of the variance in life satisfaction ratings, with social support providing the largest contribution. The findings have implications for prevention and interventions with students experiencing difficulty in adjusting to college.


2004 ◽  
Vol 32 (5) ◽  
pp. 441-448 ◽  
Author(s):  
Serap Akgun

Learned resourcefulness theory suggests that people high in resourcefulness can minimize the negative effect of stress on their performance, therefore, they can do better than less resourceful individuals under stressful conditions (Rosenbaum, 1990). This study was designed to examine whether individuals high and low in resourcefulness, differ in their perceived stress levels, self-efficacy expectancies, and coping strategies. In the study, 255 students were asked to imagine themselves in two different stressful academic situations (controllable and uncontrollable) and to complete measures of perceived stress level, self-efficacy expectancy, and coping ways (Folkman & Lazarus, 1988). Data analyses indicated that highly resourceful students have higher self-efficacy expectancies. They use more problem-focused coping, more positive reappraisal, are more likely to seek social support, and less likely to use escape-avoidance strategies during the stages of an examination situation.


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