1
|
Ansari S, Khan I, Iqbal N. Association of stress and emotional well-being in non-medical college students: A systematic review and meta-analysis. J Affect Disord 2024; 368:200-223. [PMID: 39271067 DOI: 10.1016/j.jad.2024.09.029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/13/2024] [Revised: 08/30/2024] [Accepted: 09/08/2024] [Indexed: 09/15/2024]
Abstract
Stress among college students is a well-explored area with profound implications for their emotional well-being. Despite extensive research, the literature presents inconsistent and mixed findings regarding its relationship with emotional well-being, particularly focusing on medical students. Moreover, there is no meta-analytic study to address this inconsistency. To bridge these gaps, this study conducts a systematic review and meta-analysis to explore the nuanced association between stress among non-medical college students and their emotional well-being. The systematic review utilized databases: PubMed, Scopus, and Web of Science, search engine: Google Scholar, and gray literature sources: ProQuest and Research Gate. The dataset consisted of 46 eligible studies (k), comprising 26,214 participants across 20 countries. The mean age was 21.86 (k = 32), with females constituting 60 % (k = 45). The majority of studies employed a cross-sectional/correlational design. The estimated pooled correlation is found to be -0.27 (95 % CI: -0.33, -0.21, p < .01; I2 = 97.5 %, k = 46). Subgroup analysis revealed significant influences of the type of stress (p < .01), emotional well-being (p < .01), tools (p < .01) used, significance status of findings (p < .001), and demographic factors - country (p < .001) and income level (p < .05). The study found an inversely significant and moderate association between stress and emotional well-being in non-medical college students, consistent with existing literature. Significant moderation by study and demographic variables suggests substantial heterogeneity among studies, highlighting potential influences from demographics, methodologies, and populations.
Collapse
Affiliation(s)
- Sameer Ansari
- Department of Psychology, Jamia Millia Islamia, New Delhi 110025, India.
| | - Irum Khan
- Department of Psychology, Jamia Millia Islamia, New Delhi 110025, India
| | - Naved Iqbal
- Department of Psychology, Jamia Millia Islamia, New Delhi 110025, India
| |
Collapse
|
2
|
Do TT, Giang TV. Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice. Heliyon 2024; 10:e32977. [PMID: 38975211 PMCID: PMC11226899 DOI: 10.1016/j.heliyon.2024.e32977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Revised: 05/24/2024] [Accepted: 06/12/2024] [Indexed: 07/09/2024] Open
Abstract
Mindfulness practices in schools have emerged as an educational effort that aims to promote the development of the competency and mental well-being of students. Specifically, mindfulness-based social-emotional learning (MBSEL) programs are an educational strategy that focuses on the improvement of social-emotional competence by cultivating awareness of the present moment through mindfulness activities. This study intended to investigate the benefits and limitations of the implementation of school-based mindfulness practice in a developing nation with a culturally diverse and multi-religious population. Using an interpretive phenomenological method, the researchers interviewed eight mindfulness practitioners experienced in teaching or overseeing MBSEL programs in schools. The findings demonstrated how a western-based mindfulness program can be matched with the fundamental concepts of eastern mindfulness practices, as influenced by the Eastern Trinity philosophy. Furthermore, the study emphasized the difficulties that emerged from misconceptions about the concepts of mindfulness practice and the position of school-based mindfulness programs within the scope of school counseling, which impeded the successful implementation of the practitioners of the MBSEL model. These initial findings elucidated the nuances of implementing MBSEL initiatives within the context of a developing country marked by a rich tradition of mindfulness practice and accessible resources for advancing mindfulness studies.
Collapse
Affiliation(s)
- Tat-Thien Do
- Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., District 5, Ho Chi Minh City, 700000, Viet Nam
| | - Thien-Vu Giang
- Psychology Department, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., District 5, Ho Chi Minh City, 700000, Viet Nam
| |
Collapse
|
3
|
Tan P, Wang R, Long T, Wang Y, Ma C, Ma Y. Associations between parental autonomy support and depressive symptoms among Chinese college students: the chain-mediating effects of mindfulness and self-esteem. Front Psychol 2024; 15:1301662. [PMID: 38778882 PMCID: PMC11110894 DOI: 10.3389/fpsyg.2024.1301662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 04/15/2024] [Indexed: 05/25/2024] Open
Abstract
Introduction Despite extensive research on contextual factors will relieve college students' depressive symptoms, significant gaps remain in understanding the underlying mechanisms of this relationship, particularly through individual strength factors such as mindfulness and self-esteem. Based on self-determination theory, we explore the association between parental autonomy support and depressive symptoms among Chinese college students and whether mindfulness and self-esteem serve as mediators. Methods A total of 1,182 Chinese college students aged 16 to 27 years (Mage = 20.33, SD = 1.63; female = 55.7%) participated in this research. Questionnaires pertaining to parental autonomy support, mindfulness, self-esteem, and depressive symptoms were administered. Results The results revealed that depressive symptoms were negatively correlated with both paternal and maternal autonomy support, with mindfulness and self-esteem acting as chain-mediators. Specifically, mindfulness and self-esteem were positively impacted by parental autonomy support, whereas depressive symptoms were negatively impacted by mindfulness and self-esteem. Furthermore, paternal and maternal autonomy support significantly impacted depressive symptoms via both direct and indirect pathways. Indirect effects included three paths: mediation through mindfulness, mediation through self-esteem, and mediation through the mindfulness and self-esteem chain. Discussion The study highlights the fundamental mechanisms that account for the association between Chinese college students' parental autonomy support and depressive symptoms, these insights can be used to prevent and manage mental health problems among Chinese college students. For example, parents' autonomy support can directly reduce depressive symptoms, but we can also indirectly promote college students' mental health by emphasizing the mediation role of students' mindfulness and self-esteem.
Collapse
Affiliation(s)
| | | | | | | | | | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| |
Collapse
|
4
|
Soliman M, Sinha R, Di Virgilio F, Sousa MJ, Figueiredo R. Emotional Intelligence Outcomes in Higher Education Institutions: Empirical Evidence From a Western Context. Psychol Rep 2023:332941231197165. [PMID: 37592761 DOI: 10.1177/00332941231197165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/19/2023]
Abstract
The main outcomes of emotional intelligence (EMI) in the workplace have been researched in a variety of settings, however, few studies have focused on such consequences, particularly in the context of higher education institutions (HEIs). This research is therefore to empirically examine the impact of EMI on work-life balance, job insecurity, knowledge sharing behaviour, and workforce agility at HEIs. A total of 368 responses from academic staff members in Italy were analysed using PLS-SEM. The findings indicated that EMI has a significant impact on workforce agility, work-life balance, job insecurity, and knowledge sharing behaviour. In addition, work-life balance significantly impacted knowledge sharing behaviour, which in turn affected workforce agility. This article adds to the body of knowledge on the human resources management domain by highlighting the key consequences of EMI in HEIs within a western context. It also provides various managerial implications for concerned faculty members and senior managers at HEIs. Research limitations and avenues for further research are given.
Collapse
Affiliation(s)
- Mohammad Soliman
- Scientific Research Department, University of Technology and Applied Sciences, Salalah, Oman
- Faculty of Tourism and Hotels, Fayoum University, Fayoum, Egypt
| | - Rupa Sinha
- Amity Institute of Travel and Tourism, Amity University, Kolkata, India
| | | | - Maria Jose Sousa
- Business Research Unit, ISCTE Instituto Universitário de Lisboa, Lisboa, Portugal
| | - Ronnie Figueiredo
- Centre of Applied Research in Management and Economics (CARME), School of Technology and Management (ESTG), Polytechnic of Leiria, Leiria, Portugal
| |
Collapse
|
5
|
Rahmani M, van Mulukom V, Farias M. Believing in the Powers of Mindfulness: A Thematic Narrative Approach and the Development of a New Scale. Mindfulness (N Y) 2023; 14:1689-1704. [PMID: 37577035 PMCID: PMC10415486 DOI: 10.1007/s12671-023-02164-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/02/2023] [Indexed: 08/15/2023]
Abstract
Objectives The beliefs and expectations people bring into mindfulness practice can affect the measurement outcomes of interventions. The aim of this mixed-method study was to examine the key beliefs in the powers of mindfulness-understood as non-judgmental awareness of the present moment-to transform the individual and the society, and to develop and validate the Belief in the Powers of Mindfulness Scale (BPMS). Method In-depth, semi-structured interviews were conducted with mindfulness meditators (n = 32), including follow-up interviews (n = 22). Qualitative data were analysed through a thematic narrative approach. Participants (n = 458) completed a questionnaire that included the new scale. Results Participants' key beliefs were thematically analysed in three transformation themes: interpersonal relationships and compassion, peace and violence, and the inner world-themes were encapsulated in the BPMS. Ideas presented in each theme were undergirded by a host of ideologies, epistemic claims, and metaphysical assumptions about the nature of mind, self, and reality-which are predicated by broader cultural trends such as expressive individualism, perennial philosophy, and New Age sentiments and ideals. The BPMS showed strong internal consistency and convergent validity, and individuals who were older and more spiritual practised mindfulness more often and for longer, and self-reported greater mindfulness skills, and scored higher on the BPMS. Conclusions Findings illustrate the persisting importance of attending to people's beliefs and expectations in mindfulness interventions and further the call for a contextual approach that accounts for cultural factors. The newly developed BPMS may assist with the measuring of peoples' beliefs and expectations.
Collapse
Affiliation(s)
- Masoumeh Rahmani
- School of Social and Cultural Studies, Victoria University of Wellington, Wellington, New Zealand
| | - Valerie van Mulukom
- Brain, Belief and Behaviour Lab, Centre for Trust, Peace, and Social Relations, Coventry University, Coventry, UK
| | - Miguel Farias
- Brain, Belief and Behaviour Lab, Centre for Trust, Peace, and Social Relations, Coventry University, Coventry, UK
| |
Collapse
|
6
|
Tran MAQ, Khoury B, Chau NNT, Van Pham M, Dang ATN, Ngo TV, Ngo TT, Truong TM, Le Dao AK. The Role of Self-Compassion on Psychological Well-Being and Life Satisfaction of Vietnamese Undergraduate Students During the COVID-19 Pandemic: Hope as a Mediator. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2022:1-19. [PMID: 36340869 PMCID: PMC9617225 DOI: 10.1007/s10942-022-00487-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/05/2022] [Indexed: 11/30/2022]
Abstract
The simultaneous occurrence of the COVID-19 pandemic and the transition to adulthood have posed particular obstacles to university students' mental health. However, it remains unclear whether hope promotes mental health in the relationship between self-compassion, psychological well-being, and life satisfaction. Therefore, this study investigated the role of hope as a mediator in the relationship between self-compassion, psychological well-being, and life satisfaction among Vietnamese undergraduate students in the context of the COVID-19 pandemic. Participants consisted of 484 students (aged 18-24) from several universities in Vietnam. To measure the four variables in the research model, we opted for the Self-Compassion Scale, the State Hope Scale, the World Health Organization 5-item Well-Being Index, and the Satisfaction With Life Scale. The results showed that (1) self-compassion was significantly positively correlated with psychological well-being, (2) self-compassion was not correlated with life satisfaction, (3) hope was a mediator of the relationship between self-compassion and psychological well-being, and (4) hope was a mediator of the relationship between self-compassion and life satisfaction. These findings suggest interventions on self-compassion to enhance hope and subsequently increase students' mental health, which offers colleges, psychologists, and psychiatrists a guideline to cope with harmful psychological implications during the COVID-19 pandemic.
Collapse
Affiliation(s)
- Minh Anh Quang Tran
- Department of Psychology, National Cheng Kung University, No.1, University Road, Tainan City, 701 Taiwan (R.O.C.)
| | - Bassam Khoury
- Epartment of Educational and Counselling Psychology, McGill University, Education Building, 3700 McTavish St (Room 614), Montreal, QC H3A 1Y2 Canada
| | - Nguyen Ngoc Thao Chau
- University of Economics and Law, Ho Chi Minh City, Vietnam
- Vietnam National University, Ho Chi Minh City, Vietnam
| | - Manh Van Pham
- Department of Physical Therapy, Hai Duong Medical Technical University, Hai Duong City, Vietnam
| | - An Thien Nguyen Dang
- Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Tai Vinh Ngo
- Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Thuy Thi Ngo
- Department of Psychology, Southwest University, Chongqing, China
| | - Trang Mai Truong
- Department of Psychology, Ha Noi City University of Social Sciences and Humanities, Ha Noi, Vietnam
| | - Anh Khuong Le Dao
- College of Medicine, International Health Program, National Yang-Ming Chiao-Tung University, Taipei City, Taiwan
| |
Collapse
|
7
|
Tran MAQ, Hà TA, Chau NNT, Dang TAN, Ngo VT. Mediating Effects of Self-Esteem on the Relationship Between Self-Compassion and Empathy Among Vietnamese University Students. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2022; 41:1-15. [PMID: 36247046 PMCID: PMC9549816 DOI: 10.1007/s10942-022-00484-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2022] [Indexed: 11/02/2022]
Abstract
Empathy is a critical element of subjective well-being and an important personality trait among undergraduate students. To improve empathy among undergraduate students, the current study examined the relationship between self-compassion and empathy and the mediating role of self-esteem in this relationship. Participants were six hundred and twenty-two (320 males and 302 females) students from five Vietnamese universities, aged 18-21 years (M age = 19.5; SD age = 0.95 years), who completed the self-compassion scale (SCS), empathy scale in adults (BES-A), and self-esteem scale of Toulouse (ETES). The results indicated that (1) self-compassion was positively associated with empathy; (2) self-esteem mediated the relationship between the two variables. Therefore, enhancing undergraduate students' self-compassion may be an effective way to improve their empathy. However, additional studies are required to elucidate the role of self-compassion in the educational context.
Collapse
Affiliation(s)
- Minh Anh Quang Tran
- Department of Psychology, National Cheng Kung University, No. 1, University Road, Tainan City, 701 Taiwan (R.O.C.)
| | - Tú Anh Hà
- Present Address: FPT University, Ha Noi City, Vietnam
| | - Nguyen Ngoc Thao Chau
- University of Economics and Law, Ho Chi Minh City, Vietnam
- Vietnam National University, Ho Chi Minh City, Vietnam
| | - Thien An Nguyen Dang
- Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Vinh Tai Ngo
- Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| |
Collapse
|