| Abstrakt: |
Supplemental Digital Content is Available in the Text. Introduction.: Doctor of Physical Therapy (DPT) students must meet high standards throughout their lives and careers, which can cause stress and anxiety, with potentially devastating impacts. This quantitative study examined whether and to what extent perfectionism, demographic characteristics, and coping strategies relate to state (situation-related) and trait (personality-related) anxiety in DPT students. Review of Literature.: Existing literature demonstrates high anxiety levels in DPT students; also, maladaptive perfectionism is associated with higher levels of stress. The predictive relationship between coping, perfectionism, and anxiety in DPT students has not been assessed. Subjects.: Convenience sample of DPT students in their first through third years across 8 different DPT programs (n = 206). Methods.: This paper was a cross-sectional, nonexperimental, multisite project. A hierarchical linear regression assessed the relationship between variables (demographics, coping, perfectionism, state anxiety, and trait anxiety). Results.: Approximately 81.5% of the sample reported being not a perfectionist, 7.0% maladaptive perfectionists, and 11.5% adaptive perfectionists. Students using adaptive coping comprised 72.3% of the sample, whereas 28.0% used primarily maladaptive coping mechanisms. State Trait Anxiety Inventory scores were higher for this sample of DPT students when compared with published studies in the normal population. Significant predictor variables for state anxiety were sex, type of coping strategies used, and class year in the DPT program. For trait anxiety, sex, coping strategy type, maladaptive perfectionism, and class year were significant. Discussion and Conclusion.: There is a predictive relationship between sex, type of coping strategies used, and year within the DPT program for both state and trait anxiety in DPT students. Presence of maladaptive perfectionism was an additional predictive variable for trait anxiety. This knowledge can help educational institutions better identify at-risk students for anxiety and tailor programs to better meet the individual needs of our students. [ABSTRACT FROM AUTHOR] |
