Exploring College Students' Biopsychosocial Spiritual Wellbeing and Problems during COVID-19 through a Contextual and Comprehensive Framework

Is physical activity associated with lower risk of social network problematic use or addiction? A systematic review and meta-analysis

BACKGROUND AND PURPOSE

The global rise in social media usage has led to an increasing prevalence of social network problematic use or addiction (SNPUA). Although previous research has identified a negative association between physical activity (PA) levels and some problematic digital behaviors, the relationship between PA and SNPUA remains unclear. Thus, the aim of this systematic review and meta-analysis was to examine possible associations between PA and SNPUA.

METHODS

The search was registered in OSF and was conducted in November 2024 using the following search terms: ('Physical activity' or exercise) and (addiction or 'problematic use') and ('social network' or 'social media' or Instagram or Facebook or 'Tik Tok'). It was carried out in PubMed and Web of Science databases. A total of 255 articles were retrieved and 24 of them met the inclusion criteria. Meta-analysis was conducted using Review Manager 5.4 software.

RESULTS

The majority of studies included university students (n = 14) and primary or secondary school students (n = 7). The participants' mean age ranged from 13.9 to 27.43 years. Female participants accounted for 50.8 % of the total sample. The meta-analysis involving 150,000+ participants revealed that PA is inversely related to SNPUA. Most of the included studies (14/24), involving 94 % of the sample, reported that those participants who engage in a higher amount of PA had lower levels of SNPUA.

CONCLUSION

PA could be an effective tool to prevent or reduce social network addiction levels. However, inconsistency in collecting data on PA and SNPUA makes it difficult to draw solid conclusions.

The relationship between physical exercise and psychological capital in college students: the mediating role of perceived social support and self-control

BACKGROUND

The mental health of college students significantly impacts their life, academic performance, and even employment prospects. Research indicates that physical exercise can promote mental health, but the pathways of its influence require further exploration. This study investigates the relationship between physical exercise and psychological capital in college students, focusing on the mediating roles of perceived social support and self-control.

OBJECTIVES

This study seeks to investigate the relationship between physical exercise and psychological capital among university students, with a further in-depth analysis of the mediating roles played by perceived social support and self-control within this dynamic.

METHODS

Using cluster sampling, we surveyed 898 college students from five universities in Xinxiang, Henan Province, employing the Physical Activity Rating Scale (PARS-3), the Perceived Social Support Scale (PSSS), the Revised Self-Control Scale (SCS), and the Psychological Capital Questionnaire (PCQ). Data were analyzed using SPSS 26.0 and Amos 23.0, and common method bias was tested using Harman's single-factor test. The significance of the mediation effects was tested using the bootstrap sampling method.

RESULTS

(1) Physical exercise is significantly correlated with psychological capital (r = 0.786, p < 0.01); (2) Perceived social support and self-control mediate the relationship between physical exercise and psychological capital; (3) The mediation effect consists of two indirect effects: physical exercise → perceived social support → psychological capital (β = 0.404, 95% CI: 0.336-0.473) and physical exercise → self-control → psychological capital (β = 0.158, 95% CI: 0.067-0.242).

CONCLUSION

Physical exercise can directly enhance the psychological capital of college students and can indirectly influence psychological capital through perceived social support or self-control. The mediating effect of perceived social support is stronger than that of self-control.

Understanding the role of cognitive constructs employed in reading in global math and science achievement

We utilized PISA-2018 data from 71 countries to investigate the relationship between cognitive constructs employed in reading literacy (locating information, understanding, evaluating and reflecting, single and multiple thinking) and math and science achievement. We found that these cognitive constructs collectively accounted for 56% of the variance in math and 63% in science achievement, even after adjusting for gender, socioeconomic status, and country fixed effects. This means that the majority of cultural differences in math and science achievement (resulting from different education systems) can be explained by cognitive constructs employed in reading. We also noted that, at the country level, coefficients of cognitive constructs employed in reading demonstrated an interesting reconciliatory pattern. Countries with a weaker coefficient on the "locating information" dimension tended to have stronger coefficients on the "understanding" and "evaluation and reflection" dimensions; whereas, countries with a stronger coefficient on "understanding" dimension tended to have a weaker coefficient on "evaluation and reflection" dimension. These findings are particularly significant for STEM interventions aiming to enhance math and science achievement, as they indicate that a substantial portion of the variance in these achievements can be explained by cognitive constructs employed in reading literacy. Furthermore, culture-specific reconciliatory patterns imply that strengths in certain cognitive skills can compensate for weaknesses of others. Therefore, schools should consider modifying their curricula to integrate cognitive constructs employed in reading literacy more into math and science education.

Expectations regarding school decreases emotional distress among college students in Western China: the buffering role of physical exercises

Background

College students in Western China face unique economic, cultural, and educational environments, yet limited studies have specifically investigated the factors or interventions concerning emotional distress within this population.

Aim

This study aimed to explore whether school belongingness mediates the relationship between expectations regarding school and emotional distress among college students in Western China, and whether physical exercise moderates this mediation.

Methods

Employing a cross-sectional design, 1,063 college students in Xinjiang, China were recruited for this study. A self-administered electronic questionnaire assessed expectations regarding school, school belongingness, physical exercise, anxiety, and depression. Structural equation modeling was utilized to analyze mediating and moderating effects.

Results

Expectations regarding school was negatively associated with emotional distress. School exclusion and school acceptance fully mediated the effect of expectations regarding school on emotional distress. Physical exercise moderated the mediating effect of school exclusion, but not that of school acceptance.

Conclusion

Expectations regarding school and school belongingness, particularly the exclusion component, emerge as pivotal factors influencing emotional distress among college students in Western China. Furthermore, physical exercise presents itself as a promising targeted intervention for alleviating emotional distress within this demographic.

Mental distress and well-being of university students amid COVID-19 pandemic: findings from an online integrative intervention for psychology trainees

Introduction

University students have been severely affected by the COVID-19 pandemic, as significant changes supervened their academic and social life. To tackle these challenges, several adjustments in the educational methods may be warranted for cultivating a positive environment at higher education institutions. The aim of this study was to investigate the risk and protective factors of students' mental health and well-being as well as their potential for flourishing in an undergraduate clinical psychology course that took place online due to the COVID-19 restrictive measures and incorporated positive psychology exercises as a means to empower young people amid the adverse conditions of the lockdown.

Methods

In total, 124 students attended the course and completed mental health (i.e., DASS-9, HADS, ERQ) and well-being (i.e., MHC-SF, SWLS, PANAS, GQ-6, BRS) measures at two time points (pre-and-post-test), during the first restrictions in Greece (March-June 2020).

Results

According to the results, students aged 18-20 years old reported higher levels of stress [χ2 = 14.72, p = 0.002], while students who felt that the quality of their studies had deteriorated [χ2 = 6.57, p = 0.038] reported increased levels of anxiety. High levels of depression were correlated with worse relationships with significant others (z = 7.02, p = 0.030 and χ2 = 11.39, p = 0.003 for family and friends, respectively), while gratitude and resilience were positively correlated with improved relationships with others, both during and after the lockdown. Factors associated with students' well-being were satisfaction with life and gratitude.

Discussion

These results suggest that well-being enhancement factors may have added value to current educational practices for promoting students' mental health and well-being in times of crisis.

Alcohol Use and Anxiety in Primary Health Care Patients During the COVID-19 Pandemic: a Phone-Based Study

In March 2020, physical distancing and quarantine measures were implemented in Brazil, which may have affected the physical and mental health of the population. This cross-sectional study used a convenience sample and telephone-based interviews to identify anxiety symptoms and alcohol use patterns among 1,264 Brazilian primary health care (PHC) patients during the COVID-19 pandemic. The State-Trait Anxiety Inventory-State 6 and Alcohol Use Disorders Identification Test (AUDIT-C) questionnaires were used to assess anxiety symptoms and alcohol use patterns, respectively. According to the AUDIT-C results, the prevalence of harmful drinking was 38.5%. Those who reported that their alcohol consumption decreased during the pandemic had high scores on the AUDIT-C, indicating a moderate/severe risk of drinking. Moderate or severe anxiety was observed in 60.1% of participants. These results highlight the needs to assess the pandemic's consequences on the mental health of the population and to encourage the implementation of preventive approaches in PHC settings to address anxiety and harmful alcohol consumption.