RELATIONSHIP OF LEARNED HELPLESSNESS AND SOCIAL INCLUSION WITH PSYCHOLOGICAL DISTRESS IN MEDICAL STUDENTS OF PAKISTAN

Abstract

The aim of the present study was two-folded: First is to explore the relationship of learned helplessness with psychological distress in medical students. Second is to explore the relationship of social inclusion with psychological distress in medical students. The sample consisted of 315 medical students aged between 18-24 years (M=21.4, SD=1.88) recruited through purposive sampling technique from private and public medical colleges. To measure the variables, Learned Helplessness Scale (Quinless & McDermott-Nelson, 1988), Social Inclusion Scale (Secker et al., 2009) and Depression, Anxiety and Stress Scale (Lovibond & Lovibond, 1995) were used. The results reveal significant association and contribution of learned helplessness and social inclusion on psychological distress. These findings signify that learned helplessness in medical students can increase psychological distress and that students who are more socially connected has lower levels of psychological distress. These findings have clinical and research implications.