Psychological reactance modifies perception and adherence to interventions in medical students
Main Article Content
Keywords
Psychological reactance, Medical Student, Anxiety, Perception, Psychosocial Intervention
Abstract
Psychological reactance is our knee-jerk negative reaction to being told what to do. In previous works, we have identified little participation in intervention by students, and its relationship to reactance is unknown. Objective: To determine the level of the reactance of students, as well as its association with the perception and participation in psychological intervention, sociodemographic factors, and anxiety symptomatology during the pandemic. Methods: A descriptive, analytical, cross-sectional study was conducted on medical students; the estimation of reactance was done with the Hong Psychological Reactance scale, anxiety symptomatology was determined with the Trait and State Anxiety Inventory (TA and SA), and sociodemographic factors using a basic questionnaire, both through a Google form. Results: About 43% of the students have medium and high levels of reactance; higher reactance was observed in younger students, from lower semesters, with knowledge of presenting anxiety symptoms, aware of needing help and considering interventions important. On the other hand, about 70 % of the students showed medium to very high levels of SA, and about 40 % showed medium-high levels of TA. No association was observed: between the reactance, who did participate in the intervention and those who presented higher anxiety levels. Conclusion: Psychological reactance modifies the perception and searches for support through psychological interventions; it is necessary to establish a change of attitudes in university students through psychological techniques to mitigate the avoidance of responsibilities: mainly in highly reactive individuals.
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