Passage 8
Cell phones have increased dramatically as a new communication technology in the
modern world. This study aimed to determine the relationship between cell phone
over use scale with depression, anxiety and stress among university students in
Khorramabad, Iran.
In this descriptive-analytical and cross-sectional study, 212 students were
randomly selected from the Lorestan University of Medical Sciences by a
combination of stratified and clustered random sampling. Data were collected
by two standard questionnaires including, Cell-phone Over-use Scale (COS) and
Depression, Anxiety and Stress (DASS-21) and were analyzed using SPSS V.22.
Based on the results, 72.2% of the students were exclusively male, which a majority
of them were in age of 21–23years (46.2%), and 92.5% were single. Based on the
multiple linear regression and after adjustment for the confounding effect, there
was a significant relationship between cell phone over use scale on student’s
stress (t=2.614, P=0.010), and student’s anxiety (t=2.209, P=0.028); however there
was not a significant relationship between cell phone over use scale on student’s
depression (t=1.790, P=0.075).
Based on the multiple linear regression and after adjustment for the confounding
effect, there was a significant relationship between cell phone over use scale on
student’s stress (t=2.614, P=0.010); so that by increasing in each unit of cell phone
over use score, the student’s stress score increases about 0.040units. In other
words, by increasing in every 25units of cell phone over use score, the student’s
stress score increases about 1 unit.
Also after adjustment for the confounding effect, there was a significant relationship
between cell phone over use scale on student’s anxiety (t=2.209, P=0.028); so that
by increasing in each unit of cell phone over use score, the student’s anxiety score
increases about 0.031units. In other words, by increasing in every 33units of cell
phone over use score, the student’s stress score increases about 1 unit.
Finally after adjustment for the confounding effect, there was not a significant
relationship between cell phone over use scale on student’s depression (t=1.790,
P=0.075); so that by increasing in each unit of cell phone over use score, the
student’s anxiety score increases about 0.028units. In other words, by increasing
in every 36units of cell phone over use score, the student’s stress score increases
about 1 unit.
Harmful use of cell phones can aggravate psychological disorders such as anxiety,
stress and depression and by controlling this factor can increase the level of mental
health and improve the quality of life in students.
Investigate the relationship between cell-phone over-use scale with depression,
anxiety and stress among university students. Adapted from Hashemi et al. (2022)
Which of the following factors are not accounted for by the biopsychosocial
model of psychological disorders?
A) Acquired neurotransmitter deficiencies or excesses
B) The influence of childhood trauma and other adverse childhood events
C) Personality types that predispose a person to ineffective coping
mechanisms
D) None of the above
Correct answer is D
The biopsychosocial model of psychological disorders is one of the many theories
of how and why psychiatric conditions develop. Specifically, the biopsychosocial
model states that these disorders can be traced to a wide range of factors and
forces including biological, psychological, and social factors. As a result, the
biopsychosocial model accounts for acquired neurotransmitter deficiencies or
excesses (as some of the many biological factors that can lead to mental illness),
personality types that predispose a person to ineffective coping mechanisms
(as one of the many possible psychological factors), as well as the influence of
childhood trauma and other adverse childhood events (a social factor). For this
reason, Answer D is correct because all three of these influences are accounted for
and important to those who adhere to the biopsychosocial model of psychological
disorders.
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