Differences in Prevailing Superstitious Beliefs and Health Anxiety Among University Students Based on Selected Demographic Variables
Differences in Prevailing Superstitious Beliefs and Health Anxiety Among University Students Based on Selected Demographic Variables

Summary/Abstract: Background/purpose: Superstitious beliefs are culturally ingrained irrational ideas that can influence how individuals perceive and behave, particularly in times of uncertainty. Health anxiety, which is often exacerbated by such beliefs, is common among university students experiencing academic and personal stress. This study aimed to investigate the relationship between superstitious beliefs and health anxiety among college students. Materials/methods: A quantitative correlational approach was employed with a sample of 312 participants of both genders. The study tools included two main scales, the Superstitious Beliefs Scale and the Health Anxiety Scale, as well as some demographic variables. Results: The results of the study showed that superstitious beliefs remain present among university students at a moderate to high level, particularly in the dimension of 'personal superstitious behaviours'. No statistically significant differences were found in terms of gender regarding health anxiety and negative consequences of illness. There were also no significant differences in terms of age, economic status or educational level. However, significant differences were found in health anxiety according to employment status, though post hoc comparisons (Scheffé) did not confirm differences between groups. A similar effect was found for marital status. Path analysis revealed that gender and employment status had the greatest influence on superstitious beliefs, while marital status and employment status directly affected health anxiety, with a negative effect of marital status observed. No indirect effects were recorded in the model. Conclusion: The study highlights significant differences in superstitious beliefs and health anxiety among university students based on demographic factors. These findings emphasise the importance of targeted mental health interventions in academic settings.

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