RESUMEN

Background: Various factors, including dietary habits, lifestyle choices, socio-economic status, cultural attitudes, academic stress, and access to mental health support services, influence the relationship between obesity and mental health among university students in Gulf Cooperation Council (GCC) countries. Understanding these complex interactions is crucial for developing effective interventions to promote both physical and mental well-being among students in the region. Therefore, this systematic review aims at understanding the variables associated with the relationship between obesity and mental health among university students in the (GCC) countries. Methods: This systematic review protocol was registered with the International Prospective Register of Systematic Reviews (PROSPERO) [CRD42024517806]. We conducted a systematic literature search using electronic databases including PubMed, PsycINFO, Scopus, CINAHL, Web of Science, and Google Scholar to identify relevant studies published up to 28-February-2024. A narrative synthesis approach was employed to summarize the findings of included studies. Data were synthesized according to predefined themes related to variables associated with the relationship between obesity and mental health among university students in GCC countries. Results: The prevalence of overweight and obesity among university students in GCC countries is alarmingly high, with a mean rate of 29.4%. Depression, anxiety, and body image dissatisfaction are significantly associated with obesity in this population. Poor sleep patterns are both a predictor and a consequence of obesity-related mental health issues. Socio-cultural factors play a crucial role in shaping students' perceptions of body image and mental health. Conclusion: These findings highlight the importance of comprehensive approaches to address the intertwined nature of obesity and mental health in this population, necessitating targeted interventions and further research efforts.

Asunto(s)

Salud Mental , Obesidad , Estudiantes , Humanos , Estudiantes/psicología , Estudiantes/estadística & datos numéricos , Universidades , Obesidad/epidemiología , Medio Oriente/epidemiología , Femenino , Prevalencia , Masculino , Adulto Joven , Depresión/epidemiología

RESUMEN

Technostress is defined as any unhealthy condition caused by dealing with modern technology in various harmful ways; examples of technostress include addiction and stress. Even though technostress has been extensively studied in the literature, little attention has been paid to investigating technostress among academics who work in exceptional circumstances, such as crises, and who might be experiencing different psychological states due to those circumstances. To fill the gap, this study aims to explore the factors influencing technostress among school teachers. The study examined technostress's level and factor graphics structure among 692 academics from different Arab countries during COVID-19. The technostress factors and their stories were explored and measured using sequential mixed methods and confirmatory and exploratory factor analysis. The study discusses various factors' direct and indirect effects on mobile technology integration in education and the theoretical and practical implications of managing technostress in online classes. A model of techno-stressors among Arab academics was found to include: schedule overload, complexity, uncertainty, uselessness, invasion, and compulsion. The direct effect of various factors on mobile technology integration in education is mainly positive, while indirect effects are more varied. The theoretical and practical implications of managing technostress in online classes include: considering the psychological and physiological impact of technostress on students' learning performance, decreasing overall satisfaction with the learning experience, and improving the overall quality of online courses. As a result of this study's findings, a new perspective is provided on how academics in particular circumstances (in this study, the occupation of Palestine) may behave and feel toward technology in teaching.