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)
If the authors of the study determine that the behavior of the study subjects is
primarily due to the influences of their peer environments, social interactions,
and the lack of structure or oversight during school hours and in home settings,
which of the following perspectives or approaches to behavior are the authors
most likely adopting?
A) A psychoanalytic approach
B) A behaviorist approach
C) A biological approach
D) A situational approach
Correct answer is D
There are a multitude of psychological theories that can be employed when
attempting to understand a particular aspect of human behavior. These include
the psychoanalytic, humanistic, trait, social cognitive, biological, and behaviorist
perspectives or theories, among others.
Of the choices presented, the approach that would be most interested in studying
how peer environments, social interactions, and structure/oversight at home and
school influence behavior would be the situational approach. This is because this
theory of behavior strongly believes that behavior is driven by the situations and
environments in which an individual finds himself or herself. For this reason, Answer
D is the correct choice
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