College Students: Mental Health Problems and Treatment Considerations

Dual pathways linking mindfulness to life satisfaction and depression: the mediating roles of self-compassion and rumination in Chinese university students

OBJECTIVE

Mindfulness has been consistently linked to mental health benefits; however, the underlying mechanisms relating mindfulness to life satisfaction and depression remain underexplored. This study develops and empirically examines the Dual Pathways Mindfulness Model (DPMM), which posits that mindfulness is associated with mental health through sequential mechanisms involving self-compassion and rumination among university students.

METHODS

A cross-sectional survey involving 1,409 Chinese university students was conducted. Structural equation modeling (SEM) was used to test the hypothesized sequential mediation model. Indirect effects were examined using bias-corrected bootstrap confidence intervals.

RESULTS

Mindfulness was positively associated with life satisfaction (Effect = 0.080, p < 0.01) and negatively associated with depression (Effect = -0.180, p < 0.001). Self-compassion significantly mediated both associations, linking mindfulness to higher life satisfaction (Indirect effect = 0.057, 95% CI [0.05, 0.07]) and lower depression (Indirect effect = -0.033, 95% CI [-0.04, -0.03]). Rumination also served as a significant mediator for life satisfaction (Indirect effect = 0.067, 95% CI [0.02, 0.04]) and depression (Indirect effect = -0.064, 95% CI [ -0.07, -0.05]). Furthermore, a sequential mediation pathway was identified: higher mindfulness was associated with greater self-compassion, which was linked to lower rumination, ultimately associated with increased life satisfaction (Indirect effect = 0.020, 95% CI [0.01, 0.03]) and decreased depressive symptoms (Indirect effect = -0.039, 95% CI [-0.05, -0.03]).

CONCLUSION

This study proposes and validates the DPMM, a novel model explaining how mindfulness relates to mental health through interconnected self-regulatory processes. By identifying self-compassion and rumination as sequential mediators, the findings offer theoretical insights into the psychological mechanisms linking mindfulness to enhanced well-being. While the cross-sectional design precludes causal claims, the results provide a foundational framework to guide future longitudinal studies and inform mental health promotion strategies grounded in mechanism-based understanding.

In-person therapy vs. computer-mediated therapy for college students: Single session outcomes and implications for the patient-therapist relationship

OBJECTIVE

This study focused on college students to examine if the communication channel of their most recent therapy session influenced the strength of their relationship with their therapist, post-session symptoms of anxiety and depression, and their intentions to adhere to therapist recommendations.

PARTICIPANTS

688 college students from a large Californian university.

METHODS

The online survey took place on the Qualtrics survey platform and the proposed model was tested using structural equation modeling.

RESULTS

College students' emotional self-disclosure was higher in mediated compared to in-person therapy sessions. Their perceived social presence from the therapist was greater in mediated compared to in-person sessions. Emotional self-disclosure and social presence were positive predictors of the patient-therapist relational bond strength, which subsequently predicted adherence and was associated with reduced post-session depression and anxiety levels.

CONCLUSIONS

A strong relational bond between patient and therapist is possible in both online and offline environments for college students.

Comparing the psychological impact of the Shanghai lockdown on local and non-local college students: an explanatory sequential mixed method approach

PURPOSE

In 2022, the Shanghai municipal government enforced strict COVID-19 lockdown measures. Lockdown experiences for college students varied. Local students normally returned home and had familial support while non-local students relied more on institutional support when quarantining in dormitories. The difference could profoundly impact their access to necessary material resources and emotional support, affecting their mental health. This study compared the psychological effects of the Shanghai Lockdown on local and non-local college students using an explanatory-sequential mixed methods design.

METHODS

Quantitative analyses of data from 327 college students examined local and non-local students' mental health outcomes during the lockdown. Follow-up qualitative interviews (N = 12) contextualized their sources of stress and group differences.

RESULTS

Higher prevalences of probable anxiety (34.6%), depression (45.1%), and poor subjective mental well-being (65.4%) are found among non-local students compared to local students (23.7% anxiety, 29.4% depressive symptoms, and 47.9% poor well-being). Suicidal ideation was higher among local students (8.6% prevalence difference). Being a non-local college student was associated with increased odds of probable anxiety, depression, and poor well-being. Interviews identified group differences such that non-local students received more school support (i.e., food and financial) and perceived emotional support but faced poorer quarantine living environments compared to local peers.

CONCLUSIONS

Non-local college students were more vulnerable to the impact of lockdown. Our findings also provide insights into the impact of familial versus institutional support on student mental health during times of crisis.

Predicting the Deviation from the Standard Study Period and Dropout Intentions Through Depression Severity and Social Integration Among University Students in Germany: A Longitudinal Analysis

Mental health problems among university students have become a growing concern for higher education institutions. Students experiencing mental health issues, with depression being the most prevalent disorder, tend to take longer to graduate and have a higher risk of dropping out of university. This study examines the predictive values of depression severity (Patient Health Questionnaire Depression-PHQ-9), use of psychosocial counseling, and social integration on the deviation from the standard study period and dropout intentions. A total of 3300 students at the University of Kassel, Germany were surveyed at baseline in March 2022; 1744 students provided an email address and gave permission to contact them individually for the follow-up survey in March 2023. After eliminating dropouts and questionnaires with a lot of missing values, the final sample consisted of 500 students who participated at both time points. Longitudinal data were used for descriptive, correlational, and multiple linear regression analyses. Multiple linear regression analyses revealed a significant adverse predictive value of the PHQ-9 (β = -0.082; p < 0.05) on the deviation from the standard study period. The analyses found significant positive predictive values of the PHQ-9 (β = 0.190; p < 0.001) and examination grades (β = 0.108, p < 0.05) on dropout intentions. Furthermore, this study could not confirm significant predictive values of difficulties with interaction with fellow students and lecturers on dropout intentions. The results highlight the role of health promotion, psychosocial counseling, and social networks for students with depressive symptoms. Concluding, a networked approach at universities involving students, lecturers, counseling services, and health management is recommended.

The moderating role of gender on the relationship between childhood attention deficit and hyperactivity symptoms and functional impairment

This study aimed to examine the link between childhood attention deficit and hyperactivity symptoms (CAS) and functional impairment in university students, while also investigating whether gender moderates this relationship. Six hundred and eighty university students participated in this cross-sectional study. The assessment was conducted using the Wender-Utah Rating Scale-25 (WURS), the Brief Symptom Inventory (BSI), and the Weiss Functional Impairment Rating Scale - Self Report (WFIRS-S). The relationship between CAS and general and domain-based functional impairment was evaluated using eight moderation models. Control variables, including age and concomitant psychiatric symptoms (five BSI scores), were added to the models. We observed positive associations between WURS and all WFIRS-S scores. In addition, WURS significantly interacted with gender in explaining WFIRS-S total (t = -2.26, p =.024). Gender also moderated the link between WURS and impairments in social (t = -2.00, p =.046) and risk domains (t = -2.86, p =.004). Accordingly, the associations between CAS and overall functional impairment, as well as impairments in social and risk domains, were stronger in men than in women. These findings highlight the significant role of CAS in functional impairments among university students, with gender emerging as a key moderating factor, particularly in social and risk-related domains.

Investigating the psychometric properties of the Persian version of Psychological Emptiness Scale (PES) among nursing students

BACKGROUND

Psychological emptiness plays a significant role in the mental health of nursing students. However, there is currently no valid Persian instrument for measuring psychological emptiness in Iranian nursing students.

AIM

This study aimed to translate and investigate the psychometric properties of the Persian version of the Psychological Emptiness Scale among Iranian nursing students.

METHODS

In this methodological study, after translating and assessing the face and content validity of the Persian version of the Psychological Emptiness Scale, 400 nursing students were selected through proportional quota sampling from four nursing and midwifery colleges affiliated with Birjand University of Medical Sciences in 2024. The factorial structure of the measure was assessed using exploratory factor analysis. Confirmatory factor analysis was then undertaken. Finally, the reliability, including internal consistency and test-retest reliability, and the convergent and divergent validity of the measure were evaluated.

RESULTS

The results of exploratory factor analysis revealed that a three-factor structure accounted for 60.20% of the total variance. The results of the CFA revealed that the three-factor model of the Persian version of the Psychological Emptiness Scale had good or acceptable fit indices. The reliability of the total scale was calculated with a Cronbach's α coefficient of 0.949, McDonald's omega of 0.949, and ICC of 0.840, suggesting acceptable reliability. Results also showed that the convergent and divergent validity of the measure were satisfactory.

CONCLUSION

The findings of this study suggest that the Persian version of the 19-item PES is a reliable and valid instrument for assessing psychological emptiness in Iranian nursing students.

Escape Game to Promote Students' Mental Health Outcomes in the Aftermaths of COVID-19 Pandemic: Protocol for a Mixed Methods Study Evaluating a Cocreated Intervention

BACKGROUND

The COVID-19 pandemic and the protracted lockdowns have heavily impacted university students' mental health. Digital Escape Games represent a good means to reach students and propose them solutions for their psychological well-being.

OBJECTIVE

This study aimed to evaluate a cocreated digital Escape Game on students' mental health in the aftermath of the COVID-19 pandemic, called EscapeCovid Game. The evaluation of the effectiveness of this stand-alone intervention concerns mental health outcomes (mental health literacy, appraisal and change of beliefs about mental health, management of emotions, and development of coping strategies) and the appreciation and relevance of the game.

METHODS

A randomized controlled trial with pre- and posttest data collection (online questionnaires with validated scales) is conducted among 500 students in Bordeaux, France, to evaluate the EscapeCovid Game cocreated with students, researchers, health professionals, and web developers. A subsample of students is randomly selected for responding to a semistructured interview following a mixed methods design. Recruitment is done through mail invitations from student associations and presentations in university classes. Half of the sample of the trial plays the Escape Game, while the other half receives an email with mental health-related information. Within the game, students discuss their personal experiences. The text is further used for the qualitative analyses. The whole study is carried out online.

RESULTS

The EscapeCovid Game has been developed, tested, and finalized by the end of March 2023. As of November 4, 2024, a total of 191 students have answered the baseline questionnaire (90 intervention vs 101 control). A total of 23 students have played the game and 53 are in the control arm. Among participants, by the end of September 20, 2023, twenty were interviewed (10 intervention and 10 control) reaching sample saturation. According to preliminary results, the EscapeCovid Game has had a positive impact on all defined outcomes, while the email has been effective in increasing knowledge on resources available and on coping strategies and meditation techniques. We expect the trial to be completed by the end of June 2025.

CONCLUSIONS

The mixed methods findings of this study are due to demonstrate the effectiveness of the EscapeCovid Game in improving students' mental health outcomes. Preliminary results from the qualitative substudy are promising: in the aftermath of the COVID-19 crisis, this intervention is intended to promote players' mental health through gamification, knowledge transfer, and a learning-by-doing approach.

TRIAL REGISTRATION

ClinicalTrials.gov NCT06720792; https://clinicaltrials.gov/study/NCT06720792.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

DERR1-10.2196/64068.

Exercise prescriptions for young people's emotional wellbeing: a systematic review of physical activity intensity, duration, and modality

Objective

Physical activity (PA) is beneficial to the body and effective in promoting mental health and social relationships, which is one of the most important ways to enhance the quality of life. This review investigated the effects of PA in intensity, duration, and exercise modality on young people's mood.

Methods

Adhering to PRISMA 2020 guidelines, this study conducted a meticulous search across the Web of Science, PubMed, PsycINFO, and Scopus from May to July 2024, and participants aged between 13 and 28 were specified for inclusion in the study. The search yielded 942 titles and abstracts, and subsequent screening according to the criteria led to the inclusion of 20 studies, with 11 focusing on exercise intensity, four on duration, and five on exercise modality.

Results

Exercise of different intensities and durations had different effects on mood, with moderate intensity having the most significant effect on mood. In terms of duration, exercise lasting 10-30 min was more effective in improving positive mood. In addition, the effects of different modalities of exercise on mood also vary, with current research focusing more on the effects of aerobic exercise on mood.

Conclusion

PA can have a positive impact on mental health that varies by intensity, duration, and modality of exercise; moderate intensity and 30 min of exercise tend to result in the most positive emotions. More research could be conducted in the future in different anaerobic exercises.

Longitudinal Relationships Between Depressive Attributional Style and Internalizing Symptoms in an Autism-Enriched Sample of Incoming College Students

Background

Anxiety and depression are among the most common psychiatric conditions reported in first-year college students. Autistic adults are estimated to face double the rate of anxiety and depression compared with non-autistic peers, influencing quality of life, social success, and academic performance. One potential avenue to understand and address internalizing symptoms in autistic adults beginning their college careers is depressive attributional style, a biased causal explanatory style in which negative life events are attributed to internal, stable, and global causes. The current study evaluates the relationship between depressive attributional style and symptoms of anxiety and depression across the first semester of college, as moderated by autistic traits. We also explore baseline depressive attributional style across additional marginalized aspects of identity based on race/ethnicity, gender, and sexual orientation, and examine potential interaction effects of autistic traits on these relationships.

Methods

Undergraduate students were recruited from four northeastern universities. Our sample (n = 144) includes 47 participants who self-identified or reported a formal autism diagnosis, and 97 non-autistic participants. Participants completed baseline and endpoint questionnaires, as well as a 2-minute biweekly survey, tracking changes in sadness, anhedonia, and anxiety throughout their first semester.

Results

Longitudinal analyses demonstrate that elevated depressive attributional style at baseline predicted biweekly anxiety, sadness, and anhedonia symptoms across the semester. This pattern extended across (was not moderated by) levels of autistic traits, however, participants who reported higher autistic traits endorsed a significantly greater depressive attributional style at baseline, and greater anxiety, sadness, and anhedonia throughout the semester. The relationship between autistic traits and depressive attributional style was strongest for participants with a nonheterosexual orientation.

Conclusion

This study underscores the autistic community-identified need for mental health research, with attention to intersecting identities, and suggests depressive attributional style for further investigation as a potential treatment target.

Abstract

In the first year of college, many students face challenges with anxiety and depression. Autistic students report even higher mental health concerns than non-autistic students. One way to understand why this happens is by looking at how college students explain negative events in their lives. Autistic students may have a more depressive attributional style, in which they see themselves as a cause of negative events and believe that bad things will persist. This outlook is known to contribute to anxiety and depression.

Abstract

We wanted to see how a depressive attributional style might relate to anxiety and depression over the first semester of college, and whether this is affected by autistic traits and stress. We also looked at how autistic traits influence the relationship between depressive attributional style and the marginalized aspects of identity based on race/ethnicity, gender, and sexual orientation.

Abstract

We gave surveys to college students about their attributional style and experiences with depression and anxiety. Participants completed several surveys both before and after their first semester at college. They also completed a brief survey two times per week during the semester.

Abstract

We found that a depressive attributional style at baseline (presemester) was related to depression and anxiety symptoms across the semester. Participants with higher levels of autistic traits reported a more depressive attributional style and greater depression and anxiety during the semester. Individuals with higher autistic traits who identify as LGBTQIA+ were more likely than heterosexual individuals with high autistic traits to have a more depressive attributional style.

Abstract

This study helps us understand that a depressive attributional style might be related to anxiety and depression in both autistic and non-autistic students. In addition, a depressive attributional style may be more common in autistic individuals. These findings could mean that helping people develop a more adaptive thinking about negative events could help prevent or treat anxiety and depression in college students.

Abstract

Because we wanted our study to be accessible for autistic students without a formal diagnosis, we were unable to look at how the social identity of being autistic related to anxiety and depression throughout the semester.

Abstract

These findings give us first evidence that a depressive attributional style appears to be related to anxiety and depression in autistic students. This suggests that interventions designed to address the depressive attributional style in non-autistic individuals could potentially benefit autistic individuals as well, which may support access to mental health treatment for the autistic community.

Mental health during COVID-19: College students' need for structure

Objective: College students made the unprecedented shift to remote learning during the COVID-19 pandemic, potentially contributing to escalating anxiety, depression, and suicide. This loss of structure may be a driving factor in students' distress. We examined the relationship between students' mental health, perceived need for structure, and five stressors related to COVID-19. Participants: Students (N = 1319, 76.3% female, 79.8% White) at a southeastern university responded to a survey in spring 2020. Methods: Participants answered questions about global anxiety and depression, suicide, perceived need for structure, and COVID-19 related stressors. Results: Participants reported increased anxiety and depression and elevated suicidality compared to previous studies of student mental health. Findings indicated that the stressors and lack of structure added unique variance toward predicting anxiety and depression. Conclusions: As COVID-19's consequences persist, counseling centers and other stakeholders are urged to work together in providing support for students' mental wellness and stress management.

Mindfulness, coping, and disruptions as predictors of college student distress at the beginning of the COVID-19 pandemic

Methods: Students completed an online survey about pandemic-related disruptions, depressive symptoms, mindfulness, coping, and demographics.

Results: Students whose families had more financial difficulties reported more disruptions. Depression and avoidant coping were positively correlated with distress, while mindfulness was inversely correlated with distress and depression. Disruptions, family financial status, depressive symptoms, mindfulness, and avoidant coping significantly predicted distress, controlling for university site and student sex, age, race, and ethnicity in multiple regression analyses. Avoidant coping significantly moderated (amplified) the effect of disruptions on distress. Conclusions: College student well-being can be supported through Campus programming that includes mindfulness practices and alternatives to avoidant strategies for coping with stress.

How Do Social Media Influencers Support College Students' Mental Well-Being? A Theory-Driven Content Analysis of YouTube Videos on Mental Health

Grounded in social learning theory, this study investigates the impact of social media influencers (SMIs) on the mental well-being of college students through YouTube videos. By analyzing 115 videos from 88 influencers with over 5,000 subscribers, this study identifies distinct communication strategies tied to influencer attributes. Notably, findings reveal that strategies such as cultivating affective social presence, showing identification with friends and mental health organizations, and incorporating narrative evidence, are positively linked to increased user commenting behavior. The study also examines variations in strategy use across gender and influencer tiers, with micro-influencers excelling in employing most of these effective strategies. Emphasizing the pivotal role of SMIs, as observational learning role models, this research sheds light on their influence in fostering supportive online communities that encourage open dialogue and reflective learning on mental health. The implications can extend to the field of digital health communications.

Adapting emotional support in teams: productivity, emotional stability, and conscientiousness

Students' mental health has received increased attention in recent years: reports of worsened mental health among higher education students call for new ways to support them in their college years. Educational demands are among the concerns that students report, such as the stress of academic performance, the stress related to examinations and the pressure to succeed. One aspect often present in higher education is group work. Group work can be truly beneficial for learning, but it often causes additional stress to students. The present research contributes to the design of a peer assessment tool to support students during group work. In this tool, each student is asked to rate their teammates on several aspects of group work, and a virtual agent delivers support statements in response to such ratings. For the support statements to be appropriate, the virtual agent should adapt them to the recipient and the group work situation they are experiencing. We investigate the adaptation of emotional support statements to the student's personality trait of Conscientiousness and the score assigned to a teammate on one aspect of teamwork, Productivity. The resulting algorithm is then combined with related work on Emotional Stability, and a final algorithm considering both dimensions is created.

Mental health literacy and happiness among university students: a social work perspective to promoting well-being

The present study tried to assess university students' mental health literacy (MHL) and happiness levels and whether a relationship existed between these. The study used a descriptive quantitative methodology, utilizing Likert-type scales to collect data. A private university in Istanbul's Faculty of Health Sciences had a sample of 443 students. Information was collected using a Personal Data Collection PR Form, the Oxford Happiness Questionnaire Short Form (OHQ-SF), and the Mental Health Literacy Scale (MHLS). Descriptive statistics and one-way analysis of variance (ANOVA) were used to analyze the data. The participants' mean MHLS score was 23.00 ± 4.70, and the OHQ-SF score was 23.50 ± 4.70. We detected a significant difference in the MHL subscale owing to age, gender, department, class, maternal education, maternal employment status, income level, academic success, family attitude, smoking status, and exercise status. There were also differences in OHQ-SF scores by students' department, class level, mother's education level, father's income level, academic success status, resident status, family attitude type smoking status, health perception of chronic illness, family history of chronic illness, exercise habit, nutritional status psychological problems, and family mental illness history. Knowledge-oriented and belief-oriented MHL subscales were weak but significantly negatively related, according to the findings. A weak correlation but a significant one was found for subscale Resource-Oriented MHL with happiness level and MHL Total. According to the above-stated research, people who can access mental health resources are more likely to be happy. These findings highlight how making mental health resources available could improve people's mental well-being with a prolonged social work perspective. As happiness is a primary goal of life, more research contributing to our understanding of it is essential. The mental health literacy indicators for university students relate to realizing happiness and fostering well-being.

A Mixed Methods Approach to Understanding Mental Health Literacy Among University Health Students

Mental health literacy (MHL) is defined as the ability to obtain, understand, and use information to identify, manage, and prevent mental health problems and helps university health students to manage mental health challenges by reducing stigma, fostering resilience, and promoting coping strategies. Objectives: To assess MHL levels in Portuguese university health students and explore its relationship with academic life and psychosocial domains; Identify knowledge gaps and educational needs regarding a targeted MHL intervention. Methods: A convergent parallel mixed-methods study, involving collecting quantitative (online cross-sectional survey) and qualitative (focus group) data simultaneously, followed by a separate and integrative analysis. Results: Twenty-four students (75% female, mean age = 25.5) were included. Overall, differences were found in the MHL domains in terms of sex (p = 0.025), mental health history variables (p = 0.020; p = 0.044; p = 0.007), and a negative relation with academic environment satisfaction (rs = -0.571). Focus groups revealed the needs, gaps, and main characteristics for a targeted intervention. Integrative analysis used for data triangulation was possible and helped to converge and reinforce some of the data findings. Conclusions: This study highlights the importance of integrated methodological approaches to explore MHL among undergraduate health students. Also, it highlights the importance of promoting MHL through targeted interventions to enhance well-being and reduce distress in academic contexts.

Stress, student burnout and study engagement - a cross-sectional comparison of university students of different academic subjects

BACKGROUND

Stress and burnout among students are health concerns in higher education systems, the prevalence of which exceeds that of the working population. Both are associated with impaired health and increased university drop-out rates. Study engagement, a positive study-related attitude characterized by energy, dedication, and absorption, counteracts stress and burnout. Person-oriented approaches can help to ensure students' health and well-being and help to deduce preventive measures and interventions. Nevertheless, most studies treat students as a homogenous group and do not differentiate between academic subjects. Students apart from medical and nursing sciences have been mostly neglected within this research field.

METHODS

In a cross-sectional study, a sample of n = 947 students from five academic subject fields (Informatics, Mechanical Engineering, Sports and Health Sciences, Medicine, Economic Sciences) at a university in Germany was analyzed using an online survey. Sociodemographic data, perceived stress, study engagement and student burnout were included.

RESULTS

A total of 73.2% of the students were moderately to highly stressed, with females displaying higher stress levels than males. Almost one-third of the students reported frequent symptoms of burnout, while 44.5% reported a high degree of study engagement, with no differences according to sex. Stress (male: F [4, 401] = 5.321; p < 0.001; female: F [4, 532] = 9.325; p < 0.001), burnout (F [4, 938] = 7.537-11.827; p < 0.001) and engagement (F [4, 938] = 14.426; p < 0.001) were significantly differentiated by faculty affiliation. Medical students had the lowest stress levels, while informatics students had the highest stress levels. The faculty of informatics also had the highest level of burnout symptoms, while medical students and students in sports and health sciences displayed the most beneficial values. Medical students were most engaged, differing significantly from those of all the other faculties.

CONCLUSIONS

Stress and burnout seem to be a problem in all students, especially among students in informatics and engineering. The previous focus on medical students concerning study demands does not seem justified according to our results. Fostering a supportive environment is key for study engagement, health and well-being of students. The inclusion of further individual factors should be a future concern in order to find and promote strategies for a healthy education system.

Identifying characteristics of UK university students at risk of developing adverse markers of health and related behaviours across one year at university: a latent transition approach

INTRODUCTION

University students are a population notorious for developing adverse markers of health and related behaviours that can have negative consequences for current and future health status. However, there is a dearth of literature devoted to identifying students at greater risk of developing poorer health-related outcomes. The current study aimed to identify characteristics of UK university students at risk of developing adverse markers of health and related behaviours across one year at university.

METHODS

Four hundred and thirty-eight students completed an online self-report survey to assess markers of health and related behaviours in term one (October) and term three (April) in one of three academic years (2021-22, 2022-23, and 2023-24). Latent Profile Transition analysis was employed to generate health-related profiles and assess transitions over time.

RESULTS

Four latent profiles were detected, largely influenced by physical activity behaviours and psychological markers. The majority of students were identified in profiles considered as less healthy and remained in those profiles over time. Women and trans and gender diverse (TGD) students, and students in their second year at university were at greatest risk of being in, and remaining in, less healthful profiles.

CONCLUSIONS

Most students identify and remain in less healthful profiles throughout the academic year. Students that transition between profiles are more likely to transition to less healthful profiles. Work to develop bespoke interventions aimed at students with higher-risk demographic characteristics should now be prioritised.

Invisible disabilities and health among U.S. postsecondary students

Objective: The current study compares the health behaviors and outcomes of students with three types of invisible disabilities-autism, ADHD or learning disabilities, and mental health conditions-to neurotypical students. Gender differences are also examined. Participants: Undergraduate college students (n = 2,822) at ten postsecondary institutions in Indiana. Methods: Students completed an online survey in spring 2021. Differences in health behaviors and outcomes based on disability status were estimated using linear and logistic regression models. Results: College students with invisible disabilities reported worse health than neurotypical students across a range of health behaviors and outcomes, for both physical and mental health. Students with mental health conditions reported worse health most consistently. There were few gender differences. Conclusions: Health-related programming targeted to students with invisible disabilities has received little attention in research on college student health. As this population grows, we recommend that institutions develop programs to address their specific health-related challenges and needs.

Associations Between Moderately Severe to Severe Depression and Marijuana Usage Among Black Male Collegians: Results from the Healthy Minds Study

Marijuana use and depression are critical issues affecting the well-being of Black male collegians. This study examines the relationship between recent marijuana use and moderately severe to severe depression within this population, emphasizing the role of social determinants of mental health, such as financial stress and racial discrimination. Using data from the Healthy Minds Study (HMS), a cross-sectional web-based survey, 1,599 Black male collegians were analyzed. Logistic regression analysis revealed that recent marijuana use increased the likelihood of experiencing moderately severe to severe depression by 77%. Younger students and those experiencing financial stress or racial discrimination were also at higher risk. These findings highlight the importance of targeted mental health interventions that address substance use and social determinants of mental health. The study underscores the need for culturally tailored approaches to mitigate the adverse mental health effects faced by Black male collegians in higher education settings.

Symptoms of ADHD and Other Common Mental Disorders Influence Academic Success in South African Undergraduates

OBJECTIVE

ADHD symptoms are highly prevalent among university students. These symptoms, particularly the inattentive cluster, predispose students to poorer academic performance and worse academic adjustment. Moreover, ADHD symptoms are often comorbid with other common mental disorders; this comorbidity also leads to poor outcomes. South African students often have fewer resources to successfully transition to university. Hence, our longitudinal study used data from a sample of South African first-year undergraduate students to investigate (a) associations between ADHD symptoms and academic performance/adjustment, (b) separate influences of the inattentive and hyperactivity-impulsivity clusters on academic performance/adjustment, and (c) the influence of the combination of ADHD and psychiatric comorbidities on academic performance/adjustment.

METHOD

We collected data three times through the first semester of 2023. Predictors within our regression models included sociodemographic variables, psychological variables (self-reported symptoms of ADHD, depression, anxiety, and risky alcohol use), and high school academic performance. Outcomes were first-semester GPA and self-reported academic adjustment (magnitude of change across the semester and overall adjustment at the end of the semester).

RESULTS

Analyses showed that, unlike academic performance (N = 506), magnitude of change in academic adjustment (N = 180) was significantly predicted by ADHD symptoms and the combination of ADHD (p = .02), depression (p < .001), and anxiety symptoms (p = .01). Inattentive ADHD symptoms predicted both academic performance and magnitude of change in academic adjustment.

CONCLUSIONS

Our findings suggest that the presence of ADHD symptoms (both with and without other common mental disorders) is associated with a smaller magnitude of academic adjustment, and that the presence of inattentive symptoms of ADHD is associated with both poorer academic performance and smaller magnitude of academic adjustment. These findings are significant in informing future interventions targeting the academic outcomes of first-year university students.

Examining the Structure of Personality Dysfunction Among Individuals Involved in Mental Health treatment: A Registered Report

Personality dysfunction is a core element of the diagnosis of personality disorders in both main diagnostic systems (Diagnostic and Statistical Manual of Mental Disorders [5th ed.] Personality Disorders and ICD-11 [International Classification of Diseases, 11th Revision] Personality Disorders). A recent study by Sleep et al. explored the structure of personality dysfunction (N = 517 undergraduates) with exploratory bass-ackward factor analyses at the item level using items from six measures of personality functioning. The present study represents a replication of the study by Sleep and colleagues in a community sample of individuals currently in or seeking psychological/psychiatric treatment. Participants were recruited from Prolific who completed items from six measures of personality dysfunction (N = 457). The primary factor analysis identified three lower-order factors of impairment (Negative Self-Regard, Disagreeableness, and Intimacy Problems). These dysfunction factors showed moderate to strong relations to the factors generated by Sleep et al.; however, there were important differences in the overall structure suggesting a lack of formal replication.

Mental Health and Lifestyle Factors Among Higher Education Students: A Cross-Sectional Study

This study aimed to describe the lifestyle factors and mental health levels among higher education students and identify their predictors. A cross-sectional study with a sample of 745 students was conducted with students from the Polytechnic of Porto using the Depression Anxiety Stress Scales (DASS-21), Clinical Outcomes in Routine Evaluation (CORE)-18, and FANTASTICO Lifestyle Questionnaire. The findings indicate that while students generally exhibited a positive lifestyle, they also experienced mild levels of depression, anxiety, and stress, nearing the moderate threshold. The DASS-21 Depression subscale was a significant predictor of both CORE-18 and FANTASTICO scores, underscoring the strong relationship between depression and overall well-being. Anxiety and stress were also predictors of CORE-18 scores, reflecting the negative impact of stress on students' psychological well-being. Perceived health status and the male sex were associated with better outcomes on the DASS-21 and CORE-18, while the female sex predicted a healthier lifestyle, as measured by FANTASTICO. These findings highlight the importance of targeted interventions that address mental health and promote healthy lifestyle choices in educational settings.

The effects of a 12-week moderate-intensity continuous training intervention on depression, anxiety, and stress in sedentary female college students: a focus on negative emotion regulation

Objective

Moderate Intensity Continuous Training (MICT) is recognized as an effective intervention for improving negative affect. However, research on its effects across varying levels of negative mood states in sedentary female college students remains limited. This study aimed to investigate the impact of a 12-week MICT intervention on different levels of negative mood in sedentary female college students.

Methods

A total of 144 participants were randomly assigned to two groups, each consisting of 72 individuals. The participants were further categorized into three negative mood groups: depression, anxiety, and stress, with 24 participants in each group. Within each mood group, participants were divided into three subgroups based on the severity of their mood (mild, moderate, and severe), with 8 participants in each subgroup. The experiment spanned 12 weeks, with two 45-min training sessions per week. Intensity was monitored throughout the experiment using the Borg Rating of Perceived Exertion (RPE), and heart rate was measured immediately following each session. The training intensity was maintained at 60-69% of HRmax throughout the 12 weeks.

Results

After 12 weeks of MICT, MICT had a positive effect on mild and severe depressive mood, moderate anxiety, and mild stressful mood in sedentary female college students (p < 0.05), but MICT did not have statistically significant effects on moderate depressive mood, mild and severe anxiety, and moderate and severe stressful mood in sedentary female college students (p > 0.05).

Conclusion

MICT may have a beneficial effect on sedentary female college students, particularly those with lower levels of emotional distress. However, due to the absence of a positive control group, it is difficult to draw definitive conclusions about its specific impact. Future studies should employ more rigorous control designs to better assess the role of MICT in improving both the physical and mental health of sedentary female college students.

The Network Relationship Between the Core Elements of Interpersonal Communication Competence and Depression in Chinese College Students

Depression is a prevalent mental health problem among college students, often stemming from academic stress, social pressure, and self-regulatory needs. This study explored the intricate network relationships between interpersonal communication competence and depressive symptoms to understand better how these variables interact and influence students' mental health. Using a sample of 486 college students from a university in Shandong, China, this study examined the centrality, connectivity, and predictability between 10 dimensions of interpersonal communication competence and dimensions of depressive symptoms using network analysis. Results indicated that stronger interpersonal communication competences, particularly altercentrism, immediacy, and supportiveness, were protective factors for depression, contributing to emotional support and reduced loneliness. Altercentrism is the highest level of mediation between interpersonal competence and depression. The study identified gender differences, with men relying more on immediacy, while women emphasized interaction management and expressiveness. The findings highlight the importance of gender-specific interventions that address gender-specific needs, and that such interventions can improve interpersonal communication competences as a strategy for alleviating depression in college students.

Emotion regulation strategies as moderators of the relationship between negative life events and trait anxiety

BACKGROUND

Anxiety commonly occurs after experiencing negative life events. However, the role of emotion regulation strategies in moderating the relationship between negative life events and anxiety remains unclear. The current study 1) examines the associations between emotion regulation strategies and trait anxiety, and 2) explores whether the relationship between negative life events and trait anxiety is moderated by emotion regulation strategies, in particular, adaptative strategies such as cognitive reappraisal.

METHODS

We used data from 1384 adolescents and young adults (ages 12-27) who completed measures of negative life events, emotion regulation strategies, and trait anxiety. Emotion regulation was measured using the Emotion Regulation Questionnaire and the Difficulties in Emotion Regulation Scale - Short Form.

RESULTS

Multiple regression analyses showed that limited access to emotion regulation strategies, difficulty engaging in goal-directed behavior, lack of emotional awareness, lack of emotional clarity, nonacceptance of emotional responses, and use of cognitive reappraisal were associated with trait anxiety. Additionally, the positive association between negative life events and trait anxiety was moderated by difficulty engaging in goal-directed behavior and use of cognitive reappraisal. Sex differences were apparent for difficulty engaging in goal-directed behavior. Age-based analyses revealed that these interactions were specific to young adults.

LIMITATIONS

Limitations include a cross-sectional design and reliance on self-report measures.

CONCLUSIONS

Less use of adaptive emotion regulation strategies was associated with greater trait anxiety. Further, the relationship between negative life events and trait anxiety in young adults may depend on one's ability to engage in goal-directed behavior and use cognitive reappraisal.

Antisemitism on Campus in the Wake of October 7: Examining Stress, Coping, and Depressive Symptoms Among Jewish Students

The Hamas-led terrorist attacks in Israel on October 7, 2023, were an inflection point that spurred a global rise in antisemitism. College and university campuses were particularly affected. Given the adverse impacts of prejudice and discrimination for mental health and the dearth of research on psychosocial effects of antisemitism, examining stress, coping, and mental health among Jewish students within this context is crucial. In this study, we used longitudinal data and multilevel modelling in the months after the events of October 7 to examine within- and between-person effects of antisemitism-related stress, stress associated with the Israel-Palestine conflict, and approach and avoidance coping on depressive symptoms among a sample of 253 Jewish college and university students. Within-person results indicated that increases from one's usual level of antisemitism-related stress and stress attributable to the Israel-Palestine conflict were independently associated with heightened depressive symptoms. Increased use of avoidance coping was also associated with heightened depressive symptoms, whereas the inverse was true for approach coping which had a protective effect. Similar effects were observed at the between-person level. Results from the present work draw attention to both the potentially detrimental effects of stress associated with antisemitism, but also highlight coping as a target for intervention to potentially combat such effects. The findings also point to a path forward where campuses can remain open areas of inquiry by fostering resilience at both the community and individual level.

Bidirectional relationship between self-compassion and psychological richness: A two-wave longitudinal study

Previous research has found that self-compassion enhances well-being outcomes such as happiness and meaning in life. However, little is known about the link between self-compassion and psychological richness, a recently introduced concept of well-being. Thus, an exploration of the relationship between self-compassion and psychological richness is necessary to gain a comprehensive understanding of the association between self-compassion and well-being. To address this issue, this study investigated the temporal directionality of their relationship within a cohort of Chinese college students, utilizing a two-wave longitudinal approach. Using a cross-lagged model, the results revealed that the self-compassion could predict psychological richness 3 months later, and conversely, psychological richness could also predict subsequent self-compassion. This research provides new insights into the bidirectional relationship between self-compassion and psychological richness, broadening our understanding of the association between self-compassion and well-being. Future interventions should focus on the important effect of self-compassion interventions in the development of psychological richness. In addition, future research could consider interventions on increasing psychological richness to improve the level of self-compassion among college students.

Enhancing warning signs of mental health literacy: Evaluating a digital base intervention for health profession students

BACKGROUND

Despite its importance, Mental health literacy (MHL) among nursing and other health profession students often remains inadequate, potentially impacting their future roles as healthcare providers. This inadequacy can lead to delayed or inappropriate care for individuals with mental health concerns, perpetuating adverse outcomes and increasing the burden on healthcare systems.

AIM

To evaluate a digital-based intervention designed to enhance the warning signs of mental health literacy among health profession students.

DESIGN

A quasi-experimental, one-group pretest-posttest study design was used to conduct the current study.

METHODS

A non-randomized trial was conducted using digital mental health literacy intervention about the warning signs of mental illness (DWS), involving a convenience sample of 493 undergraduate health profession students. Mental Health Literacy Survey About Warning Signs of Mental Illness was developed and validated to measure the participants' mental health literacy before and after the intervention.

RESULTS

Almost all Warning Signs of Mental Illness Literacy items were significantly increased from pre- to post-intervention. Both sub-sums representing the knowledge subscale (items 1 to 11) and attitude subscale (items 12 to 15) significantly increased to 4.4 (CI 3.7, 5.0) and 0.7 (CI 0.5, 0.9), respectively. Differences were more extensive and significant on the knowledge subscale items 0.4 (CI 0.3, 0.5) than on the attitude subscale mean items 0.2 (CI 0.1, 0.2).

CONCLUSION

The DWS is an effective and easy-to-use education program for health profession students. The current study is an initial step toward building a body of knowledge about mental health literacy in the region.

Implementing university wellness program for mental wellbeing among health science students: A protocol for implementing an intervention program in higher educational institutions Chennai Tamil Nadu

BACKGROUND

University students, especially those in the health sciences, face significant mental health challenges due to demanding academic schedules and personal stressors. The University Wellness Programme (UWP) is committed to enhancing mental health and overall well-being by implementing comprehensive interventions.

METHODS AND MATERIALS

The pilot study was conducted at a private higher educational institution in Chennai, Tamil Nadu, with 200 health science students participating. The study is expected to expanded to include 600 participants. A quasi-experimental field study with a control group and a cross-sectional design was implemented. Interventions included recreational clubs, life skills and mindfulness training, and counselling services tailored to students. Data were collected using a validated wellness assessment tool with high reliability (Cronbach's alpha = 0.912). Pre- and post-intervention evaluations were conducted over a six-month period.

RESULTS

In the pilot study, 55% of students reported excellent overall wellness, while 15% reported poor wellness. Additionally, 20% of students reported experiencing high levels of depression, while 25% reported high levels of stress. Substantial improvements in students' mental health were observed, with reductions in anxiety, depression, and stress. The stress management sessions were found to be beneficial by 80% of students, while life skills training and recreational clubs received high participation rates and positive feedback.

CONCLUSION

The UWP's comprehensive, multimodal approach effectively improves mental health and reduces stress among health science students. The program's success highlights the importance of integrating mental health promotion into higher education. In order to enhance the well-being of students, future implementations should prioritize expanding counselling services, life skills development, and recreational activities. The results underscore the need for tailored interventions to address the unique stressors faced by students, advocating for policy development and dedicated funding for wellness programs in universities.

Screening for social anxiety disorder in students of Jordan universities after COVID-19 pandemic: a cross-sectional survey study

OBJECTIVE

To examine the prevalence rate of social anxiety disorder (SAD) among university students in Jordan after the COVID-19 pandemic and its associated predictors.

DESIGN

A cross-sectional online survey study that was conducted in Jordan between January and December 2023.

SETTING

Universities in Jordan.

PARTICIPANTS

Healthy university students from any specialty currently enrolled at a Jordanian university.

PRIMARY OUTCOME MEASURE

The prevalence rate of SAD, which was assessed using the Social Phobia Inventory.

RESULTS

A total of 851 university students participated in this study. More than half of them (65%) were women. The mean age of the study participants was 21.9 (2.7) years. The majority of them (70.6%) were studying medical fields. The median number of times the study participants got infected with COVID-19 was 1.0 (IQR: 0.0-2.0). The median number of viewing hours spent on social networking sites was 4.0 (IQR: 3.0-6.0). The median SAD score was 19 (IQR: 10-32) out of 68, which represents 27.9% of the maximum attainable score. Up to 45.4% of the study participants were susceptible to SAD, with 12.5% of the study participants reporting severe to very severe SAD symptoms. Students older than 21.9 years were 32% less likely to report SAD symptoms compared with younger students (p<0.01).

CONCLUSION

Jordanian universities students are increasingly likely to report SAD symptoms. The data show how important it is for universities to recognise and deal with this mental health issue. Focused treatments and support networks could help students with social anxiety problems to deal with them.

The Interplay of Personality Traits and Psychological Well-Being: Insights from a Study of Italian Undergraduates

OBJECTIVES

The mental health and well-being of university students are crucial areas of research due to their significant impact on academic success, personal development, and overall life satisfaction. Since previous research consistently shows that the stress related to academic challenges can significantly affect mental health, the study aims to examine the relationship between personality traits, locus of control, and psychological well-being outcomes.

METHODS

In the present study, 67 Italian undergraduate students (19.45 ± 1.62 years) were evaluated to assess the connections between personality traits, locus of control, and key psychological outcomes including depression, anxiety, sleep disturbances, and subjective memory complaints.

RESULTS

The analyses of the collected variables revealed a strong interrelationship between stress, anxiety, depression, and insomnia, contributing to a general construct termed psychological well-being disturbances (PWBD). When considering the Big Five personality traits, a significant positive association with internal control and mindfulness levels was observed both for extraversion and conscientiousness, while neuroticism was associated with increased external control and subjective memory complaints.

CONCLUSIONS

These findings highlight the importance of understanding personality traits in shaping psychological well-being and coping mechanisms among students. Educational institutions should consider incorporating personality-based approaches into their support systems, as fostering traits linked to better psychological well-being, such as extraversion, conscientiousness, and agreeableness, may help mitigate the negative impact of stress and anxiety commonly experienced in academic settings.

Characteristics Associated with Engagement in the Early Detection Cascade of Care for Psychosis at a College Counseling Center

Using the Cascade of Care framework, we explored the demographic and clinical characteristics of students at six stages in an early psychosis detection program at a college counseling center, with a focus on the transition between stages with the highest disengagement. We detailed and compared the demographic and clinical characteristics of those who (1) completed the Prodromal Questionnaire-Brief (PQ-B, N = 1588); (2) met the PQ-B cutoff score (n = 486); (3) were referred for secondary phone screening (n = 404); (4) completed secondary phone screening (n = 198); (5) completed a Coordinated Specialty Care (CSC) eligibility assessment (n = 51); and (6) were enrolled in CSC (n = 21). Education level and gender identity were associated with engagement at multiple stages of the early detection cascade. Graduate education level, transgender or gender diverse gender identity, alcohol use, and depressive symptoms predicted student follow-through with referral to secondary phone screenings.

Transitioning from perceived stress to mental health: The mediating role of self-control in a longitudinal investigation with MRI scans

Background

The neural mechanisms and long-term effects of perceived stress (PS) and self-control (SC) on mental health (MH) are not fully understood. This study seeks to investigate the influence of PS and SC on MH and to identify their neural correlates using fMRI.

Methods

A total of 817 college students participated in behavioral assessments, including the Perceived Stress Scale (PSS), Self-Control Scale (SCS), and Mental Health Continuum Short Form (MHC-SF). Among them, 371 underwent fMRI scans to calculate zfALFF and whole-brain functional connectivity. Additionally, their behavioral measures were reassessed two years later.

Results

Longitudinal behavioral data revealed significant fixed effects of perceived stress and self-control on mental health. Perceived stress significantly predicted decreased mental health at Time 2, and self-control acted as a mediator in such relationship. The results of the behavioral and brain model analyses found that zfALFF in the right temporal region negatively predicted self-control. Functional connectivity between the right temporal region and the right precentral gyrus was also found to negatively predict self-control.

Conclusion

This study highlights the mediating role of self-control in the relationship between perceived stress and mental health. It also identifies specific brain regions and functional connectivity associated with self-control, providing new neurobiological evidence for mental health interventions.

Behavioral Emotion Regulation Strategies and Symptoms of Psychological Distress Among Turkish University Students

The purpose of this study was to examine the association between behavioral emotion regulation strategies and symptoms of depression, anxiety, and stress among Turkish university students. Participants consisted of 633 students continuing their university education in two different universities in Türkiye. Participants completed a data collection tool comprising a Sociodemographic Information Form, the Behavioral Emotion Regulation Questionnaire, and the Depression Anxiety Stress Scales-21. Data were analyzed using descriptive statistics, Pearson's product-moment correlation coefficient analysis, and multivariate multiple regression analysis. The results of this study revealed that seeking distraction was negatively associated with symptoms of depression, anxiety, and stress, whereas withdrawal, seeking social support, and ignoring were positively associated with symptoms of depression, anxiety, and stress among university students. Additionally, actively approaching was negatively associated with depressive symptoms. Overall, the findings demonstrate that university students who use maladaptive behavioral emotion regulation strategies (e.g., withdrawal, ignoring) tend to have higher levels of psychological distress, whereas university students who use adaptive emotion regulation strategies (e.g., distraction) tend to have lower levels of psychological distress. However, contrary to expectations, seeking social support was positively associated with symptoms of psychological distress. Given the paucity of research on the relationship between behavioral emotion regulation strategies and psychological distress in the Turkish cultural context, this study may contribute to identifying both universal and culturally specific strategies associated with depressive, anxiety, and stress symptoms among Turkish university students.

The impact of university freshmen's mental health on academic performance: an empirical study based on M University in Fujian Province, China

Objective

To investigate the impact of freshmen's mental health on their short-and long-term academic performance, as well as to provide empirical evidence for improving university students' mental health intervention tactics and higher education quality.

Methods

A multiple regression model was used to analyze student data from 3 years of enrollment at M University in Fujian Province.

Results

Different mental health problems have a significant impact on academic performance, which varies by gender, enrollment year, and subject. Somatization, anxiety, and depression have a significant negative impact on both comprehensive and single-subject scores, while anxiety, social aggression, and other variables can increase academic performance in certain settings. Some effects are notably moderated by gender and enrollment year.

Conclusion

University officials should strengthen mental health surveillance and intervention during the first few years of student enrollment to mitigate the harmful impact of mental health issues on academic performance. The moderate to strong effect sizes for variables like somatization, depression, and anxiety indicate that early interventions could be crucial in reducing their negative impact on both short-and long-term academic outcomes. Furthermore, the study discovered disparities in mental health and academic performance across students of different genders and enrollment years, emphasizing that educational personnel should design more tailored mental health support methods that consider these differences.

An internet-delivered acceptance and commitment therapy program for anxious affect, depression, and wellbeing: A randomized, parallel, two-group, waitlist-controlled trial in a Middle Eastern sample of college students

BACKGROUND

College students during the young adult years are at elevated risk for the development of anxiety and depressive difficulties. Moreover, a preliminary body of evidence suggests that, for those who reside in Middle Eastern contexts, despite an established need, sociocultural impediments prevent active psychological help-seeking. Internet-delivered, self-directed mental health programs may hold significant promise to alleviate these difficulties in contexts where individuals would otherwise not enlist the support of a mental health practitioner.

METHOD

The present study developed a bespoke, 4-module, internet-delivered program based upon acceptance and commitment therapy (ACT) principles and tested its feasibility and efficacy within the context a randomized controlled trial. A total of 129 participants were randomized to receive either the ACT program or to a waitlist control condition. Assessments of generalized anxiety, social anxiety, depressive affect, and wellbeing were administered at baseline and at post-intervention.

RESULTS

Analyses indicated that the intervention was efficacious in mitigating both generalized and social anxiety and in improving wellbeing.

CONCLUSION

These results provide preliminary evidence of the feasibility and efficacy of internet-delivered ACT in a Middle Eastern context.

Support marshaling strategies among college students with anxiety and depression

Objective: The purpose of this study is to identify ways in which college students use support-seeking strategies to improve mental health-related goals. Participants: Participants included college students from a Mid-Atlantic university who identified as having experienced anxiety or depression in their lifetime. Method: Using a support marshaling framework and thematic analysis, this paper analyzed qualitative responses (n = 330) that detailed individuals' experiences with network members when trying to gain support or avoid barriers surrounding their mental health. Results: This analysis revealed new support marshaling strategies specific to a mental health context. Participants frequently employed indirect avoidance strategies (e.g., decreased interaction time; 12.66%) and direct approach strategies (e.g., soliciting mental health support; 43.33%). Conclusions: College students equally experience opposition and support when trying to achieve mental health-related goals. Future research might consider which network members express support and opposition, and how these newly identified strategies apply in support marshaling contexts outside mental health.

COVID-19 pandemic effects on college student mental health: A cross-sectional cohort comparison study

OBJECTIVE

Evaluate COVID-19 pandemic impacts on college student mental health.

PARTICIPANTS

Three cohorts of college students (2018 n = 466; 2019 n = 459; 2020, n = 563; N = 1488) from three American universities. Participants were 71.4% female, 67.5% White, and 85.9% first-year students.

METHODS

Multivariable regression models and bivariate correlations were used to compare anxiety, depression, well-being, and search for meaning before and during the pandemic, and the relationships between pandemic health-compliance behaviors and mental health.

RESULTS

Anxiety, depression, and well-being did not significantly worsen during compared to before (2019) the pandemic (ps = .329-.837). During the pandemic, more frequent in-person social interactions were correlated with lower anxiety (r = -0.17, p < .001) and depressive symptoms (r=-0.12, p = .008), and higher well-being (r = 0.16, p < .001), but also less handwashing (r = -0.11, p = .016) and face mask-wearing (r = -0.12, p = .008).

CONCLUSIONS

We observed little evidence for pandemic impacts on college student mental health. Lower compliance with pandemic health guidelines was associated with better mental health.

Exploring the benefits of psychoeducation on college students' mental health during the COVID-19 pandemic

OBJECTIVE

This study examines the effects of a scalable psychoeducation intervention to improve students' mental health during the COVID-19 pandemic.

PARTICIPANTS

In a sample of racially diverse undergraduates from a highly selective university (N = 66), students in the control group (mostly women) participated in courses as usual and students in the intervention group (only women) participated in a psychoeducation course on evidence-based strategies for coping, designed for college students living through the pandemic.

METHODS

Rates of psychological distress were measured through online surveys at baseline and follow-up assessments.

RESULTS

Students in both the intervention and control groups had clinically elevated depressive symptoms. Consistent with hypotheses, students in the intervention group had lower levels of academic distress and more positive perceptions regarding mental healthcare at the follow-up assessment than students in the control group. Contrary to hypotheses, students in both groups had similar levels of depressive symptoms, feelings of being overwhelmed, and coping. Preliminary findings suggest that the intervention primarily improved help-seeking and may have reduced stigma.

CONCLUSIONS

Psychoeducation in an academic setting may be one means by which to decrease academic distress and reduce mental health stigma at highly selective institutions.

The relationship of race, ethnicity, gender identity, sex assigned at birth, sexual orientation, parental education, financial hardship and comorbid mental disorders with quality of life in college students with anxiety, depression or eating disorders

BACKGROUND

Previous studies showed that comorbidity and demographic factors added to burden on health-related quality of life (HRQoL). Only one study explored the relationship between HRQoL and comorbidity in college students with mental disorders, leaving generalizability of findings uncertain. Less is known about the association of demographics on HRQoL. This study investigated HRQoL based on demographics and comorbidity among college students with mental disorders.

METHODS

Participants were students (N = 5535) across 26 U.S. colleges and universities who met criteria for depression, generalized anxiety, panic, social anxiety, post-traumatic stress, or eating disorders based on self-report measures. ANOVA and linear regressions were conducted.

RESULTS

Overall, female, minoritized (gender, sexual orientation, race, or ethnicity), and lower socioeconomic status students reported lower HRQoL than male, heterosexual, White, non-Hispanic, and higher socioeconomic status peers. After accounting for comorbidity, differences in physical HRQoL based on sex assigned at birth and gender were no longer significant. For mental HRQoL, only gender and sexual orientation remained significant. A greater number of comorbidities was associated with lower HRQoL regardless of demographic group.

LIMITATIONS

The non-experimental design limits causal inference. The study focused on univariable associations without examining potential interactions between demographic factors. Future research should explore structural factors like discrimination.

CONCLUSION

Results suggested that increased comorbidities placed an additional burden on HRQoL and that certain demographic groups were more vulnerable to HRQoL impairment among students with mental disorders. Findings suggest the need for prevention of disorders and their comorbidity and implementing tailored interventions for specific student subgroups with increased vulnerability.

The Longitudinal Association Between Negative Life Events and Problematic Social Media Use Among Chinese College Students: The Mediating Role of FoMO and the Moderating Role of Positive Parenting

Negative life events are one of the risk factors leading to problematic social media use (PSMU) among Chinese college students, but the underlying mechanism between them remains unclear. Based on compensatory internet use theory, a moderated mediation model was examined, with two dimensions of fear of missing out (FoMO) considered as parallel mediators and positive parenting as a moderator. A total of 525 college students (57.3% females, Mage = 21.94, SDage = 1.16) participated in this three-wave longitudinal study (6 months apart). We investigated their negative life events at Time 1, FoMO at Time 2, positive parenting at Time 2 and PSMU at Time 3. The structural equation model results indicated that, after controlling for demographic variables, negative life events positively impacted students' PSMU directly and indirectly by increasing their fear of missing novel information and fear of missing social opportunities. Moreover, positive parenting moderated the mediating effect of fear of missing social opportunities but not fear of missing novel information. In conclusion, this study reflected the underlying mechanism linking negative life events to PSMU, supporting the stress-buffering model while highlighting the protective role of positive parenting.

Sexual harassment, sexual violence and subsequent depression and anxiety symptoms among Swedish university students: a cohort study

PURPOSE

To determine the gender-specific impact of recent exposure to different forms of sexual harassment and sexual violence (SHV) on depression and anxiety symptoms three, six, and nine months later.

METHODS

We recruited 2229 women and 1274 men studying at Swedish universities and followed them with web-surveys every three months over one year. We estimated mean differences (MDs) of depression and anxiety symptoms between exposed and unexposed at each follow-up, adjusting for prior SHV, prior depression and anxiety symptoms and potential confounders.

RESULTS

For women, sexual harassment (wide subjective definition) was associated with higher symptom levels of depression (MD 1.0 [95% CI: 0.3; 1.7]) and anxiety (MD 0.8 [95% CI: 0.3; 1.4]) three months later. Unwanted sexual attention was associated with higher symptom levels of anxiety three (MD 0.5 [95% CI: 0.1; 0.8]) and six months later (MD 0.4 [95% CI: 0.0; 0.7]). Exposure to sex against ones will was associated with higher depression symptoms three (MD 1.7 [95% CI: 0.1;3.4]), and six months later (MD 3.1 [95% CI: 1.0; 5.2]). Trends indicated that associations with subsequent mental health differed between forms of SHV among women, and that most associations were more pronounced in temporal proximity to the exposures. For men, we refrain from interpreting the results since they showed high variability and were not robust to sensitivity analyses using multiple imputation to account for missing outcome data.

CONCLUSIONS

Among women, several forms of SHV were associated with higher subsequent depression and anxiety symptoms.

Addressing anxiety through conversation and campus programming: a mixed methods exploration of student and parent perspectives

Objective: This mixed methods study examined student and parent experiences with anxiety and preferences for campus-based programming to address anxiety. Participants: College students (n = 156) completed a survey, and 20 students participated in focus groups. Parents of college students (n = 85) completed a survey, and 12 parents completed a phone interview. Methods: Students and parents completed surveys about trait worry, mental health literacy, and preferences for proposed programming. Descriptive statistics were calculated. Students participated in focus groups, and parents completed interviews regarding their experiences and preferences. Thematic analysis was conducted with the coded focus group and interview transcripts. Results: Quantitative and qualitative findings revealed specific program preferences (eg scheduling). Qualitative findings highlighted mismatches between student and parent perspectives and opportunities for parental skill building. Conclusions: Students and their parents are open to and eager for campus programming that provides education, skills, and support for college students with anxiety.

Mental health disparities among sexual and gender minority students in higher education

Objective: There has been an ongoing mental health crisis among sexual and gender minority (SGM) populations. This continues amidst rising population-level depression and suicide rates, especially among students in higher education. This work aims to understand changes in SGM student mental health over time. Participants: N = 483,574 responses to the Healthy Minds Study (2007C2022) were examined from 18 to 35-year-old U.S. college and university students. Methods: Linear and logistic regressions were used to examine associations between SGM identity and mental health. Mediation and structural equation modeling were used to examine potential links among risk factors. Results: On average, ∼18% of students identified as SGM, which included a 6-fold increase in SGM self-identification across this 15-year period. Depression rates increased over time; ∼12% of students reported major depression. SGM students were 3.18 times (z = 111.16, p < .001) more likely to report depression than non-SGM students (26.85% vs. 8.53%). Disproportionate discrimination and lack of school belonging partially explained SGM disparities in depression. SGM students were twice as likely to utilize therapy (z = 115.42, p < .001) but half as likely seek help from family (z = 55.48, p ≤ .001). Conclusions: Academic institutions must take concrete steps to reduce barriers mental health care, combat discrimination, and bolster community belonging and interpersonal support for SGM students.

Reallocating time between movement behaviors has implications for post-secondary students' mental health and wellbeing

Objective: Examine the theoretical impact of reallocating time between self-reported moderate-to-vigorous physical activity (MVPA), recreational screen time, and sleep on psychological distress and mental wellbeing among post-secondary students. Participants: 24,742 post-secondary students (Mage=24.3 ± 7.72 SD years; 66.4% women) from Cycle 1 of the Canadian Campus Wellbeing Survey. Methods: Cross-sectional isotemporal substitution modeling. Results: Replacing 20 min of screen time with either sleep or MVPA was associated with lower psychological distress, greater mental wellbeing, lower odds of reporting mild-to-severe psychological distress and low mental wellbeing, except for reallocating screen time to sleep among students who exceed the sleep guideline recommendations. Reallocating time between sleep and MVPA revealed noteworthy patterns: replacing sleep with MVPA was associated with greater mental wellbeing but not lower psychological distress. Conclusions: Findings highlight the potential mental health benefits of replacing screen time with sleep or MVPA as an integrative whole day approach to promote campus wellness.

Unhealthy Lifestyle Contributes to Negative Mental Health and Poor Quality of Life in Young University Students

Background: A negative lifestyle is reported to be related to poor mental health and quality of life (QOL). However, there is little information on this in university students. The objective of the present study was to investigate the association between mental health (i.e., anxiety, depression symptoms and stress), QOL, SWLS and lifestyle parameters (i.e., PA, sleep duration, ST and food habits) among Chilean university students and then to determine the differences in mental health, QOL, SWLS and lifestyle parameters according to gender. Methods: This cross-sectional study included a total of 211 university students (128 females and 83 males) aged 18-28 years. Mental health, QOL and lifestyle were measured through validated questionnaires. Results: Bad food habits (lowest score in the food survey) were linked to anxiety (2.3 [0.22-4.36], p = 0.03), depressive symptoms (3.75 [1.54-5.9], p = 0.001) and stress (2.24 [0.31-4.17], p = 0.023). Furthermore, <6 h of sleep was related to poorer mental health (13.5 [7.6-19.5], p = 0.001), anxiety (4.2 [2.0-6.4], p < 0.001), depressive symptoms (5.5 [3.2-7.9], p < 0.001) and stress (3.8 [1.8-5.9], p < 0.001). In addition, ≥4 h of ST was linked positively to negative mental health (8.3 [2.86-13.7], p = 0.003), depressive symptoms (3.45 [1.47-5.4], p = 0.001) and anxiety (3.2 [1.05-5.4], p = 0.004). Non-physical activity was related to the scores for anxiety (2.6 [0.20-5.0], p = 0.030), depression (2.7 [0.009-5.3], p = 0.049) and stress (2.4 [0.12-4.7], p = 0.039). Conclusions: this study showed that unhealthy lifestyle factors (i.e., insufficient sleep, lack of PA and prolonged ST) were strongly associated with poorer mental health and QOL in university students. These findings highlight the importance of addressing these aspects of lifestyle in intervention and health promotion programs aimed at young university students in order to improve their mental health and overall QOL.

How perception relates to student utilization of college campus counseling services

Objective: Examine how student demographics and perception of on-campus counseling service availability, accessibility, acceptability, and quality is related to utilization. Participants: A total of 262 students from 49 Georgia (U.S.) higher education institutions. Methods: A logistic regression examined student perception of on-campus counseling services and associations with service utilization, controlling for covariates. Results: (1) Non-heterosexual students were more likely to use on-campus counseling services than heterosexual students, (2) students in rural areas were more likely to utilize services than students in urban areas, (3) insured students had higher odds of utilizing services than uninsured students, and (4) higher ratings of perceived accessibility were associated with likelier service use. Conclusions: The perception of accessibility was significantly associated with higher odds of on-campus service use. Thus, a better understanding of student perception of on-campus counseling center accessibility is warranted.

Correlation between mental status and prevalence of asthenopia in Chinese college students

BACKGROUND

The purpose of this study was to identify the possible association between mental status and the risk of self-reported asthenopia among college students in China.

METHODS

Ten thousand students were randomly assessed in the study using a self-reported asthenopia questionnaire. Their demographic characteristics and mental status were recorded. Univariate analysis was performed to preliminarily select potential risk and protective factors. Then, multivariate logistic regression was used to estimate odds ratios for the selected risk factors of interest.

RESULTS

Among the 8370 students who completed the survey, the prevalence of asthenopia was 61.0%. Multivariate analysis revealed a significant relationship between asthenopia and depressive symptoms (OR 1.511 95% CI: 1.350-1.691), obsessive-compulsive symptoms (OR 1.477, 95% CI: 1.338-1.632), gender and study load. The place college students spent their off-hours (OR 0.841, 95% CI: 0.784-0.902) was found to be the strongest factor for decreasing the occurrence of asthenopia complaints.

CONCLUSION

Asthenopia appears common in Chinese college students. In addition to depressive symptoms, we should pay attention to obsessive-compulsive symptoms when considering means of preventing asthenopia. Harmonious social relationships, outdoor off-hour activities and exercising more than three times per week are crucial to relieving visual fatigue. Further study is still needed in this area.

Sociodemographic Variables and Psychological Distress of Moroccan College Students

Because college students are an important category of the population highly vulnerable to mental health problems, this study aims to investigate the sociodemographic variables associated with the increase in psychological distress levels among Moroccan college students. Participants (N = 1147; mean age 20.00, SD = 2.6; 703 females and 444 males) completed a survey, which included a sociodemographic questionnaire and the Arabic version of the Brief Symptoms Inventory (BSI). Non-parametric tests were conducted to explore the data. Non-parametric tests revealed that being female, having a physical illness, experiencing depression and anxiety, having sleep problems, and living with only their mother or with a family member other than their parents are associated with a significant increase in the level of psychological distress. In summary, specific sociodemographic factors exert a notable influence on the psychological distress levels experienced by college students. Consequently, it is imperative to intensify research endeavors aimed at delving into the intricacies of college students' mental health and its correlated ramifications.

Discrepancies in prevalence estimates of suicidal ideation and attempts in 18- to 22-year-old US college students: a comparison of three surveys

PURPOSE

Suicidal thoughts and behaviors (STB) have been increasing among US college students. Accurate measurement of STB is key to understanding trends and guiding suicide prevention efforts. We aimed to compare the prevalence estimates of STB among college students from two campus-based surveys (the National College Health Assessment [NCHA] and the Healthy Minds Study [HMS]) and one general population study (the National Survey on Drug Use and Health [NSDUH]).

METHODS

Estimates were generated from the three surveys for past year suicidal ideation (PYSI) and past year suicide attempts (PYSA) among 18- to 22-year-old full-time college students. Data were combined from each survey to develop bivariate and multivariate regression models for odds of PYSI and PYSA.

RESULTS

Estimates for PYSI varied between the three surveys: 34.3% for NCHA, 15.0% for HMS, and 10.7% for NSDUH. Estimates for PYSA were 2.6% for NCHA, 1.6% for HMS, and 1.7% for NSDUH. After adjusting for demographic and educational characteristics, odds of PYSI remained significantly lower for HMS participants (aOR 0.31, 95% CI 0.29-0.33) and NSDUH participants (aOR 0.19, 95% CI 0.19-0.30) compared to NCHA participants. The odds of PYSA for HMS participants were lower than those for NCHA participants (aOR 0.63, 95% CI 0.54-0.73).

CONCLUSION

Estimates of PYSI and PYSA vary between leading sources of data on college student mental health. The differences are likely related to question wording, survey implementation, as well as institutional and individual representation. Accounting for these differences when interpreting estimates of STB can help guide suicide prevention efforts.