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DEPRESSION, ANXIETY, STRESS AND SELF ESTEEM AMONG PHYSIOTHERAPY

STUDENTS AND THE RELATIONSHIP TO ACADEMIC PERFORMANCE-A CROSS
SECTIONAL STUDY

Article · August 2013

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 Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013

DEPRESSION, ANXIETY, STRESS AND SELF ESTEEM AMONG

PHYSIOTHERAPY STUDENTS AND THE RELATIONSHIP TO ACADEMIC
PERFORMANCE- A CROSS SECTIONAL STUDY
A. Thangamani Ramalingam
Lecturer in physiotherapy,
Sarvajanik college of physiotherapy,Rampura,surat.
Contact: E-mail: atramalingam@gmail.com
Mo.:9426439169
Abstract

PURPOSE: The purpose of this study was to improve understanding of the psychological
variables level on recent performance of physiotherapy students. METHOD: The self
reported measures Rosenberg self esteem scale and depression, anxiety and stress scale were
used. Data Analysis was done using SPSS v. 15. RESULT: A moderate relationship was
observed between the scores of anxiety and depression, anxiety and stress(r=.45, r=.55,
p<.05) of participants. Anxiety and depression explained 33.10% of variance in stress level
and anxiety, depression and stress explained 18.30% of variance in self esteem level of
participants. CONCLUSION: These findings show that physiotherapy students have got
moderate level of scores in negative variables affecting their esteem levels. But there is no
relation to their recent performance.

Keywords: psychological variables, self esteem, academic performance, physiotherapy

students

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Introduction

It is of utmost importance to identify the emotional challenges students face today in

higher education and recognizing students with potential or actual weaknesses. These
weaknesses may include emotional instability that occurs during enrollment in a
physiotherapy program at the college setting. Professional education can be a stressful
experience for some individuals, and may impact negatively on emotional well-being and
academic performance. All college students face challenges such as financial restraints,
challenging courses, adapting to new experiences, and peer pressure. Some studies reflect
that college students in general may have a higher rate of psychopathology than the general
population. Additionally, high levels of stress tend to lead to more anxiety, anger, and
depression (rosenthal, 2000). Since health care professionals provide care to the public, early
identification of these emotional problems may lead to programs directed at prevention or
reduction of negative emotional states among students. Researchers have less clearly
explored and defined the emotional states of physiotherapy students and how those factors
affect performance.The emotional vulnerability of a significant proportion of physiotherapy
students, with academic and personal issues being the greatest concern. While personal
causes of stress such as stressful events and mood are more difficult to control, manipulation
of curricular factors may have positive effects on academic sources of stress.(Walsh J.M.,
2010)
Depression is a state of low mood and aversion to activity that can have a negative
effect on a person's thoughts, behavior, feelings, world view and physical well-
being(Salmans, Sandra, 1997). Depressed people may feel sad, anxious, empty, hopeless,
worried, helpless, worthless, guilty, irritable, hurt or restless. Depression in young adults is a
common health problem and a growing public concern. Forty-four percent of American
college students report feeling symptoms of depression(Health, 2012) This data suggests that
traditional college aged students may be at high risk for depression or depressed mood.
Moreover females suffer more than males(Nolen-Hoeksema, Susan, october2001)
Anxiety is a psychological and physiological statecharacterized by somatic,
emotional, cognitive, and behavioral components (Seligman, 1996). It is the displeasing
feeling of fear and concern(Davison, 2008). The root meaning of the word anxiety is 'to vex
or trouble'; in either presence or absence of psychological stress, anxiety can create feelings
of fear, worry, uneasiness, and dread. It is also associated with feelings of restlessness,
fatigue, concentration problems, and muscle tension(Bouras, 2007). Test anxiety which is

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labeled as anticipatory anxiety is prevalent amongst the student populations. It is a

physiological condition in which people experience extreme stress, anxiety, and discomfort
during and/or before taking a test. These responses can drastically hinder an individual's
ability to perform well (Sarason, I.G, 1960).

Stress typically describes a negative concept that can have an impact on one’s mental and
physical well-being. Physiologists define stress as how the body reacts to a stressor, real or
imagined a stimulus that causes stress. Acute stressors affect an organism in the short term;
chronic stressors over the longer term. Chronic stress is seen to affect parts of the brain
where memories are processed through and stored. Stress has a significant effect on memory
formation, learning and decreases memory recall in humans. (Schwabe, 2010)

Self-esteem is a term used in psychology to reflect a person's overall emotional evaluation of

his or her own worth. Self-esteem is a disposition that a person has which represents their
judgements of their own worthiness.(Hewitt, 2009) In the mid 1960s, Morris Rosenberg and
social-learning theorists defined self-esteem as a personal worth or worthiness. Nathaniel
Branden in 1969 defined self-esteem as "the experience of being competent to cope with the
basic challenges of life and being worthy of happiness." According to Branden, self-esteem is
the sum of self-confidence a feeling of personal capacity and self-respect a feeling of
personal worth. It exists as a consequence of the implicit judgement that every person has of
their ability to face life's challenges, to understand and solve problems, and their right to
achieve happiness, and be given respect. The relationship involving self-esteem and
academic results does not signify that high self-esteem contributes to high academic results. It
simply means that high self-esteem may be accomplished due to high academic performance
due to the other variables of social interactions and life events affecting this
performance.(Baumeister, Campbell, Krueger, & Vohs, 2003) Recent research indicates that
inflating students' self-esteem in and of itself has no positive effect on grades. One study has
(Baumeister & Jennifer D.
shown that inflating self-esteem by itself can actually decrease grades.
Campbell, 2011).

Statement of the Problem

The main challenge of educators is to assist students in becoming successful in college.
Physiotherapy programs and university officials continue to be concerned with the ability of
students to successfully complete rigorous and challenging programs. There is minimal
research to specifically identify whether there is a relationship between the levels of

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depression, anxiety, and stress among students and how those negative emotional states may
affect performance. The levels of depression, anxiety and stress levels among college
students are very high (27.1%, 47.1%, and 27%, respectively). Development of support
services for this group is a necessity in the university setting (Nuran Bayram, 2008).
However, the extent of the effect that depression, anxiety, stress and self esteem have on
performance scores is unclear. Do physiotherapy students have a high occurrence of negative
emotional states? If so, does the amount of depression, anxiety, and stress significantly affect
performance?

Significance of the study

Even though several studies ((Chaplin, 2006) (rosenthal, 2000) have described levels of
negative emotional states among college students in general, there has been limited research
conducted on levels of depression, anxiety, stress and self esteem levels among student
physiotherapists.

Purpose of the study

The purpose of this study was to improve understanding of the psychological variables of
depression, anxiety, and stress and self esteem level on recent performance of physiotherapy
students.

1. To find out the relationship among the psychological variables.

2. To find out the effect of psychological variables on performance.

Hypotheses
1. H0: There is no significant relationship among anxiety, depression and stress scores.
Ha: There is significant relationship among anxiety, depression and stress scores.
2. H0: There is no significant relationship among anxiety, depression, stress and self esteem
scores.
Ha: There is significant relationship among anxiety, depression, stress and self esteem
scores.
3. H0: There is no significant relationship between recent performance and psychological
variables.
Ha: There is significant relationship between recent performance and psychological
variables.

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Literature review
According to Donald Wachelka, Roger C Katz(Donald wachelka et al, 1999), test anxiety
seems like a benign problem to some people, but it can be potentially serious when it leads to
high levels of distress and academic failure in otherwise capable students. Because test
anxiety is common in older students with learning disabilities (LD), it is surprising that little
research has been done on ways to reduce the distress these students experience in test
situations.

According to El-Anzi, Freih Owayed (El-anzi, freih owayed, 2005), the aim of this study was
to examine the relationship between academic achievement and the following variables:
anxiety, self-esteem, optimism, and pessimism. The salient findings of the investigation were
the significant positive correlation between academic achievement and both optimism and
self-esteem - whereas the correlations were negative between academic achievement and both
anxiety and pessimism.

According to Jadoon NA et al(Jadoon na, yaqoob r, raza a, shehzad ma, zeshan sc, 2010), a
cross-sectional study was carried out at Nishtar Medical College, Multan in 2008, The results
showed that medical students constitute a vulnerable group that has a high prevalence of
psychiatric morbidity comprising of anxiety and depression.

METHODOLOGY
Participants
Physiotherapy college students, sarvajanik college of physiotherapy (n=132)
Study Design
A cross-sectional study.

Sampling
Non probability sampling

Outcome Measures
The Depression, Anxiety, and Stress Scales(DASS)(Lovibond, 1995) were
developed by researchers at the University of New South Wales (Australia. The reliability
scores of the scales in terms of Cronbach's alpha scores rate the Depression scale at 0.91, the
Anxiety scale at 0.84 and the Stress scale at 0.90 in the normative sample.
The means and standard deviations for each scale are 6.34 and 6.97 for depression, 4.7 and
4.91 for anxiety and 10.11 and 7.91 for stress, respectively. The mean scores in the normative

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sample did vary slightly between genders as well as varying by age, though the threshold
scores for classifications do not change by these variations.

The Rosenberg self-esteem scale (RSES)(Rosenberg, 1965), developed by

sociologist Dr. Morris Rosenberg, is a self-esteem measure widely used in social-science
research. The RSES is designed similar to social-survey questionnaires. It is a ten-
item Likert-type scale with items answered on a four-point scale from strongly agree to
strongly disagree. Five of the items have positively worded statements and five have
negatively worded ones. The scale measures state self-esteem by asking the respondents to
reflect on their current feelings

Procedure
The self reported measures were given to the participants who were present at the time of
distribution of the questionnaires and consented. And the data was collected with the
necessary personal and demographical data. Data Analysis was done using SPSS v. 15.

Limitations of the study

It is a single center study

Male participants are less

Less sample size

Data analysis

The participants (n=132),physiotherapy students of sarvajanik college of

physiotherapy completed the self reported measures and Statistical analysis was conducted
using SPSS 15.0evaluation version for windows for Windows [computer software]).
Descriptive statistics and measures of central tendencies for demographic data were
evaluated. Kolmogrov smirnovz test was used to find out the normality of the data collected
from the outcome measures. Parametric tests were used to compare the means. A correlation
matrix was created among the variables and Regression analysis was also used to determine
the relationship between psychological variables and performance of the participants. Scatter
plots were used to show the significant relationships among variables.

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Results

Demographic and descriptive data

One hundred and thirty two subjects with mean age 19.35±1.35 were included in the
study. There were very less male subjects (n=10) compared to females(n=122). Table 1
shows the demographical data.

Table 1

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

age of student 132 17.00 23.00 19.3561 1.35991
year of study 132 1.00 4.00 2.4697 1.14211
sex of student 132 1.00 2.00 1.9242 .26562
Valid N 132

Sex of student

Frequency Percent Valid Percent Cumulative Percent

Valid male 10 7.6 7.6 7.6
122 92.4 92.4 100.0
female
132 100.0 100.0
Total

Psychological variable scores of participants

Table 2 and figure 1 shows the various mean levels of the psychological variables and
recent performance score of participants. The self esteem level improved gradually through
the years. The students have mild to severe anxiety score , mild depression and mild stress
level. Other descriptive data are listed in table 3.

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Table 2

psychological variable scores of participants

year of study

first year second year third year final year

Mean Mean Mean Mean

recent performance score 73.12 63.71 69.49 63.49
anxiety score 15.56 16.00 7.94 13.64
depression score 12.17 10.58 8.56 10.97
stress level 17.11 16.97 10.38 13.03
self esteem level 17.92 19.23 19.25 20.06

Table 3
Statistics

anxiety depression stress self esteem recent performance

score score level level score
N Valid 132 132 132 132 132
0 0 0 0 0
Missing
Mean 13.3333 10.6212 14.4242 19.0833 67.6214
Std. Error of
.56935 .59224 .53774 .34866 .63072
Mean
Median 12.0000 10.0000 16.0000 20.0000 66.6600
Mode 10.00 10.00 16.00 21.00 61.00
Std. Deviation 6.54132 6.80428 6.17817 4.00580 7.24642
Variance 42.789 46.298 38.170 16.046 52.511
Skewness .255 .698 .066 -.199 .338
Std. Error of
.211 .211 .211 .211 .211
Skewness
Kurtosis -.362 -.005 -.238 .292 .288
Std. Error of
.419 .419 .419 .419 .419
Kurtosis
Range 32.00 28.00 28.00 21.00 44.00
Minimum .00 .00 2.00 8.00 45.00
Maximum 32.00 28.00 30.00 29.00 89.00

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Figure 1

Different levels of psychological variables

anxiety score
depression score
20.06
stress level
13.03
self esteem level
final year
10.97

13.64

19.25

10.38
third year
8.56
year of study

7.94

19.23

16.97
second year
10.58

16.00

17.92

17.11
first year
12.17

15.56

0.00 5.00 10.00 15.00 20.00 25.00

Mean

Depression Anxiety Stress Self esteem

Normal 0-9 0-7 0-14 15-25
Mild 10-13 8-9 15-18 <15 low self esteem
Moderate 14-20 10-14 19-25
Severe 21-27 15-19 26-33
Extremely Severe 28+ 20+ 37+

Correlations among the psychosocial variables and performance

All assumptions for linear regression analysis were met. Table 4 shows the significant
relationships between anxiety * depression (r=.45,p<.001),anxiety* stress (r=.55,p<.001) and
anxiety shows negative relationships with self esteem and recent performance(r=-.26,p<.001;
r=.18,p<.05).And significant relationships between depression*stress(r=.42,p<.001), and

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depression*self esteem level(r= -.44,p<.001)stress shows negative relationship with self

esteem(r= -.25,p<.001).

Table 4 Correlations

recent self
performance anxiety depression stress esteem
score score score level level
recent Pearson
1 -.177(*) -.068 -.050 -.095
performance Correlation
score
Sig. (2- .042 .436 .566 .279
tailed)
132 132 132 132 132
N
anxiety score Pearson
-.177(*) 1 .448(**) .550(**) -.264(**)
Correlation

Sig. (2- .042 .000 .000 .002

tailed)
132 132 132 132 132
N
depression Pearson
-.068 .448(**) 1 .424(**) -.441(**)
score Correlation

Sig. (2- .436 .000 .000 .000

tailed)
132 132 132 132 132
N
stress level Pearson
-.050 .550(**) .424(**) 1 -.246(**)
Correlation

Sig. (2- .566 .000 .000 .005

tailed)
132 132 132 132 132
N
self esteem Pearson - -
-.095 -.441(**) 1
level Correlation .264(**) .246(**)

Sig. (2- .279 .002 .000 .005

tailed)
132 132 132 132 132
N
* Correlation is significant at the 0.05 level (2-tailed).

** Correlation is significant at the 0.01 level (2-tailed).

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Regression analysis between psychosocial variables

Table 5 shows the Multiple regression revealed that the linear combination of the predictor
variables depression and anxiety contributed 33.15% ±5.05 variance in stress level(F change
2,p=.000)

Table 5

Std. Error
R Adjusted of the
Model R Square R Square Estimate Change Statistics
R
Sig. F Square F
Change Change Change df1 df2
1 .585(a) .342 .331 5.05164 .342 33.471 2 129 .000
a Predictors: (Constant), depression score, anxiety score

b Dependent Variable: stress level

Table 6 shows the Multiple regression revealed that the linear combination of the predictor
variables stress,depression and anxiety contributed 18.3% ±3.62 variance in selfesteem
level(F change 3,p=.000)

Table 6

Std. Error
R Adjusted of the
Model R Square R Square Estimate Change Statistics
R
Sig. F Square F
Change Change Change df1 df2
1 .449(a) .201 .183 3.62171 .201 10.753 3 128 .000

a Predictors: (Constant), stress level, depression score, anxiety score

b Dependent Variable: self esteem level

Table 7 shows the partial correlation that revealed the control of predictor variables stress,
depression and anxiety have no significant relationship between self esteem and recent
performance of the students.(r=-15 p=.081)

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Table 7
Correlations

self recent
esteem performance
Control Variables level score
stress level & anxiety self esteem level Correlation 1.000 -.154
score & depression
score Significance (2- . .081
tailed)
0 127
df
Correlation -.154 1.000
recent
performance Significance (2- .081 .
score tailed)
127 0
df

Figure 2 shows positive relationship between anxiety and stress

Scale
40.00 5
4
3
2
1

30.00
anxiety score

20.00

10.00

R Sq Linear = 0.302

0.00

0.00 5.00 10.00 15.00 20.00 25.00 30.00

stress level

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Figure 3shows negative relationship between depression and self esteem

Scale
30.00 6
5
4
3
2

25.00 1

20.00
self esteem level

15.00

10.00

R Sq Linear = 0.195

5.00

0.00 5.00 10.00 15.00 20.00 25.00 30.00

depression score

Discussion

Of our three hypotheses testing the results of correlation showed there is a significant
relationship between anxiety, depression and stress scores .Moreover they are negatively
related to self esteem level of participants. Among the participants the self esteem level
improved gradually through the years. Students have mild to severe anxiety score (first and
second year students dominate than others), mild depression (all the year students share the
same level) and third and final year had no stress compared to mild stress level of first and
second year students.

Anxiety and depression explained 33.10% of variance in stress level and anxiety,
depression and stress explained 18.30% of variance in self esteem level of participants.

When it comes to the recent performance level of students and psychological

variables they share very less relationship. The performance score was not depending upon
the psychological variables. The recent performance of the participants and self esteem level
had no relationship when other variables even are controlled. Recent research indicates that
inflating students' self-esteem in and of itself has no positive effect on grades (Baumeister & Jennifer
D. Campbell, 2011).

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Conclusion

Though the physiotherapy students share common psychological variables score as

per theoretical hypothesis their influence on recent performance does not have significance. It
suggest that the performance of the students is influenced by some other social
demographical factors which should be taken into consideration in the future research.

References

Baumeister, R. F., & Jennifer D. Campbell, J. I. ( 2011, February 20). "Exploding the Self-
Esteem Myth". . Scientific American. Retrieved .

Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). "Does High Self-
Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier
Lifestyles?". Psychological Science in the Public Interest 4 (1) , 1–44.

Bouras, n. a. (2007). Psychiatric and Behavioural Disorders in Intellectual and

Developmental Disabilities 2nd ed. UK: Cambridge University Press.

Chaplin, T. M. (2006). Anger, happiness, and sadness: associations with depressive

symptoms in late adolescence. Journal of Youth and Adolescence,35 , 977-986.

Davison, G. C. (2008). Abnormal Psychology. Toronto,Veronica Visentin: 154.

Donald wachelka et al. ( 1999). reducing test anxiety and improving academic self-esteem in
high school and college students with learning disabilities. journal of behavior therapy and
experimental psychiatry,september , volume 30, issue 3 pages 19.

El-anzi, freih owayed. (2005). academic achievement and its relationship with anxiety, self-
esteem, optimism, and pessimismsocial behavior and personality in kuwaiti students. an
international journa,lvolume 33, number 1 , 95-104.

Health, R. A. (2012, January 19). An Analysis of Depression Across the States. Mental
Health America .

Hewitt. (2009). . In J. P., Handbook of Positive Psychology (pp. 217–224). Oxford: Oxford
University Press.

Jadoon na, yaqoob r, raza a, shehzad ma, zeshan sc. (2010). anxiety and depression among
medical students: a cross-sectional study. J pak med assoc,aug60(8 , ):699-702.

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Lovibond, S. &. ( 1995). Manual for the Depression Anxiety Stress Scales. (2nd. Ed.).
Sydney: Psychology Foundation.

Nolen-Hoeksema, Susan. (october2001). "Gender Differences in Depression". : . . Current

Directions in Psychological Science 10 (5) , 173–176.

Nuran Bayram, N. B. (2008). The prevalence and socio-demographic correlations of

depression, anxiety and stress among a group of university students. Social Psychiatry and
Psychiatric Epidemiology,august2008,Volume 43, Issue 8 , 667-672.

Rosenberg, m. (1965). Society and the adolescent self-image. Princeton, nj: princeton .

rosenthal, s. (2000). Prevalence of psychological symptoms among undergraduate students in

an ethnically diverse urban public college. journal ofACH , 12-8.

Salmans, Sandra. ( 1997). Depression. Questions You Have – Answers You Need. People's
Medical Society .

Sarason, I.G. (1960). Empirical findings and theoretical problems in the use of anxiety scales.
Psychological Bulletin57 , 403-415.

Schwabe, L. &. (2010). Learning under stress impairs memory formation . Neurobiology of
Learning and Memory, 93(2) , 183-188.

Seligman, M. W. (1996). Abnormal psychology, (4th ed.). New York: W.W. Norton &
CompanyInc.

Walsh J.M. (2010). Sources of stress and psychological morbidity among undergraduate
physiotherapy students. elsevierPhysiotherapy,volume96,issue3 , 206-212.

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DASS21 Name: Date:

Please read each statement and circle a number 0, 1, 2 or 3 which indicates how much the
statement applied to you over the past week. There are no right or wrong answers. Do not
spend too much time on any statement.
The rating scale is as follows:
0 Did not apply to me at all
1 Applied to me to some degree, or some of the time
2 Applied to me to a considerable degree, or a good part of time
3 Applied to me very much, or most of the time

1 I found it hard to wind down 0 1 2

3
2 I was aware of dryness of my mouth 0 1 2
3
3 I couldn't seem to experience any positive feeling at all 0 1 2
3
4 I experienced breathing difficulty (eg, excessively rapid breathing, 0 1 2
breathlessness in the absence of physical exertion) 3
5 I found it difficult to work up the initiative to do things 0 1 2
3
6 I tended to over-react to situations 0 1 2
3
7 I experienced trembling (eg, in the hands) 0 1 2
3
8 I felt that I was using a lot of nervous energy 0 1 2
3
9 I was worried about situations in which I might panic and make 0 1 2
a fool of myself 3
10 I felt that I had nothing to look forward to 0 1 2
3
11 I found myself getting agitated 0 1 2
3
12 I found it difficult to relax 0 1 2
3
13 I felt down-hearted and blue 0 1 2
3
14 I was intolerant of anything that kept me from getting on with 0 1 2
what I was doing 3
15 I felt I was close to panic 0 1 2
3
16 I was unable to become enthusiastic about anything 0 1 2
3
17 I felt I wasn't worth much as a person 0 1 2
3
18 I felt that I was rather touchy 0 1 2
3
19 I was aware of the action of my heart in the absence of physical 0 1 2
exertion
www.mdegq.com (eg, sense of heart rate increase, heart
Page 189 missing a beat) 3
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20 I felt scared without any good reason 0 1 2
3
 Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013

21 I felt that life was meaningless 0 1 2

3

Appendix

Tools

Rosenberg Self-Esteem Scale

Instructions: Below is a list of statements dealing with your general feelings about yourself. If
you strongly agree, circle SA. If you agree with the statement, circle A. If you disagree,
circle D. If you strongly disagree, circle SD.

1. On the whole, I am satisfied with myself. SA A D SD

2.* At times, I think I am no good at all. SA A D SD
3. I feel that I have a number of good qualities. SA A D SD
4. I am able to do things as well as most other people. SA A D SD
5.* I feel I do not have much to be proud of. SA A D SD
6.* I certainly feel useless at times. SA A D SD
7. I feel that I’m a person of worth, at least on an equal plane with SA A D SD
others.
8.* I wish I could have more respect for myself. SA A D SD
9.* All in all, I am inclined to feel that I am a failure. SA A D SD
10. I take a positive attitude toward myself. SA A D SD

Demographical data:

Age:

Sex:

Class/year:

Last year marks scored in %:

Height:

Weight:

Number of Graduates in family:

Locality:

Annual family income:

Id:

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