The demographic characteristics of the research samples of this study are given in Tables 1 and 2.
The distribution of the quantitative variables of the research is as follows: out of 1,181 students participating in the research, the minimum age was 16 and the maximum age was 18. The average age of the participants was 17.10. The average number of people in the family was 3.54 with a minimum of 2 and a maximum of 4.
From the qualitative variables of the research, 781 students (66.1%) of the participants were the first child in the family, 260 students (22.01%) were the second child in the family, 95 students (8%) were the third child in the family and 45 students (3.81%) were the fourth and subsequent children of the family. 478 students (40.5%) had a history of mental illness in their family and 703 students (59.9%) did not have a history of mental illness in their family. 170 (14/4) fathers of the students had a post-diploma education, 405 (34.3%) had a diploma, 606 (51/3) had a university education. The education of the mothers was 151 (12.8) below diploma, 433 (36.7%) diploma, and 597 (50.6%) with a university degree. Regarding the students' father's occupation, 378 people (32%) were government employees, 731 people (62%) were non-government employees, 56 people (5%) were retired, and 13 people (1.1%) were unemployed. As for the occupation of the student's mothers, 218 (18.5%) were government employees, 91 (7.7%) were non-government employees, 34 (2.9%) were retired, and 838 (0.71%) were housewives.
As for the economic status of the students participating in the research, 208 students (17.5%) had a poor economic status, 548 (46.2) had an average economic status, 395 (33.3) had a good economic status, and 30 (2.5%) had a very good economic status. 1060 students (89.8 percent) were living with their parents, 88 (7.5 percent) were living with their mother, 21 (1.8 percent) were living with their father, 7 (0.6 percent) were living with other relatives, and 5 (0.4) were living with the support of welfare or other institutions.
Most of the students participating in the research, i.e. 768 (0.65%) studied in public schools, and 413 (0.35%) studied in private schools. Regarding the adequate lighting of the classroom, 519 students (43.9%) studied in classrooms with sufficient lighting and 662 (56.1%) studied in classrooms with insufficient lighting.
433 students (36/7) studied in classes with less than 20 students, 662 (56/1) studied in classes with 20–30 students, and 87 (7/4) studied in classes with more than 30 students.
486 students (41.2%) had green spaces in their schools, while 695 students (58.8%) did not have green spaces in their schools. 530 students (44.9%) were attracted to the colors and materials used in their school, while 651 (55.1) students were not attracted to the colors and materials used in their school. The gender of most of the teachers of all the students was female. 331(0/28) students were studying in the 10th grade, 404 (34.2) in the 11th grade, and 446 (37.8) in the 12th grade.
The results showed that 119 students (10/1) had normal stress levels, 181 (15/3) had mild stress levels, 612 (51/8) had moderate stress levels, and 269 (22/8) had severe stress levels. Also, 14 (1.2) had normal anxiety, 177 (15) had mild anxiety, 682 (57.7) had moderate anxiety, and 308 (26.1) had severe anxiety. In addition, 67 (5.7) had normal depression. 190 (16/1) had mild depression, 630 (53/3) had moderate depression, and 294 (24/9) had severe anxiety. No cases of very severe stress, anxiety, or depression were reported in the students.
*Mann-Whitney U
Based on asymmetry and kurtosis indices, as well as branch and leaf diagrams, Q-Q, and Kolmogorov-Smirnov test, the data distribution of the study was not normal, and hence non-parametric methods were used for data analysis.
Due to the non-normality of the data, Kruskal-Wallis, Mann-Whitney, and Spearman correlation coefficients were used to investigate the relationship between qualitative and quantitative demographic variables with stress, anxiety, and depression.
The results showed that stress and depression did not have a significant relationship with the birth rank of the students and that the relationship between anxiety and the birth rank of the students was statistically significant (p < 0.001), so the lowest mean and median anxiety scores related to the birth rank of 4 higher. Stress, anxiety, and depression had a significant relationship with the number of students in the class (p < 0.001) so the lowest mean and median scores of stress, anxiety, and depression were related to people in classes less than 20 students. Stress, anxiety, and, depression had a significant relationship with the history of mental illnesses in the students' families (p < 0.001). The lowest mean and median scores of stress, anxiety, and depression were related to students who had no history of mental illnesses in the family. Stress, anxiety, and depression had a significant relationship with parents' education (p < 0.001), so the lowest mean and median scores of stress, anxiety, and depression were related to students whose parents with a university degree.
Stress, anxiety, and depression had a significant relationship with parents' occupation (p < 0.001), so the highest mean and median scores of stress, anxiety, and depression were related to students whose parents were not employed.
Stress, anxiety, and depression had a significant relationship with economic status (p < 0.001), so the highest mean and median scores of stress, anxiety, and depression were related to students who had poor economic status.
Who the students lived with had no significant relationship with stress and depression. It had a significant relationship with anxiety (p < 0.001), so students who lived in welfare or other support centers had a lower average anxiety score. Stress, anxiety, and depression had a significant relationship with the type of school of students (p < 0.001), so the highest mean and median scores of stress, anxiety, and depression were related to students who studied in public schools. Stress, anxiety, and depression in students had a significant relationship with having enough light, having attractive colors and materials used in the classroom, and having a green space in the school (p < 0.001), so the highest average and median scores of stress, anxiety, and depression were related to students who did not have enough light in their classrooms and did not have green spaces in their school and the colors and materials used in their classrooms were not attractive to them.
Anxiety had no significant relationship with the student's educational level, while stress and depression were related to the student's educational level (p < 0.001), so the highest average and median score of stress in 12th-grade students and the highest average and median score of depression It was related to 10th-grade students (Table 4).
Table 5
Correlation of quantitative research variables with stress, anxiety and depression
| stress | depression | anxiety |
Spearman's rho | The number of family members | Correlation Coefficient | 0/107** | 0/033 | 0/013 |
Sig. (2-tailed) | 0/000 | 0/257 | 0/643 |
N | 1181 | 1181 | 1181 |
Age | Correlation Coefficient | 0/096** | -0/001 | -0/026 |
Sig. (2-tailed) | 0/001 | 0/978 | 0/365 |
N | 1181 | 1181 | 1181 |
N | 1181 | 1181 | 1181 |
*. Correlation is significant at the 0.05 level (2-tailed). |
**. Correlation is significant at the 0.01 level (2-tailed). |
Based on the information in Table 5, there was a significant correlation between the stress score and the number of family members and the age of the students (r = 0.107, p < 0.001), but the total score of depression and anxiety did not have a significant correlation with the age and number of family members (r = 0.096, p = 0.001).
Table 6
The results of rank logistic regression in relation to predicting factors of stress intensity
Parameter | B | Std. Error | Hypothesis Test | Exp(B) | 95% Wald Confidence Interval for Exp(B) |
Sig. | Lower | Upper |
Who do you live with? | Parents | 0543 | 0/7898 | 0/492 | 1/720 | 0/366 | 8/089 |
with father | -0/617 | 0/9148 | 0/500 | 0/540 | 0/090 | 3/241 |
with mother | 0/343 | 0/8125 | 0/673 | 1/409 | 0/287 | 6/926 |
other races | -2/465 | 1/1859 | 0/038 | 0/085 | 0/008 | 0/869 |
welfare or other support institutions | 0a | . | . | 1 | . | . |
Is there a green space in your school? | has it | -0/653 | 0/1592 | 0/000 | 0/520 | 0/381 | 0/711 |
does not have | 0a | | . | 1 | . | . |
Does your classroom have enough light? | has it | -1/444 | 0/2067 | 0/000 | 0/236 | 0/157 | 0/354 |
does not have | 0a | . | . | 1 | . | . |
Are the colors and materials used in the school attractive to you? | has it | -1/053 | 0/1878 | 0/000 | 0/349 | 0/241 | 0/504 |
does not have | 0a | . | . | 1 | . | . |
Age | 0/340 | 0/0738 | 0/000 | 1/405 | 1/215 | 1/623 |
Mother's education | -0/198 | 0/0946 | 0/036 | 0/820 | 0/681 | 0/987 |
The economic situation | -0/182 | 0/0947 | 0/054 | 0/833 | 0/692 | 1/003 |
Dependent Variable: intensity of stress Model: (Threshold), Who do you live with?,Is there a green space in your school?,Does your classroom have enough light?, Are the colors and materials used in the school attractive to you?, Age, Mother's education, The economic situation. |
a. Set to zero because this parameter is redundant. |
Table 7
Results of rank logistic regression in relation to predicting factors of anxiety intensity
Parameter | B | Std. Error | Hypothesis Test | Exp(B) | 95% Wald Confidence Interval for Exp(B) |
Sig. | Lower | Upper |
Is there a green space in your school? | has it | -0/983 | 0/1838 | 0/000 | 0/374 | 0/261 | 0/537 |
does not have | 0a | . | . | 1 | . | . |
Does your classroom have enough light? | has it | -2/628 | 0/2894 | 0/000 | 0/072 | 0/041 | 0/127 |
does not have | 0a | . | . | 1 | . | . |
Are the colors and materials used in the school attractive to you? | has it | -1/659 | 0/2337 | 0/000 | 0/190 | 0/120 | 0/301 |
does not have | 0a | . | . | 1 | . | . |
Type of school | Governmental | -0/908 | 0/2195 | 0/000 | 0/403 | 0/262 | 0/620 |
NGOs | 0a | . | . | 1 | . | . |
The number of family members | -0/510 | 0/1075 | 0/000 | 0/601 | 0/486 | 0/742 |
Father's education | -0/222 | 0/0990 | 0/025 | 0/801 | 0/659 | 0/972 |
Dependent Variable: Anxiety intensity Model: (Threshold), Is there a green space in your school?,Does your classroom have enough light?, Are the colors and materials used in the school attractive to you?, Type of school, The number of family members, Father's education. |
a. Set to zero because this parameter is redundant. b. Fixed at the displayed value. |
Table 8
Results of rank logistic regression in relation to predicting factors of depression severity
Parameter | B | Std. Error | Hypothesis Test | Exp(B) | 95% Wald Confidence Interval for Exp(B) |
Sig. | Lower | Upper |
Is there a green space in your school? | has it | -0/729 | 0/1642 | 0/000 | 0/483 | 0/350 | 0/666 |
does not have | 0a | . | . | 1 | . | . |
Does your classroom have enough light? | has it | -1/924 | 0/2237 | 0/000 | 0/146 | 0/094 | 0/226 |
does not have | 0a | . | . | 1 | . | . |
Are the colors and materials used in the school attractive to you? | has it | -1/066 | 0/1944 | 0/000 | 0/344 | 0/235 | 0/504 |
does not have | 0a | . | . | 1 | . | . |
The number of family members | | -0/343 | 0/1004 | 0/001 | 0/710 | 0/583 | 0/864 |
Mother's education | -0/484 | 0/0969 | 0/000 | 0/616 | 0/510 | 0/745 |
Dependent Variable: Severity of depression Model: (Threshold), Is there a green space in your school?,Does your classroom have enough light?, Are the colors and materials used in the school attractive to you?, The number of family members, Mother's education |
a. Set to zero because this parameter is redundant. |
The results of rank logistic regression about predictors of stress intensity showed that the variable "Who do you live with?" had a significant relationship with stress intensity, so the stress intensity in students who lived with other relatives compared to students who lived with the support of welfare institutions, was less (OR = 0.038, P = 0.085).
Also, the results of rank logistic regression showed that having a green space in the school had a significant relationship with the intensity of stress, to the effect that students who had a green space in their school had less stress intensity, OR = 0.000, P = 0.520.
The sufficiency of the classroom light also had a significant relationship with the intensity of stress, to the effect that students who had enough light in their class had less stress than the students who did not have enough light in their class, OR = 0.0236, P = 0.000.
The attractiveness of the colors and materials used in the students' classroom was also significantly related to the intensity of stress, to the effect that the students who were attracted by the colors and materials used in their classrooms had less stress, OR = 0.349, P = 0.000. The age of students had a significant relationship with the intensity of stress, so the intensity of stress increased with each year of age, OR = 1.405, P < 0.001.
Mother's education also had a significant relationship with the intensity of stress, so with the increase of mother's education, the intensity of stress decreased, OR = 0.820, P = 0.036.
The economic situation had a borderline significant relationship with the intensity of stress, so with the improvement of the economic situation, the intensity of stress also decreased, OR = 0.833, P = 0.054.
The results of the rank logistic regression concerning the factors predicting the intensity of anxiety showed that having a green space in the school has a significant relationship with the intensity of anxiety, to the effect that the students who had a green space in their school had less anxiety intensity, OR = 0.374, P = 0.000.
Sufficient light in the classroom has a significant relationship with the intensity of anxiety, so students who had enough light in their class had less anxiety, OR = 0.072, P = 0.000.
The attractiveness of the colors and materials used in the students' classroom also had a significant relationship with the intensity of anxiety, so the students who were attracted by the colors and materials used in their classrooms had less anxiety than the others, OR = 0.190. P = 0.000. The type of school of the students had a significant relationship with the intensity of anxiety, so the students of public schools had less anxiety than the students of non-government schools, OR = 0.403, P = 0.000.
The number of family members also had a significant relationship with the intensity of anxiety, so with the increase in the number of family members, the intensity of anxiety decreased, OR = 0.000, P = 0.601.
Father's education has a borderline significant relationship with the intensity of anxiety, so with the increase in the level of education, the intensity of anxiety also decreased. OR = 0.801, P = 0.025.
The results of the rank logistic regression for the factors predicting the severity of depression showed that having a green space in the school had a significant relationship with the severity of depression, so the students who had a green space in their school had less anxiety depression than the students who did not have a green space, P = 0.000, OR = 0.483.
Sufficient lighting in the classroom was also significantly related to the severity of depression, to the effect that students who had sufficient lighting in their classrooms had less severe depression, OR = 0.0146, P = 0.000.
The attractiveness of the colors and materials used in the students' classroom was also significantly related to the severity of depression, so the students who were attracted by the colors and materials used in their classrooms had less depression than others, OR = 0.344, P = 0.000.
The number of family members also had a significant relationship with the severity of depression, so with the increase in the number of family members, the severity of depression decreased, OR = 0.710, P = 0.001. Mother's education also had a significant relationship with the severity of depression, so with the increase in the mother's education level, the severity of depression decreased, P = 0.000, OR = 0.616, (see Tables 6 to 8(.