Investigating the Relationship between Psychosocial–Social health and Academic Achievement of the Students in North Khorasan University of Medical Sciences

Introduction: In this study, the relationship between psychosocial-social status and the academic achievement of the students from North Khorasan University of Medical Sciences was investigated in order to take steps in providing more effective services to the students. Methods: This was a cross-sectional study, conducted on 423 students from North Khorasan University of Medical Sciences, who were selected by a multistage sampling method (stratified and systematic random). Data were collected using a demographic information questionnaire, general health questionnaire (GHQ-12), Rosenberg self-esteem scale, the multidimensional scale of perceived social support (MSPSS), social health scale, and the life satisfaction scale. Data were analyzed using SPSS18 18 and descriptive-statistical tests. Results: The mean of the subjects’ age was 21/65±3/52, the mean of their GPA was 16/2±1/47, and the mean of their mental health was 23/46 ± 6/08. There was no significant relationship between the students' GPA and their mental health. However, there was a significant relationship between mental health and life satisfaction, social support, self-esteem, and social health. Girls' life satisfaction was higher than that of the boys (P=0/027). The girls’ perceived social support was lower than the boys' (P=0/025). The singles' level of life satisfaction was lower than that of the married couples (P>0/100). There was a significant difference in life satisfaction of the students with different majors (P=0/500). Their perceived social support also showed a significant difference (P=0/10). Conclusion: According to the results of the study, in general, different dimensions of psychological and social status such as self-esteem, self-confidence, social support, social health, life satisfaction can affect the students' educational status. This relationship is usually reciprocal, meaning that social and psychological indicators affect the educational status, and the educational status is also effective in improving or deteriorating mental and social health.