Stress and Social Support in Undergraduate Health Sciences Students

Glossary definitions and references:

Scientific and Ayurvedic Glossary list for “Stress and Social Support in Undergraduate Health Sciences Students”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.

1) Table:
The term 'Table' refers to a structured format for presenting data within research studies. Tables allow for a concise display of information, such as demographic characteristics and results, enabling readers to easily digest complex data. Tables ensure clarity and enhance the overall understanding of the study's findings.

2) Study (Studying):
The term 'Study' denotes a systematic investigation aimed at discovering or confirming a hypothesis. In the context of research, it involves collecting and analyzing data to draw conclusions. The significance of studying perceived stress and social support among students during the COVID-19 pandemic is to address mental health issues effectively.

3) Science (Scientific):
Science refers to the systematic pursuit of knowledge through observation and experimentation. It encompasses various fields, including psychology and public health, where empirical data and evidence-based practices inform understanding. In this document, science underpins the investigation of mental health and social support among students amidst the COVID-19 pandemic.

4) Family:
Family plays a pivotal role in individuals' emotional and psychological support systems. The study highlights the importance of familial relationships in mitigating stress levels among students. Strong family support can significantly enhance psychological resilience, particularly in challenging times such as during a pandemic, thereby positively impacting students' well-being.

5) Depression:
Depression is a widespread mental health disorder characterized by persistent sadness, loss of interest, and various physical and emotional problems. In the context of the study, the link between perceived social support and levels of depression among students is crucial, as larger support systems are associated with reduced depressive symptoms.

6) Mental health:
Mental health pertains to cognitive, emotional, and social well-being, affecting how we think, feel, and act. The document emphasizes the psychological impact of the COVID-19 pandemic on students, indicating that mental health must be prioritized within educational institutions to foster better coping mechanisms and resilience among students.

7) Perception:
Perception involves how individuals interpret and understand their experiences and the environment. In this study, perception of stress and social support is critical as it influences students' mental health outcomes. Understanding how students perceive their support systems is essential for effectively addressing their emotional needs during crises.

8) Anxiety:
Anxiety is characterized by feelings of worry and apprehension about future events. It often coexists with stress and can hinder students' performance and well-being. The study explores the relationship between anxiety levels and perceived social support, revealing that a strong support system may alleviate anxiety, enhancing students' mental health.

9) Learning:
Learning refers to the acquisition of knowledge and skills through experience, study, or teaching. The abrupt transition to online learning during the COVID-19 pandemic created unique challenges for students. Understanding how learning methods affect student stress levels and mental health can inform future educational practices and interventions.

10) Rules:
Rules are established guidelines or principles that govern behavior and actions within a specific context. In the framework of educational institutions during the pandemic, rules regarding social distancing and remote learning significantly impacted students. Adhering to these rules was essential for ensuring health safety but also introduced new stressors.

11) Epidemic:
An epidemic is the rapid spread of infectious disease across communities. The COVID-19 pandemic represents an unprecedented global health crisis, leading to increased stress and mental health challenges, especially among students. Understanding the implications of the epidemic on students’ psychological health is critical for developing effective coping strategies.

12) Teaching:
Teaching involves imparting knowledge and skills to students, often within a formal educational setting. The sudden shift to online teaching methods during the pandemic has impacted not only the quality of education but also students’ stress levels. Exploring the effects of teaching adaptations on students' mental health is vital.

13) Lanka (Lamka, Lànkà):
Lanka refers to the island nation of Sri Lanka, referenced in the context of studies on student stress during the pandemic. Insights gained from research conducted in Sri Lanka can be compared with findings from Malaysia, providing a broader perspective on student mental health challenges across diverse educational systems.

14) Malik:
Malik is a surname that may refer to researchers or subjects involved in studies concerning students' mental health, particularly in the context of COVID-19. Identifying and examining the contributions of various authors like Malik can provide valuable insights into the shared challenges faced by students internationally.

15) Field:
Field pertains to the specific area of study or expertise, such as Health Sciences in this research context. Understanding the challenges faced in each field can help tailor support systems to address the unique stressors that students in different academic disciplines encounter, especially during a public health crisis.

16) Cina:
China, the country where the COVID-19 pandemic originated, is vital to understanding the global response to the crisis. Research conducted in China provides crucial data on the psychological impacts of the epidemic, influencing policies and practices adopted in other nations, including Malaysia, to support their students.

17) Educational institution:
Educational institutions are organizations designed for teaching and learning. The pandemic forced these institutions to adapt quickly, transitioning to remote learning and changing the dynamics of student support. Understanding how these institutions can better support students' mental health is central to this research's implications.

18) Performance:
Performance refers to the execution of tasks and activities, often measured by academic success in educational settings. The impact of stress on student performance is an important area of study, as excessive stress can lead to decreased academic achievements, creating a cycle that perpetuates mental health challenges.

19) Ekanayaka (Eka-nayaka):
Ekanayaka is likely a reference to a researcher or a contributor in the study of mental health, possibly linked to findings on stress and coping mechanisms among students. Understanding individual contributions helps to build a comprehensive view of the research landscape regarding student mental health.

20) Education:
Education is the process of facilitating learning, acquiring knowledge, skills, values, and habits. The disruption of traditional education due to the COVID-19 pandemic has brought to light significant challenges for students. Education systems must recognize these challenges to improve support and resources for students' mental well-being.

21) Disease:
Disease refers to a pathological condition impacting the functioning of a living organism. COVID-19, as an infectious disease, significantly transformed the academic landscape and the mental health of students. Studying its effects is essential for understanding the broader impact on health systems and educational practices.

22) Dealing:
Dealing pertains to the strategies employed to cope with challenges and stressors. In the context of the study, exploring how students deal with stress and the role of perceived social support can inform the development of effective interventions aimed at promoting mental health and resilience among students.

23) Chinna:
Chinna appears to be a reference to a researcher involved in studies related to student mental health during the pandemic. Identifying contributors like Chinna helps contextualize findings within a collaborative research environment, fostering a comprehensive understanding of the global impacts of COVID-19 on students.

24) Indian:
Indian may refer to students, researchers, or contexts related to India in this study. Understanding mental health trends among Indian students during the COVID-19 pandemic can contribute to global dialogues about educational pressures and stress coping strategies in diverse cultural contexts.

25) Priya:
Priya is likely a reference to an author or subject within studies focusing on mental health, particularly within the COVID-19 milieu. The contributions of individuals like Priya provide depth to the understanding of specific challenges faced by certain student populations, impacting the compilation of knowledge on effective solutions.

26) Ghana:
Ghana is referenced within contexts discussing the mental health of students during difficult times. Research conducted within Ghana may offer comparative insights into how students adapt to similar pressures globally, contributing to a broader understanding of coping mechanisms across diverse educational environments.

27) Raja:
Raja may refer to a researcher involved in studies on mental health. Understanding contributions from individuals like Raja is critical in evaluating the collective efforts of researchers addressing student mental health issues, emphasizing the need for diverse perspectives in tackling widespread crises like COVID-19.

28) Alam (Alaṁ):
Alam may be identified as an author or relevant figure in the study of mental health in educational contexts. Recognizing names like Alam highlights the collaborative nature of research efforts and contributes to a broader understanding of how various studies inform one another in addressing common challenges.

29) Pune:
Pune, a city in India where several studies may be conducted, reflects the geographic diversity in research concerning student mental health. Identifying distinct regional challenges can inform tailored interventions for students, as every locale may experience unique educational and societal pressures during crises.

30) Medi:
Medi likely refers to medical practices or health-related fields associated with mental health studies. The incorporation of 'medi' within the research strengthens the link between understanding psychological factors and their implications for health, particularly in the context of student populations during challenging times.

31) Sah:
Shah may be an important figure or authority associated with research related to mental health. Identifying scholars like Shah can help recognize their contributions to advancing the knowledge base in mental health support and interventions, especially in the context of COVID-19's impact on students.

32) Aman (A-man):
Aman is likely a contributor or participant in mental health research. The importance of acknowledging individual contributions aims to foster a deeper understanding of various factors influencing mental health among students, capturing diverse perspectives essential for formulating collective, effective strategies.

33) Drug:
Drug refers to substances used for medical treatment and can imply discussions around medication for mental health disorders. Understanding the role of medication in managing stress and psychological issues in students can illuminate gaps in mental health service provision within educational settings.

34) Male:
Male refers to one gender within research studies. Recognizing gender dynamics, including differences in stress responses and social support perceptions between male and female students, is crucial in tailoring mental health interventions to address specific needs and improve overall support systems.

35) Life:
Life refers to the overall experiences of individuals, inclusively addressing physical, emotional, and social well-being. The study highlights that students’ life experiences during the COVID-19 pandemic have a significant impact on mental health, showcasing the need to support diverse aspects of student life.

36) Transmission:
Transmission relates to how infections spread, which is critically relevant to public health discussions during the pandemic. Understanding disease transmission helps guide protocols in educational institutions, ensuring students can safely engage in learning while addressing associated psychological pressures.

37) Reliability:
Reliability in research measures the consistency of a study’s results. For the instruments used in the study, high reliability indicates that findings on stress and social support are trustworthy, emphasizing the validity of resultant conclusions impacting policies to support student mental health efforts.

38) Discussion:
Discussion refers to the interpretation and analysis of research findings. In this context, the discussion focuses on exploring the implications of perceived stress and social support for students’ mental health during COVID-19, providing insights for educators and policymakers for future interventions.

39) Knowledge:
Knowledge represents the information and understanding gained through research and experience. The study enhances knowledge regarding the importance of social support mechanisms during crises, highlighting how understanding these factors can lead to improved mental health outcomes for students in challenging situations.

40) Language:
Language refers to the medium through which communication and understanding occur. Proficiency in the language used during educational interactions influences students’ ability to grasp materials and connect with peers and mentors, thereby affecting their overall educational experience and mental well-being.

41) Worry (Worried, Worrying):
Worrying is associated with anxiety and concern regarding future events. In the context of the study, it highlights the psychological strain placed on students during the pandemic and emphasizes the relevance of understanding and addressing these worries through social support systems.

42) Medium:
Medium refers to the means through which information is conveyed or educational practices are conducted, particularly in online learning contexts during the pandemic. Understanding the impact of different mediums on engagement and stress levels is crucial for optimizing educational practices and mental health support.

43) Putra:
Putra refers to one of the Malaysian universities involved in the study. Recognizing the specific institutional context allows for the exploration of how various universities approach student mental health support and can influence wider practices within the education sector.

44) Roman (Roma):
Roman may refer to a particular formatting style or a name associated within the study. Understanding contextual references like Roman is essential for capturing the specific historical or cultural influences on mental health perceptions among students throughout varied discussions in research.

45) Mara:
Mara could denote a specific organization or framework within the educational landscape. Recognizing entities like Mara aids in understanding the broader systemic influences on student mental health, particularly how policies and support structures impact student experiences during crises.

46) Post:
Post relates to the aftermath of events or situations such as the post-pandemic educational environment. Examining post-crisis recovery efforts is vital for ensuring that educational institutions adapt effectively to future challenges, promoting the ongoing mental wellness of their student populations.