. 2018 Jan 31;13(1):e0191831. doi: 10.1371/journal.pone.0191831

Table 3. Differential relevance of specific private and training-related stressors across subgroups.

high-school graduates (n = 170)				model assumptions^†
adj. R² = .318				Tolerance > .25
factors	B	SE	ß	VIF^♣ < 4
(intercept)	27.836	1.345		Durbin-Watson: 1.72
missing consultation and support	2.240	.809	.261^**
professional requirements	2.157	.809	.242^**
Study-related-time	1.290	.608	.175^*
conflicts with friends	1.397	.608	.167^*
freshman medical students (n = 148)				model assumptions^†
adj. R² = .344				Tolerance > .25
factors	B	SE	ß	VIF^♣ < 4
(intercept)	29.553	1.385		Durbin-Watson: 2.01
a-level (others—Germany)	11.061	2.157	.346^**
living situation	1.680	.589	.256^**
contact with other medical students	1.701	.447	.223^**
begin of medical training	1.689	.589	.205^*
medical students (3^rd, 6^th and 9^th semester, n = 412)				model assumptions^†
adj. R² = .312				Tolerance > .25
factors	B	SE	ß	VIF^♣ < 4
(intercept)	28.559	1.071		Durbin-Watson: 1.98
selection and performance pressure	2.073	.392	.241^**
time management & working stiles	1.927	.422	.209^**
timetable	1.927	.421	.293^**
conflicts with parents	1.402	.389	.149^*
gender (female—male)	2.529	.832	.127^**
students in final year (n = 174)				model assumptions^†
adj. R² = .401				Tolerance > .25
factors	B	SE	ß	VIF^♣ < 4
(intercept)	27.822	1.324		Durbin-Watson: 1.61
time management and work stiles	2.826	.732	.274^**
missing consultation and support	1.510	.613	.170^*
selection and performance pressure	1.618	.733	.166^*
hours to work	1.568	.649	.164^*
conflicts with parents	1.551	.661	.145^*

*p< .05

**p < .01

^† Model assumptions for linear regression fulfilled

^♣ Variance Inflation factor