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Meagher BR, Anderson B. There's no place like dorm: actual-ideal dorm ambiance as a unique predictor of undergraduate mental health. ANXIETY, STRESS, AND COPING 2024; 37:446-459. [PMID: 37786342 DOI: 10.1080/10615806.2023.2265307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Accepted: 09/24/2023] [Indexed: 10/04/2023]
Abstract
ABSTRACTUndergraduate students are a high risk population for mental health challenges. Critically, residing in a setting that fails to evoke desired emotions and perceptions may have important implications for psychological wellbeing. Although previous research has investigated the relationship between student satisfaction and architecture/building amenities, little research has investigated how the ambiance of students' residences relates to mental health. Across a pair of studies, we evaluate the relationship between actual-ideal ambiance congruency (A-IAC) and mental health outcomes and mood. In Study 1, participants completed a pair of Q-sort tasks that required them to describe both their ideal room ambiance and their current room's actual ambiance. The discrepancy between these sorts was predictive of depressive symptoms, even when controlling for key covariates (e.g., personality, health, academics). In Study 2, these results were replicated among roommate pairs using dyadic analyses, while also being predictive of anxiety symptoms. Collectively, these studies reveal a novel environmental predictor of student wellbeing that can be of value for university staff. Ultimately, these findings suggest that having the ability to create one's ideal space may prove to be beneficial and possibly protective for the mental health of undergraduate university students.
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Affiliation(s)
| | - Brynn Anderson
- Department of Psychology, Hope College, Holland, MI, USA
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2
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Ji X, Guo X, Soh KL, Japar S, He L. Effectiveness of stress management interventions for nursing students: A systematic review and meta-analysis. Nurs Health Sci 2024; 26:e13113. [PMID: 38566439 DOI: 10.1111/nhs.13113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 02/29/2024] [Accepted: 03/03/2024] [Indexed: 04/04/2024]
Abstract
Elevated stress levels are related to diminished mental health, potentially leading to decreased well-being and performance of nursing students. While researchers have focused on developing stress management interventions, there is a need to synthesize the evidence. A systematic review with meta-analysis was conducted to assess the evidence for the effectiveness of stress management interventions in nursing students. A systematic literature search identified controlled stress management interventions employing a validated psychological or physiological stress measure. Forty-one studies were included, with 36 forming a pool of 2715 participants in the meta-analysis. The overall effect on psychological stress was positive. Intervention type, delivery modality, intervention duration in weeks, and number of sessions were moderators of intervention effectiveness, with more significant effects for mind-body programs, on-site delivery methods, durations of 9-12 weeks, and 15-30 sessions. For physiological stress, the biomarkers of blood pressure, heart rate, and cortisol levels decreased significantly. Future research is necessary for promising outcomes related to currently underrepresented indicators and to investigate the long-term effects of interventions.
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Affiliation(s)
- Xuan Ji
- Department of Nursing, Faculty of Medicine and Health Sciences, University Putra Malaysia (UPM), Serdang, Malaysia
- Department of Nursing, Changzhi Medical College, Changzhi, China
| | - Xiaoyan Guo
- Department of Nursing, Changzhi Medical College, Changzhi, China
| | - Kim Lam Soh
- Department of Nursing, Faculty of Medicine and Health Sciences, University Putra Malaysia (UPM), Serdang, Malaysia
| | - Salimah Japar
- Department of Nursing, Faculty of Medicine and Health Sciences, University Putra Malaysia (UPM), Serdang, Malaysia
| | - Liping He
- Department of Nursing, Faculty of Medicine and Health Sciences, University Putra Malaysia (UPM), Serdang, Malaysia
- Department of Nursing, Changzhi Medical College, Changzhi, China
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Penconek T, Hayduk L, Kunyk D, Cummings GG. A nursing perspective on the antecedents and consequences of incivility in higher education: A scoping review. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2024; 6:100204. [PMID: 38846641 PMCID: PMC11153904 DOI: 10.1016/j.ijnsa.2024.100204] [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] [Received: 11/02/2023] [Revised: 03/21/2024] [Accepted: 04/28/2024] [Indexed: 06/09/2024] Open
Abstract
Background Understanding antecedents and consequences of incivility across higher education is necessary to create and implement strategies that prevent and slow uncivil behaviors. Purpose To identify the nature, extent, and range of research related to antecedents and consequences of incivility in higher education. Objectives 1) To identify disciplines and programs sampled in higher education incivility research, and 2) to compare antecedents and consequences examined in nursing education research with other disciplines and programs in higher education. Design A scoping review of the literature. Data sources Eight electronic databases searched in January 2023 including MEDLINE Ovid, CINAHL, ERIC, PsycINFO, Scopus, ProQuest Education Database, Education Research Complete, and ProQuest Dissertations and Theses Global. Review methods We included primary research articles examining antecedents or consequences of incivility in higher education. Two reviewers independently screened and determined inclusion of each study. Data extraction was completed. We employed a numerical descriptive summary to analyze the range of data and content analysis to categorize the antecedents and consequences of incivility in higher education. Results Database searches yielded 6678 unique articles. One hundred and nineteen studies published between 2003 and 2023 met the inclusion criteria, of which, 65 reported research in nursing education, and 54 in other programs and disciplines. A total of 91 antecedents and 50 consequences of incivility in higher education were reported. Stress (n = 12 nursing, n = 4 other programs), faculty incivility (n = 9 nursing, n = 5 other programs), and student incivility (n = 4 nursing, n = 5 other programs) were reported as antecedents of incivility in higher education. Physiological and psychological negative outcomes (n = 25 nursing, n = 12 other programs), stress (n = 6 nursing, n = 6 other programs), and faculty job satisfaction (n = 3 nursing, n = 2 other programs) were reported as consequences of incivility in higher education. Conclusions Supporting development of teaching practices and role modeling of civility by faculty is a crucial element to slowing the frequency of uncivil interactions between faculty and students. Specific strategies that target stress, such as, cognitive behavioral therapy, coping skills, and social support could mitigate incivility in higher education. Future research needs to examine the strength of the negative effects of incivility on physiological and psychological outcomes through advanced statistical methods, as well as the cumulative effects of uncivil behavior on these outcomes over time for both students and faculty. Application of advanced statistical methods can also support our understanding of sources of incivility as well as the accuracy of causal connections between its antecedents and consequences.
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Affiliation(s)
- Tatiana Penconek
- Faculty of Nursing, University of Alberta, Edmonton Health Clinic Academy, 11405 - 87 Ave, Edmonton, Alberta, T6G 1C9, Canada
| | - Leslie Hayduk
- Faculty of Arts- Sociology Department, University of Alberta, Tory (H.M.) Building, 11211 Saskatchewan Drive, Edmonton, Alberta, T6G 2H4, Canada
| | - Diane Kunyk
- Faculty of Nursing, University of Alberta, Edmonton Health Clinic Academy, 11405 - 87 Ave, Edmonton, Alberta, T6G 1C9, Canada
| | - Greta G. Cummings
- Faculty of Nursing, University of Alberta, Edmonton Health Clinic Academy, 11405 - 87 Ave, Edmonton, Alberta, T6G 1C9, Canada
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Rackemann LJ, Hamilton K, Keech JJ. Evaluation of an implementation intentions intervention for managing university student stress. Stress Health 2024; 40:e3318. [PMID: 37724051 DOI: 10.1002/smi.3318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 07/12/2023] [Accepted: 08/14/2023] [Indexed: 09/20/2023]
Abstract
University students consistently report high levels of stress, which has been associated with a range of adverse outcomes. Promoting adaptive coping behaviours, such as problem-focused coping for managing university stress, is therefore a timely area of investigation. Current coping intervention approaches target reasoned cognitive processes; however, recent research has suggested that automatic processes are more strongly associated with problem-focused coping behaviour. The current study examined the effect of an implementation intentions intervention, a technique that can support behaviour to be performed automatically by facilitating continued repetition of a plan, on problem-focused coping behaviour under stress and stress-related outcomes. Following a pilot study (N = 21), a preregistered randomized controlled trial was conducted with university students (N = 154) using an online survey. Participants completed baseline measures of problem-focused coping behaviour, behavioural automaticity, behavioural intentions, action planning, perceived stress, procrastination, and psychological wellbeing; before receiving the intervention or control condition stimuli, and then at a 2-week follow-up. Behavioural intention and action planning were also measured immediately post-intervention. The intervention had a significant medium-sized effect on action planning for problem-focused coping, but no other significant effects were detected. Exploratory assessment of plan quality revealed medium-sized correlations between plan quality and changes in problem-focused coping behaviour. Findings indicate that implementation intentions may be a promising approach for increasing planning for the use of problem-focused coping. Indicators of plan quality found to be associated with changes in problem-focused coping provide valuable avenues for intervention optimisation in future research.
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Affiliation(s)
- Leah J Rackemann
- School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
| | - Kyra Hamilton
- School of Applied Psychology, Griffith University, Brisbane, Queensland, Australia
- Health Sciences Research Institute, University of California, Merced, California, USA
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Jacob J Keech
- School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
- School of Applied Psychology, Griffith University, Brisbane, Queensland, Australia
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Wadi M, Shorbagi A, Shorbagi S, Taha MH, Bahri Yusoff MS. The impact of the Systematic Assessment for Resilience (SAR) framework on students' resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study. BMC MEDICAL EDUCATION 2024; 24:506. [PMID: 38715022 PMCID: PMC11077819 DOI: 10.1186/s12909-024-05444-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 04/18/2024] [Indexed: 05/12/2024]
Abstract
BACKGROUND Medical students face significant psychological stress, impacting their academic performance and well-being. The Systematic Assessment for Resilience (SAR) framework is designed to enhance resilience and mitigate stress among medical students, addressing the need for interventions within the assessment system in medical education. The aim of this study was to evaluate the implementation of SAR framework on medical students' resilience, anxiety, depression, burnout, and academic stress. METHODS This study employed a quasi-experimental design with pre- and post-testing. It involved the training of course coordinators in implementing the SAR framework and its integration into the daily learning activities. Fourth-year medical students were assessed before and after the intervention using standardized measures of resilience, anxiety, depression, burnout, and academic stress. Data were analyzed using quantitative methods and thematic analysis for qualitative feedback. RESULTS Post-intervention, students demonstrated a significant increase in resilience scores (p < 0.001) and a notable decrease in measures of anxiety, depression, and academic stress (p < 0.001). The burnout types were also statistically different (p < 0.001) except client-related burnout (p > 0.05). Qualitative feedback of the course coordinators highlighted an improved learning environment, increased coping strategies, and a more supportive academic culture. CONCLUSION The SAR framework significantly contributes to enhancing medical students' resilience and reducing psychological distress. Its implementation suggests a promising approach to fostering a supportive educational environment that not only addresses the psychological challenges faced by medical students but also enhances their academic performance and overall well-being. Further research is warranted to explore the long-term impacts of SAR across different medical education contexts.
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Affiliation(s)
- Majed Wadi
- Medical Education Department, College of Medicine, Qassim University, Buraydah, Saudi Arabia.
| | - Ali Shorbagi
- Department of Clinical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
| | - Sarra Shorbagi
- Department of Family and Community Medicine and Behavioral Science, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed Hassan Taha
- College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates
| | - Muhamad Saiful Bahri Yusoff
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kubang Kerian, Malaysia
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Shearin SM, Wang J, Reisch J, Brewer-Mixon K. A brief intervention decreases student distress. CLINICAL TEACHER 2024; 21:e13629. [PMID: 37632285 DOI: 10.1111/tct.13629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 08/07/2023] [Indexed: 08/27/2023]
Abstract
PURPOSE OF THE ARTICLE Health professions graduate students have experienced substantial increases in stress and anxiety in recent years. This can result in decreased academic performance, poor retention, and burnout. Interventions to help students cope are therefore a critical need for academic institutions. The current study sought to demonstrate the effectiveness of a brief multimodal intervention in reducing student distress. METHOD The study was a randomised controlled design that evaluated a brief intervention of cognitive-behavioural therapy, mindfulness, and healthy lifestyle choices. The Depression Anxiety Stress Scale-21 was administered to participants at baseline and two post-intervention time points. Control participants did not participate in any intervention. Participants were recruited from graduate students in first-year classes within the School of Health Professions at UT Southwestern Medical Center. RESULTS Analysis revealed an overall mild to moderate decline in Depression Anxiety Stress Scale-21 total scores over three assessment periods for both treatment and control groups, with no statistical differences noted between groups; however, the treatment group's scores declined approximately 6 weeks before the control participants' scores declined. CONCLUSION The pattern of change in the two groups suggests that our intervention facilitated the reduction in student anxiety more quickly than would have occurred normally and with sustained results.
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Affiliation(s)
| | - Jijia Wang
- Department of Applied Clinical Research, UT Southwestern Medical Center, Dallas, Texas, USA
| | - Joan Reisch
- Department of Population & Data Sciences, UT Southwestern Medical Center, Dallas, Texas, USA
| | - Karen Brewer-Mixon
- Department of Applied Clinical Research, UT Southwestern Medical Center, Dallas, Texas, USA
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7
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Sun C, Tong J, Qi X, He Z, Qian J. Effects of 7-minute practices of breathing and meditation on stress reduction. Psych J 2024; 13:149-151. [PMID: 37942986 PMCID: PMC10917090 DOI: 10.1002/pchj.702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 09/17/2023] [Indexed: 11/10/2023]
Abstract
We compared the effects of 7-min practices of breathing and meditation on perceived stress reduction and related affective outcomes (active emotion, serenity, anxiety, and fatigue) during micro-breaks. Undergraduates from two classes (N = 59) completed the 7-point online surveys. Results supported the effects of both practices.
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Affiliation(s)
- Chunxia Sun
- Department of Management and Social Psychology, School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental HealthPeking UniversityBeijingChina
| | - Jiajin Tong
- Department of Management and Social Psychology, School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental HealthPeking UniversityBeijingChina
| | - Xin Qi
- Department of Physical Education and ResearchPeking UniversityBeijingChina
| | - Zhonghui He
- Department of Physical Education and ResearchPeking UniversityBeijingChina
| | - Junwei Qian
- Department of Physical Education and ResearchPeking UniversityBeijingChina
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8
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Mengelkoch S, Moriarity DP, Novak AM, Snyder MP, Slavich GM, Lev-Ari S. Using Ecological Momentary Assessments to Study How Daily Fluctuations in Psychological States Impact Stress, Well-Being, and Health. J Clin Med 2023; 13:24. [PMID: 38202031 PMCID: PMC10779927 DOI: 10.3390/jcm13010024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 12/07/2023] [Accepted: 12/12/2023] [Indexed: 01/12/2024] Open
Abstract
Despite great interest in how dynamic fluctuations in psychological states such as mood, social safety, energy, present-focused attention, and burnout impact stress, well-being, and health, most studies examining these constructs use retrospective assessments with relatively long time-lags. Here, we discuss how ecological momentary assessments (EMAs) address methodological issues associated with retrospective reports to help reveal dynamic associations between psychological states at small timescales that are often missed in stress and health research. In addition to helping researchers characterize daily and within-day fluctuations and temporal dynamics between different health-relevant processes, EMAs can elucidate mechanisms through which interventions reduce stress and enhance well-being. EMAs can also be used to identify changes that precede critical health events, which can in turn be used to deliver ecological momentary interventions, or just-in-time interventions, to help prevent such events from occurring. To enable this work, we provide examples of scales and single-item questions used in EMA studies, recommend study designs and statistical approaches that capitalize on EMA data, and discuss limitations of EMA methods. In doing so, we aim to demonstrate how, when used carefully, EMA methods are well poised to greatly advance our understanding of how intrapersonal dynamics affect stress levels, well-being, and human health.
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Affiliation(s)
- Summer Mengelkoch
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA 90095, USA
| | - Daniel P. Moriarity
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA 90095, USA
| | - Anne Marie Novak
- Department of Health Promotion, School of Medicine, Tel-Aviv University, Tel-Aviv 6997801, Israel;
| | - Michael P. Snyder
- Department of Genetics, Stanford University School of Medicine, Stanford, CA 94305, USA;
| | - George M. Slavich
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA 90095, USA
| | - Shahar Lev-Ari
- Department of Health Promotion, School of Medicine, Tel-Aviv University, Tel-Aviv 6997801, Israel;
- Department of Genetics, Stanford University School of Medicine, Stanford, CA 94305, USA;
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9
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González-Martín AM, Aibar-Almazán A, Rivas-Campo Y, Castellote-Caballero Y, Carcelén-Fraile MDC. Mindfulness to improve the mental health of university students. A systematic review and meta-analysis. Front Public Health 2023; 11:1284632. [PMID: 38111480 PMCID: PMC10726040 DOI: 10.3389/fpubh.2023.1284632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 11/13/2023] [Indexed: 12/20/2023] Open
Abstract
Objectives This systematic review and meta-analysis was to analyze the effects of a mindfulness program on mental health in university students. Methods A systematic review was conducted using the databases Pubmed, Scopus, Web of Science and CINAHL. The selected studies had to incorporate a mindfulness intervention in university students. The methodological quality of the collected articles was evaluated using the PEDro scale. Results We initially identified 321 studies, of which 21 were included in this review. The interventions focused on mindfulness with durations ranging from 8 weeks to 3 months. The results demonstrated significant effects of a mindfulness intervention on mental health in university students. Conclusion This systematic review and meta-analysis found that mindfulness is effective for improving the mental health of college students. Systematic Review Registration identifier: CRD42023441453.
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Affiliation(s)
- Ana María González-Martín
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
- Department of Psychology, Higher Education Center for Teaching and Educational Research, Madrid, Spain
| | - Agustín Aibar-Almazán
- Department of Health Sciences, Faculty of Health Sciences, University of Jaén, Jaén, Spain
| | - Yulieth Rivas-Campo
- Faculty of Human and Social Sciences, University of San Buenaventura-Cali, Santiago de Cali, Colombia
| | | | - María del Carmen Carcelén-Fraile
- Department of Education and Psychology, Faculty of Social Sciences, University of Atlántico Medio, Las Palmas de Gran Canaria, Spain
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Dial LA, DeNardo FA, Fevrier B, Morgan AL, Du C, Tucker RM, Hsiao PY, Ludy MJ. Comparing mental health and well-being of US undergraduate and graduate students during the early stages of the COVID-19 pandemic. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:2775-2785. [PMID: 34788587 DOI: 10.1080/07448481.2021.1996372] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Revised: 08/31/2021] [Accepted: 10/17/2021] [Indexed: 06/13/2023]
Abstract
Objective: This study explored how COVID-related mental health and well-being varied between undergraduate and graduate students. Relationships with physical health behaviors were also examined. Participants: Undergraduate (n = 897) and graduate (n = 314) students were recruited from three US universities between mid-April and late-May 2020. Methods: Participants in this cross-sectional survey self-reported perceived stress, financial stress, resilience, repetitive negative thinking, mood, anxiety, diet, sleep, and physical activity using validated instruments. Results: Undergraduate students reported more perceived stress, more repetitive negative thinking, less positive mood, and less support from professors than graduate students. Perceived stress, repetitive negative thinking, negative mood, and anxiety increased among all students (p < .05 for all). Correlations between mental health outcomes and physical health behaviors were weak to moderate (r = .08 to .49). Conclusions: College students, particularly undergraduates, perceived negative mental health impacts during COVID. Creative approaches for meeting student needs are necessary.
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Affiliation(s)
- Lauren A Dial
- Department of Psychology, Bowling Green State University, Bowling Green, Ohio, USA
- Department of Psychology, California State University, Fresno, California, USA
| | - Faith A DeNardo
- Division of Health and Wellness, Bowling Green State University, Bowling Green, Ohio, USA
| | - Bradley Fevrier
- Department of Public and Allied Health, Bowling Green State University, Bowling Green, Ohio, USA
| | - Amy L Morgan
- School of Human Movement, Sport, and Leisure Studies, Bowling Green State University, Bowling Green, Ohio, USA
| | - Chen Du
- Department of Food Science and Human Nutrition, Michigan State University, East Lansing, Michigan, USA
| | - Robin M Tucker
- Department of Food Science and Human Nutrition, Michigan State University, East Lansing, Michigan, USA
| | - Pao Ying Hsiao
- Department of Food and Nutrition, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA
| | - Mary-Jon Ludy
- Department of Public and Allied Health, Bowling Green State University, Bowling Green, Ohio, USA
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Lubega N, Anderson A, Nelson NC. Experience of irreproducibility as a risk factor for poor mental health in biomedical science doctoral students: A survey and interview-based study. PLoS One 2023; 18:e0293584. [PMID: 37967083 PMCID: PMC10651026 DOI: 10.1371/journal.pone.0293584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 10/08/2023] [Indexed: 11/17/2023] Open
Abstract
High rates of irreproducibility and of poor mental health in graduate students have been reported in the biomedical sciences in the past ten years, but to date, little research has investigated whether these two trends interact. In this study, we ask whether the experience of failing to replicate an expected finding impacts graduate students' mental health. Using an online survey paired with semi-structured qualitative interviews, we examined how often biomedical science doctoral students at a large American public university experienced events that could be interpreted as failures to replicate and how they responded to these experiences. We found that almost all participants had experience with irreproducibility: 84% had failed to replicate their own results, 70% had failed to replicate a colleague's finding, and 58% had failed to replicate a result from the published literature. Participants reported feelings of self-doubt, frustration, and depression while experiencing irreproducibility, and in 24% of cases, these emotional responses were strong enough to interfere with participants' eating, sleeping, or ability to work. A majority (82%) of participants initially believed that the anomalous results could be attributed to their own error. However, after further experimentation, most participants concluded that the original result was wrong (38%), that there was a key difference between the original experiment and their own (17%), or that there was a problem with the protocol (17%). These results suggest that biomedical science graduate students may be biased towards initially interpreting failures to replicate as indicative of a lack of skill, which may trigger or perpetuate feelings of anxiety, depression, or impostorism.
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Affiliation(s)
- Nasser Lubega
- University of Wisconsin–Madison School of Medicine and Public Health, Madison WI, United States of America
| | - Abigail Anderson
- Midwestern University Chicago College of Osteopathic Medicine, Chicago IL, United States of America
| | - Nicole C. Nelson
- University of Wisconsin–Madison School of Medicine and Public Health, Madison WI, United States of America
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12
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Amanvermez Y, Karyotaki E, Cuijpers P, Ciharova M, Donker M, Hurks P, Salemink E, Spinhoven P, Struijs S, de Wit LM. A Guided, Internet-Based Stress Management Intervention for University Students With High Levels of Stress: Feasibility and Acceptability Study. JMIR Form Res 2023; 7:e45725. [PMID: 37948106 PMCID: PMC10674149 DOI: 10.2196/45725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 06/26/2023] [Accepted: 08/31/2023] [Indexed: 11/12/2023] Open
Abstract
BACKGROUND Transitioning to adulthood and challenges in university life can result in increased stress levels among university students. Chronic and severe stress is associated with deleterious psychological and physiological effects. Digital interventions could succeed in approaching and helping university students who might be at risk; however, the experiences of students with internet-based stress management interventions are insufficiently understood. OBJECTIVE This study aims to explore the feasibility; acceptability; and changes in perceived stress, depressive symptoms, and quality of life from baseline to posttest assessment of a 5-session, internet-based stress management intervention guided by an e-coach, developed for university students experiencing high levels of stress. METHODS A single-arm study was conducted. Students were recruited from different channels, mainly from a web survey. Students were eligible if they (1) scored ≥20 on the Perceived Stress Scale-10, (2) were aged ≥18 years, and (3) were studying at one of the participating universities. Feasibility and acceptability of the intervention were investigated using several indications, including satisfaction (Client Satisfaction Questionnaire-8) and usability (System Usability Scale-10). We also investigated the indicators of intervention adherence using use metrics (eg, the number of completed sessions). Our secondary goal was to explore the changes in perceived stress (Perceived Stress Scale-10), depressive symptoms (Patient Health Questionnaire-9), and quality of life (EQ-5D-5L scale) from baseline to posttest assessment. In addition, we conducted semistructured interviews with intervention completers and noncompleters to understand user experiences in depth. For all primary outcomes, descriptive statistics were calculated. Changes from baseline to posttest assessment were examined using 2-tailed paired sample t tests or the Wilcoxon signed rank test. Qualitative data were analyzed using thematic analysis. RESULTS Of 436 eligible students, 307 (70.4%) students started using the intervention. Overall, 25.7% (79/307) completed the core sessions (ie, sessions 1-3) and posttest assessment. A substantial proportion of the students (228/307, 74.3%) did not complete the core sessions or the posttest assessment. Students who completed the core sessions reported high satisfaction (mean 25.78, SD 3.30) and high usability of the intervention (mean 86.01, SD 10.25). Moreover, this group showed large reductions in perceived stress (Cohen d=0.80) and moderate improvements in depression score (Cohen d=0.47) and quality of life (Cohen d=-0.35) from baseline to posttest assessment. Qualitative findings highlight that several personal and intervention-related factors play a role in user experience. CONCLUSIONS The internet-based stress management intervention seems to be feasible, acceptable, and possibly effective for some university students with elevated stress levels. However, given the high dropout rate and qualitative findings, several adjustments in the content and features of the intervention are needed to maximize the user experience and the impact of the intervention. TRIAL REGISTRATION Netherlands Trial Register 8686; https://onderzoekmetmensen.nl/nl/trial/20889. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.1016/j.invent.2021.100369.
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Affiliation(s)
- Yagmur Amanvermez
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
- Department of Medical and Clinical Psychology, Tilburg University, Tilburg, Netherlands
| | - Eirini Karyotaki
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
| | - Pim Cuijpers
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
| | - Marketa Ciharova
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
- Black Dog Institute, University of New South Wales, Sydney, Australia
| | - Marianne Donker
- Department of Health Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Petra Hurks
- Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Elske Salemink
- Department of Clinical Psychology, Utrecht University, Utrecht, Netherlands
| | | | - Sascha Struijs
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
| | - Leonore M de Wit
- Department of Clinical, Neuro and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit, Amsterdam, Netherlands
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13
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Jones VL, Salgado García FI, Brewer LM, Pérez-Muñoz A, Schenck LAM, You Z, Andrasik F. The relaxation zone: Initial analysis of stress management services for university students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:2106-2114. [PMID: 34788562 DOI: 10.1080/07448481.2021.1960846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 06/04/2021] [Accepted: 07/22/2021] [Indexed: 06/13/2023]
Abstract
Objective: We evaluated the Relaxation Zone (RZ), a room with "relaxation stations" designed to reduce stress in college students. Participants: Participants (N = 994) were enrolled during the 2019 calendar year. Most participants were female (62.8%), freshmen (59.3%), and African American (44.9%). Methods: Students visiting the RZ completed a brief pretest and posttest that measured self-reported stress. Results: Paired sample t-tests across class groups (e.g., freshman, sophomore) revealed a significant reduction in stress from pretest (Mpooled = 6.0) to posttest (Mpooled = 4.5), with medium to large effect sizes (Cohen's d ranging from 0.53 to 0.88) during their first visit. For students having at least two visits (N = 348), an exploratory dose-response analysis demonstrated that an optimal dose of self-guided relaxation ranged from two to eight visits. Conclusions: These findings provide initial evidence that programs like the RZ can reduce student stress within a few visits.
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Affiliation(s)
- Victoria L Jones
- Student Health and Counseling Services, The University of Memphis, Memphis, Tennessee, USA
| | | | - Logan M Brewer
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Andrea Pérez-Muñoz
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Lauren A-M Schenck
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Zhiqi You
- Department of Social Work, Huazhong Agricultural University, Wuhan, China
| | - Frank Andrasik
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
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14
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O’Brien KJ, Ered A, Korenic SA, Olino TM, Schiffman J, Mittal VA, Ellman LM. Childhood trauma, perceived stress and anhedonia in individuals at clinical high risk for psychosis: multigroup mediation analysis. Br J Psychiatry 2023; 223:273-279. [PMID: 36601754 PMCID: PMC10319919 DOI: 10.1192/bjp.2022.185] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
BACKGROUND Evidence suggests that both childhood trauma and perceived stress are risk factors for the development of psychosis, as well as negative symptoms such as anhedonia. Previous findings link increases in perceived stress to anhedonia in individuals at clinical high risk for psychosis (CHR) and depression; however, the role of childhood trauma in this relationship has not yet been explored, despite consistent evidence that it is associated with sensitisation to later stress. AIMS To examine whether perceived stress mediates the relationship between childhood trauma and anhedonia in a group of youth at CHR as well as in controls (groups with depression and with no diagnosed mental health concerns). METHOD The study used multigroup mediation to examine the indirect effects of childhood trauma on anhedonia via perceived stress in CHR (n = 117) and depression groups (n = 284) and non-psychiatric controls (n = 124). RESULTS Perceived stress mediated the relationship between childhood trauma and consummatory anhedonia regardless of group status. Perceived stress mediated the relationship between childhood trauma and anticipatory anhedonia for the CHR and depression groups, but not for non-psychiatric controls. Further, groups differed in the magnitude of this relationship, with the effects trending towards stronger for those in the CHR group. CONCLUSIONS Our findings suggest a potential transdiagnostic pathway through which childhood trauma contributes to anhedonia across severe mental illness.
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Affiliation(s)
| | - Arielle Ered
- Temple University, Department of Psychology and Neuroscience
| | | | - Thomas M. Olino
- Temple University, Department of Psychology and Neuroscience
| | - Jason Schiffman
- University of Maryland Baltimore County, Department of Psychology
- University of California Irvine, Department of Psychology
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15
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Dalton ED. Emotional Eating in College Students: Associations with Coping and Healthy Eating Motivators and Barriers. Int J Behav Med 2023:10.1007/s12529-023-10193-y. [PMID: 37386338 DOI: 10.1007/s12529-023-10193-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/06/2023] [Indexed: 07/01/2023]
Abstract
BACKGROUND Emotional eating, or eating in response to stress and other negative affective states, bears negative consequences including excessive weight gain and heightened risk of binge eating disorder. Responding to stress with emotional eating is not universal, and it is important to elucidate under what circumstances and by what mechanisms stress is associated with emotional eating. This is particularly important to understand among college students, who are at risk of experiencing heightened stress and negative changes to dietary habits. METHOD The present study investigated the relationships among perceived stress, emotional eating, coping, and barriers to and motivators of healthy eating both concurrently and 1 year later in a sample of young adult college students (n = 232). RESULTS At baseline, emotional eating was significantly associated with perceived stress (r = 0.36, p < .001), barriers to (r = 0.31, p < .001) and motivators of (r = - 0.14, p < .05) healthy eating, and avoidance coping (r = 0.37, p < .001), but not approach coping. Furthermore, avoidance coping mediated (indirect effect b = 0.36, 95% CI = 0.13, 0.61) and moderated (b = - 0.07, p = 0.04) the relationship between perceived stress and emotional eating. Contrary to study hypotheses, baseline stress levels were not associated with emotional eating 1 year later. CONCLUSION College students who utilize avoidance coping strategies may be particularly susceptible to the effects of stress on emotional eating. Healthy eating interventions targeting college students might address stress coping strategies in addition to reduction of barriers to healthy eating.
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Affiliation(s)
- Elizabeth D Dalton
- Department of Psychology, Elizabethtown College, 1 Alpha Drive, Elizabethtown, PA, 17022, USA.
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16
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Graf A, Adama E, Afrifa-Yamoah E, Adusei-Asante K. Perceived Nexus Between Non-Invigilated Summative Assessment and Mental Health Difficulties: A Cross Sectional Studies. JOURNAL OF ACADEMIC ETHICS 2023:1-15. [PMID: 37362771 PMCID: PMC10063941 DOI: 10.1007/s10805-023-09472-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2023] [Indexed: 04/07/2023]
Abstract
The COVID-19 pandemic rapidly led to changes in the mode of teaching, learning and assessments in most tertiary institutions worldwide. Notably, non-invigilated summative assessments became predominant. These changes heightened anxiety and depression, especially among individuals with less resilient coping mechanism. We explored the perceptions and experiences of mental health difficulties of students in tertiary education regarding non-invigilated alternative assessments in comparison to invigilated assessments. A pragmatic, mixed method cross sectional design was conducted online via Qualtrics. Thematic analysis of text was carried out using NVivo 12. In the quantitative analysis, univariable and multivariable ordinal logistic models were used to examine the potential factors for preference among students in higher education. A total of 380 Nursing and Social Science students responded to the survey. Approximately 77% of students perceived non-invigilated assessments to be less stressful compared to invigilated exams. Age, course of study, stage of studies, and number of units enrolled per semester were identified as significant drivers for students' perceived preference for non-invigilated assessments. There was an inverse relationship between the perception of stress associated with invigilated exams and the age of students. For instance, students aged between 18-24 were 5 times more likely to prefer non-invigilated exams compared to those aged 55 or more. Comparatively, students in early stages of studies had higher preference for non-invigilated assessments. However, there was a preference reversal for students enrolled in 2 or less units per semester. Social sciences students were two times more likely to prefer non-invigilated examinations to invigilated examinations compared to nursing students. The findings reinforce the use of alternative assessments in higher education as a mitigating agency to lessen the mental health burden of tertiary students in post COVID-19 era. Supplementary Information The online version contains supplementary material available at 10.1007/s10805-023-09472-w.
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Affiliation(s)
- Amanda Graf
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, WA 6024 Australia
- School of Nursing and Midwifery, University of Notre Dame University, Fremantle, Australia
| | - Esther Adama
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, WA 6024 Australia
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17
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Kim J, Shin C, Han KM, Lee MS, Jeong HG, Pae CU, Patkar AA, Masand PM, Han C. Investigating the effectiveness of a smart mental health intervention (inMind) for stress reduction during pharmacological treatment for mild to moderate major depressive disorders: Study protocol for a randomized control trial. Front Psychiatry 2023; 14:1034246. [PMID: 36998625 PMCID: PMC10043187 DOI: 10.3389/fpsyt.2023.1034246] [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: 09/01/2022] [Accepted: 01/30/2023] [Indexed: 03/16/2023] Open
Abstract
Background Although psychological interventions for stress relief, such as cognitive behavioral therapy (CBT) and mindfulness-based stress reduction (MBSR), have been developed, they have not been widely used in treating depression. The use of mobile devices can increase the possibility of actual use by integrating interventions and reducing the difficulty and cost burden of treatment application. This study aims to determine whether "inMind," an integrated mobile application for stress reduction, developed for the general population, decreases stress for patients with mild to moderate major depressive disorder during the pharmacological treatment period. Methods This study is a single-blind, multicenter, randomized, controlled crossover trial. The App, developed in Republic of Korea, provides integrated interventions for stress reduction for the general population through three modules based on mindfulness-based stress reduction, cognitive behavior therapy, and relaxation sounds that are known to be effective in stress reduction ("meditation," "cognitive approach," and "relaxation sounds," respectively). Participants (n = 215) recruited via medical practitioner referral will be randomized to an App first group (fAPP) or a wait list crossover group (dAPP). The study will be conducted over 8 weeks; the fAPP group will use the App for the first 4 weeks and the dAPP group for the next 4 weeks. During all study periods, participants will receive their usual pharmacological treatment. The Depression Anxiety Stress Scale-21 is the primary outcome measure. The analysis will employ repeated measurements using a mixed-model approach. Discussion The App can potentially be an important addition to depression treatment because of its applicability and the comprehensive nature of the interventions that covers diverse stress-relieving models. Clinical trial registration https://clinicaltrials.gov/ct2/show/NCT05312203, identifier 2021GR0585.
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Affiliation(s)
- Junhyung Kim
- Department of Psychiatry, Korea University Guro Hospital, Korea University College of Medicine, Seoul, Republic of Korea
| | - Cheolmin Shin
- Department of Psychiatry, Korea University Ansan Hospital, Korea University College of Medicine, Seoul, Republic of Korea
| | - Kyu-Man Han
- Department of Psychiatry, Korea University Anam Hospital, Korea University College of Medicine, Seoul, Republic of Korea
| | - Moon-Soo Lee
- Department of Psychiatry, Korea University Guro Hospital, Korea University College of Medicine, Seoul, Republic of Korea
- Department of Life Sciences, Korea University, Seoul, Republic of Korea
| | - Hyun-Ghang Jeong
- Department of Psychiatry, Korea University Guro Hospital, Korea University College of Medicine, Seoul, Republic of Korea
| | - Chi-Un Pae
- Department of Psychiatry, College of Medicine, The Catholic University of Korea, Seoul, Republic of Korea
- Cell Death Disease Research Center, College of Medicine, The Catholic University of Korea, Seoul, Republic of Korea
| | - Ashwin A Patkar
- Department of Advance Psychiatry, Rush University Medical Center, Raleigh, NC, United States
| | | | - Changsu Han
- Department of Psychiatry, Korea University Guro Hospital, Korea University College of Medicine, Seoul, Republic of Korea
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18
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Köslich-Strumann S, Strumann C, Voltmer E. Influence of students' personality on their leisure behaviour choices and moderating effects on their academic efficacy: An exploratory study. PLoS One 2023; 18:e0280462. [PMID: 36638104 PMCID: PMC9838833 DOI: 10.1371/journal.pone.0280462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Accepted: 12/30/2022] [Indexed: 01/14/2023] Open
Abstract
Studying can be very stressful leading to a decreased academic efficacy. In this exploratory longitudinal study, we analysed a wide range of students' leisure activities and their effects on students' academic efficacy. Further, we identified the personality types of students who choose specific leisure activities as a strategy to stress reduction and determined how the use of leisure behaviours affects academic performance among students with different personality types. Students were asked about their personality (Neo-FFI), leisure time behaviour (self-generated items), and academic efficacy (MBI-SS) at three measurement points. Multivariate regression analyses were applied to estimate the moderation effects. In total, 331 students were included in the study. Social activities were found to have a direct effect on academic efficacy. The students' personality moderated the effects of leisure behaviour on efficacy, suggesting a negative effect on academic efficacy for some personality traits. Since our results suggest that the effectiveness of stress management through the use of leisure behaviour depends on the students' personality, universities offering stress management services should pay attention to precise targeting to attract the specific students who might benefit the most from the offered services.
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Affiliation(s)
- Susen Köslich-Strumann
- Institute of Social Medicine and Epidemiology, University of Lübeck, Lübeck, Germany
- * E-mail:
| | - Christoph Strumann
- Institute of Family Medicine, University Hospital Schleswig-Holstein, Lübeck, Germany
| | - Edgar Voltmer
- Institute of Social Medicine and Epidemiology, University of Lübeck, Lübeck, Germany
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19
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Thijsen A, Masser B, Davison TE, van Dongen A, Williams LA. Beyond fear: A longitudinal investigation of emotions and risk of a vasovagal reaction in first-time whole-blood donors. Transfusion 2023; 63:163-170. [PMID: 36310443 DOI: 10.1111/trf.17169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 01/15/2023]
Abstract
BACKGROUND Fear is a recognized predictor of vasovagal reactions (VVRs) in blood donors. However, less is known about the role of other emotions, including positive emotions, that donors might experience. The aim of this study was to identify the emotions experienced in center that predict onsite VVRs, and to determine at what point during the donation appointment, the experience of these emotions is most influential. STUDY DESIGN AND METHODS A sample of 442 first-time whole-blood donors (57.7% female; mean ± SD age 30.7 ± 11.7 years) completed a survey in the waiting area and before venepuncture in the donation chair to assess their current emotional experience. The survey data were matched with routinely-collected demographic, donation, and donor adverse event information. A generalized estimating equations model was used to identify emotions associated with the occurrence of a VVR. RESULTS A total of 56 (12.7%) participants experienced a VVR. The occurrence of a VVR was significantly associated with lower love/closeness/trust (OR: 0.53, 95%CI: 0.34-0.82) and higher scared/fearful/afraid (OR: 1.96, 95%CI: 1.18-3.25) states. Significant interaction effects suggested that the effect of scared/fearful/afraid decreased while stressed/nervous/overwhelmed increased from the waiting area to before venepuncture on the likelihood of a VVR. DISCUSSION To effectively reduce donor VVR risk, blood collection agencies need to address a broader range of emotions at different points during the donation process.
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Affiliation(s)
- Amanda Thijsen
- Clinical Services and Research, Australian Red Cross Lifeblood, Sydney, New South Wales, Australia
| | - Barbara Masser
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia.,Clinical Services and Research, Australian Red Cross Lifeblood, Brisbane, Queensland, Australia
| | - Tanya E Davison
- Clinical Services and Research, Australian Red Cross Lifeblood, Melbourne, Victoria, Australia.,Monash Art, Design and Architecture, Monash University, Melbourne, Victoria, Australia
| | - Anne van Dongen
- Psychology, Health, and Technology, Twente University, Enschede, the Netherlands
| | - Lisa A Williams
- School of Psychology, University of New South Wales, Sydney, New South Wales, Australia
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20
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Lewin RK, Acuff SF, Berlin KS, Berman JS, Murrell AR. Group-based acceptance and commitment therapy to enhance graduate student psychological flexibility: Treatment development and preliminary implementation evaluation. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:162-171. [PMID: 33577437 DOI: 10.1080/07448481.2021.1881522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 11/19/2020] [Accepted: 01/08/2021] [Indexed: 06/12/2023]
Abstract
Objective: Graduate student mental health is a growing concern and the need for interventions is well-documented. This manuscript outlines an Acceptance and Commitment Therapy group treatment for graduate students intended to promote psychological flexibility through the cultivation of six processes: contact with the present moment (mindfulness), freely chosen life direction (values), distance from thoughts (defusion), nonjudgmental acknowledgement of one's internal experiences (acceptance), meta-awareness of one's own experiences (self-as-context), and ongoing patterns of behavior in the service of values (committed action). Participants: The treatment was delivered to graduate students across academic disciplines with variable psychological concerns over several semesters. Method: Graduate students completed measures of preliminary acceptability. Results: Clients perceived the intervention positively and believed they benefited from participating. Conclusion: Treatment evaluation information support the social validity and acceptability of the treatment and justify future studies assessing treatment efficacy and effectiveness.
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Affiliation(s)
- Rivian K Lewin
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Samuel F Acuff
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Kristoffer S Berlin
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Jeffrey S Berman
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
| | - Amy R Murrell
- Department of Psychology, The University of Memphis, Memphis, Tennessee, USA
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21
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Janka C, Stamm T, Heinze G, Dorner TE. A Training Programme for Developing Social and Personal Resources and Its Effects on the Perceived Stress Level in Adults in Daily Life-Study Protocol for a Prospective Cohort Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:523. [PMID: 36612844 PMCID: PMC9819783 DOI: 10.3390/ijerph20010523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Revised: 12/22/2022] [Accepted: 12/23/2022] [Indexed: 06/17/2023]
Abstract
Persistent stress and insufficient coping strategies have negative consequences for physical and mental health. Teaching adults the skills needed to sustainably improve stress-buffering aspects of their character could contribute to the prevention of stress-related diseases. In this non-randomised, observational, prospective cohort study, participants of a training programme for developing social and personal skills, to which they previously self-assigned, are assessed. The 12-month training programme focuses on improving perceived stress level (primary outcome), health behaviour, presence of common somatic symptoms, satisfaction with life, quality of social relationships, and wellbeing by addressing life goals, meaning in life, sense of coherence, social and personal resources, and transcendence. Study participants are recruited from the training groups via the training organiser. Companions, persons with whom they share a close relationship, are recruited to assess the interpersonal diffusion effects of the training. Matched individuals not participating in the training are the control group. Parameter assessment follows a pre-, post-, and follow-up (6 months) design. Designed to improve health-related outcomes in adults by addressing personality characteristics and using Lozanov's superlearning principles to improve learning efficiency, this training programme is, to the study team's knowledge, the first of its kind. From a research perspective, the outcomes of this study can provide new insights into primary prevention of stress-related diseases and how the effects of these measures are passed on through common personal interaction. The trial has been pre-registered (registration number: NCT04165473).
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Affiliation(s)
- Christoph Janka
- Center for Public Health, Institute of Social and Preventive Medicine, Medical University of Vienna, Kinderspitalgasse 15/1, 1090 Vienna, Austria
| | - Tanja Stamm
- Center for Medical Data Science, Institute of Outcomes Research, Medical University of Vienna, Spitalgasse 23, 1090 Vienna, Austria
- Ludwig Boltzmann Institute for Arthritis and Rehabilitation, 1090 Vienna, Austria
| | - Georg Heinze
- Center for Medical Data Science, Institute of Clinical Biometrics, Medical University of Vienna, Spitalgasse 23, 1090 Vienna, Austria
| | - Thomas E. Dorner
- Center for Public Health, Institute of Social and Preventive Medicine, Medical University of Vienna, Kinderspitalgasse 15/1, 1090 Vienna, Austria
- Karl-Landsteiner Institute for Health Promotion Research, Haus der Barmherzigkeit—Clementinum, Paltram 12, 3062 Kirchstetten, Austria
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22
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Dietz LJ, Kulzer JL, Kondis P. Developing a personalized self-care curriculum for graduate students in the health sciences. Nurs Health Sci 2022; 25:141-149. [PMID: 36549885 DOI: 10.1111/nhs.13010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 11/26/2022] [Accepted: 12/16/2022] [Indexed: 12/24/2022]
Abstract
The purpose of this study was to evaluate the Pitt Personal Wellness Program, three 1-hour workshops that were integrated into the first-semester curriculum of five health sciences graduate programs. The workshops were designed as a personalized education approach to promote self-care and well-being. Of the 156 graduate students who participated in the Pitt Personal Wellness Program, 99 (65%) completed online questionnaires regarding stress and coping at three time points across a 14 week period: before the program, and after the second and third workshops. Graduate students reported significant decreases in perceived stress and number of stressful situations across the three time points. Students who reported a previous history of mental health counseling demonstrated steeper declines in perceived stress across Times 1 and 2, and reported significantly higher use of coping strategies across the three time points. Racially minoritized students and those reporting more financial struggles also reported significant declines in stress and number of stressors across Times 1 and 2. The Pitt Personal Wellness Program was acceptable to graduate students and a promising program for further dissemination and study.
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Affiliation(s)
- Laura J Dietz
- School of Health & Rehabilitation Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Jamie L Kulzer
- School of Health & Rehabilitation Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Peyton Kondis
- School of Health & Rehabilitation Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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23
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Schenkel K, Haug S, Castro RP, Lüscher J, Scholz U, Schaub MP, Radtke T. One SMS a day keeps the stress away? A just-in-time planning intervention to reduce occupational stress among apprentices. Appl Psychol Health Well Being 2022; 14:1389-1407. [PMID: 35060336 PMCID: PMC9786884 DOI: 10.1111/aphw.12340] [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: 08/31/2021] [Accepted: 01/06/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND Occupational stress is one of the main sources of stress in apprentices with physical and psychological health consequences. Just-in-time planning interventions (JITPIs) are one opportunity to deliver intervention components at the right times and locations to optimally support apprentices in stressful situations. The aim of this study was to test the proximal effect of a mobile phone-delivered JITPI to reduce occupational stress in 386 apprentices within a planning intervention. METHODS An AB/BA crossover design in which participants were randomly allocated to (A) the planning intervention or (B) the assessment only condition was implemented. RESULTS The analyses of the study "ready4life", multilevel modeling, revealed no significant effect of the planning intervention on occupational stress reduction. CONCLUSIONS Possible reasons for the missing effect might be the low stress level of participants or the type of the intervention delivery. Since apprenticeships in Switzerland differ considerably, future studies should enable more adapted interventions for the apprentices and consider individual circumstances of stress. Further, the intervention should focus on apprentices with high occupational stress levels or a high-risk of stress. Studies should investigate exactly when and why a person needs support regarding her/his occupational stress. Therefore, objective measurements of stress could be helpful.
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Affiliation(s)
- Konstantin Schenkel
- Department of Psychology, Social and Health PsychologyUniversity of ZurichZurichSwitzerland
| | - Severin Haug
- Swiss Research Institute for Public Health and AddictionUniversity of ZurichZurichSwitzerland
| | - Raquel Paz Castro
- Swiss Research Institute for Public Health and AddictionUniversity of ZurichZurichSwitzerland
| | - Janina Lüscher
- Department of Psychology, Social and Health PsychologyUniversity of ZurichZurichSwitzerland
| | - Urte Scholz
- Department of Psychology, Social and Health PsychologyUniversity of ZurichZurichSwitzerland,Department of Psychology, Social and Health Psychology, University Research Priority Area Dynamics of Healthy AgingUniversity of ZurichZurichSwitzerland
| | - Michael P. Schaub
- Swiss Research Institute for Public Health and AddictionUniversity of ZurichZurichSwitzerland
| | - Theda Radtke
- Health Psychology and Applied Diagnostic, Institute of PsychologyUniversity of WuppertalWuppertalGermany
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24
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Priebe NP, Kurtz-Costes BE. The Effect of Mindfulness Programs on Collegiate Test Anxiety. Mindfulness (N Y) 2022; 13:2868-2878. [PMID: 36313003 PMCID: PMC9589788 DOI: 10.1007/s12671-022-02002-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/30/2022] [Indexed: 11/25/2022]
Abstract
Objectives Affecting approximately one-fifth of college students, test anxiety is a source of academic failure that leads to worse exam performance and academic retention. The present study assessed the efficacy of online mindfulness-based interventions at reducing collegiate test anxiety. Methods Undergraduate college students (N = 71) were randomly assigned to a six-week mindfulness condition (n = 24), a three-week mindfulness condition (n = 21), or a six-week sham mindfulness active control condition (n = 26). Participants in each condition were assigned five weekly meditations and written reflections. Responses to online surveys captured participants’ reported levels of test anxiety and mindfulness pre- and post-intervention. Results Increases in mindfulness were associated with decreased reports of test anxiety, r(69) = − .48. Across all conditions, self-reported mindfulness increased, and self-reported test anxiety decreased from pre- to post-test, F(1, 68) = 19.5 and 28.9, p’s < .001, η2 = .06 and .05 respectively. Conclusions Changes in the primary variables did not differ by condition, offering no empirical support for greater efficacy of a six-week as compared to a three-week intervention. The sham mindfulness control group also reported increases in mindfulness and decreases in test anxiety, raising questions about what intervention benefits are specific to mindfulness trainings. These findings suggest that online interventions are effective at reducing test anxiety in college students, though more research will inform how intervention length and content lead to changes in test anxiety and mindfulness. Supplementary Information The online version contains supplementary material available at 10.1007/s12671-022-02002-6.
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Affiliation(s)
- Nathaniel P. Priebe
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Beth E. Kurtz-Costes
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, USA
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25
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Tomoiagă C, David O. The Efficacy of Guided and Unguided Game-Based Cognitive-Behavioral Therapy in Reducing Distress in College Students. Games Health J 2022; 11:403-413. [PMID: 36067336 DOI: 10.1089/g4h.2021.0195] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Objective: College students` mental health is an international prioritized research subject. Dedicated interventions are constantly developed to be more suited, attractive, and effective and to reach as many students as possible. Our study aims to investigate the efficacy of an online game-based cognitive-behavioral therapy transdiagnostic intervention (REThink game) in reducing psychology students' distress. Method: Our sample consisted of 139 students (mean age 26.27; 17 male students and 122 female students) who voluntarily enrolled in our study, and they were randomly assigned to 1 of our 3 groups (REThink game without guidance n = 44; REThink game with guidance n = 46; or care-as-usual control group n = 49). They completed the pretest questionnaires (distress [negative functional and dysfunctional emotions], rational, and irrational cognitions), then they were offered to play the trial version of the REThink game, and after that, two specific levels focused on relaxation with mindfulness abilities, and on cognitive change emotion-regulation abilities. After completing the game, students in the REThink game with guidance received email support aimed to help them implement the skills learned in the game. Results: Results showed medium effect size improvements for the REThink game without guidance group compared to the control group in terms of dysfunctional negative emotions and improvements in irrational cognitions for both experimental groups compared to the control group. Conclusion: So far, the REThink therapeutic game proved to be a promising innovative, efficient, and highly accessible intervention for helping students manage distress. Trial Registration: ClinicalTrials.gov NCT04763954.
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Affiliation(s)
- Cristina Tomoiagă
- Evidence-Based Psychological Assessment and Interventions Doctoral School, Babes-Bolyai University of Cluj-Napoca, Cluj-Napoca, Romania
| | - Oana David
- Department of Clinical Psychology and Psychotherapy, Babes-Bolyai University of Cluj-Napoca, Cluj-Napoca, Romania
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Keech JJ, Hamilton K. An integrated dual-process model for coping behaviour. Stress Health 2022; 38:591-601. [PMID: 34921495 DOI: 10.1002/smi.3121] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 12/11/2021] [Accepted: 12/15/2021] [Indexed: 12/25/2022]
Abstract
Stress management interventions have traditionally aimed to change coping behaviour with little attention to mechanisms that drive behaviour change. We sought to test an integrated dual-process model, accounting for reasoned and automatic processes, for predicting problem-focussed coping behaviour. The study adopted a two-wave prospective correlational design with a 1-week follow-up. University students aged 17-25 (N = 272) completed survey measures online. At Time 1, participants completed self-report measures of attitude, subjective norm, perceived behavioural control, intention, behavioural automaticity, and past problem-focussed coping behaviour. At Time 2, participants completed follow-up measures of behavioural automaticity and problem-focussed coping behaviour. Structural equation modelling testing the hypothesised dual-process model exhibited a good fit to the data, accounting for 50.0% and 45.4% of the variance in intentions and problem-focussed coping behaviour, respectively. Attitude, subjective norm, perceived behavioural control, and past behaviour directly predicted intention. Intention, past behaviour, and behavioural automaticity directly predicted problem-focussed coping behaviour. Past behaviour also indirectly predicted problem-focussed coping behaviour via behavioural automaticity. Results suggest that problem-focussed coping behaviour tends to be regulated by reasoned psychological processes, and more strongly by automatic psychological processes. Future research aiming to increase problem-focussed coping should utilise behaviour change methods known to influence these processes.
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Affiliation(s)
- Jacob J Keech
- School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Australia.,School of Applied Psychology, Griffith University, Brisbane, Australia
| | - Kyra Hamilton
- School of Applied Psychology, Griffith University, Brisbane, Australia.,Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia.,Health Sciences Research Institute, University of California, Merced, California, USA
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Worsley JD, Pennington A, Corcoran R. Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions. PLoS One 2022; 17:e0266725. [PMID: 35905058 PMCID: PMC9337666 DOI: 10.1371/journal.pone.0266725] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 03/27/2022] [Indexed: 01/06/2023] Open
Abstract
Aims The review of reviews had three aims: (i) to synthesize the available evidence on interventions to improve college and university students’ mental health and wellbeing; (ii) to identify the effectiveness of interventions, and (iii) to highlight gaps in the evidence base for future study. Methods Electronic database searches were conducted to identify reviews in English from high-income OECD countries published between 1999 and 2020. All review-level empirical studies involving post-secondary students attending colleges of further education or universities that examined interventions to improve general mental health and wellbeing were included. Articles were critically appraised using an amended version of the AMSTAR 2 tool. Evidence from the included reviews were narratively synthesized and organised by intervention types. Results Twenty-seven reviews met the review of reviews inclusion criteria. The quality of the included reviews varied considerably. Intervention types identified included: mindfulness-based interventions, psychological interventions, psychoeducation interventions, recreation programmes, relaxation interventions, setting-based interventions, and stress management/reduction interventions. There was evidence that mindfulness-based interventions, cognitive behavioural therapy (CBT), and interventions delivered via technology were effective when compared to a passive control. Some evidence suggested that the effects of CBT-related interventions are sustained over time. Psychoeducation interventions do not appear to be as effective as other forms of intervention, with its effects not enduring over time. Conclusions The review of reviews located a sizeable body of evidence on specific interventions such as mindfulness and cognitive-behavioural interventions. The evidence suggests that these interventions can effectively reduce common mental health difficulties in the higher education student body. Gaps and limitations in the reviews and the underlying body of evidence have been identified. These include a notable gap in the existing body of review-level evidence on setting-based interventions, acceptance and commitment training, and interventions for students attending colleges in UK settings.
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Affiliation(s)
- Joanne Deborah Worsley
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, United Kingdom
- * E-mail:
| | - Andy Pennington
- Department of Public Health and Policy, University of Liverpool, Liverpool, United Kingdom
| | - Rhiannon Corcoran
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, United Kingdom
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Juniar D, van Ballegooijen W, Schulte M, van Schaik A, Passchier J, Heber E, Lehr D, Sadarjoen SS, Riper H. A Web-Based Stress Management Intervention for University Students in Indonesia (Rileks): Feasibility Study Using a Pretest-Posttest Design. JMIR Form Res 2022; 6:e37278. [PMID: 35852838 PMCID: PMC9491829 DOI: 10.2196/37278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 06/24/2022] [Accepted: 06/27/2022] [Indexed: 11/13/2022] Open
Abstract
Background University students are susceptible to excessive stress. A web-based stress management intervention holds promise to improve stress but is still at a novel stage in Indonesia. Objective The aim of this paper was to report the feasibility of the intervention we developed—Rileks—among university students in Indonesia in terms of acceptability and usability, and to propose recommendations for future improvements. Methods A single-group pretest and posttest design was used. Participants with scores of 15 or higher on the stress subscale of the 42-item Depression Anxiety Stress Scales were given access to the intervention (N=68). The main outcome measures were the 8-item Client Satisfaction Questionnaire (CSQ-8) score, the System Usability Scale (SUS) score, and intervention uptake. Participants’ experience in each session was evaluated using closed- and open-ended questions for future improvements. Descriptive statistics were used to examine primary outcome and qualitative session evaluations. Participants’ responses to each topic of the open questions were summarized. Results The intervention was evaluated as being satisfactory (CSQ-8 mean score 21.89, SD 8.72; range 8-32). However, the intervention’s usability was still below expectation (SUS mean score 62.8, SD 14.74; range 0-100). The core modules were completed by 10 out of 68 participants (15%), and the study dropout rate was 63% (43/68) at postassessment. In general, the module content was rated positively, with some notes for improvement covering content and technical aspects. Conclusions This study indicates that Rileks is potentially feasible for Indonesian university students. In order to be optimally applied in such a context and before scaling up web-based interventions in Indonesia, in general, further development and refinement are needed. International Registered Report Identifier (IRRID) RR2-10.2196/11493
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Affiliation(s)
- Dilfa Juniar
- Faculty of Psychology, YARSI University, Jakarta, Indonesia
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
| | - Wouter van Ballegooijen
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
- Department of Psychiatry, Amsterdam University Medical Centers, Amsterdam, Netherlands
- Geestelijke Gezondheids Zorg inGeest Specialized Mental Health Care, Amsterdam, Netherlands
| | - Mieke Schulte
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
| | - Anneke van Schaik
- Department of Psychiatry, Amsterdam University Medical Centers, Amsterdam, Netherlands
- Geestelijke Gezondheids Zorg inGeest Specialized Mental Health Care, Amsterdam, Netherlands
| | - Jan Passchier
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
| | - Elena Heber
- HelloBetter - GET.ON Institut für Online Gesundheitstrainings GmbH, Hamburg, Germany
| | - Dirk Lehr
- Institute of Psychology, Leuphana University, Lüneburg, Germany
| | | | - Heleen Riper
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit, Amsterdam, Netherlands
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Caycho-Rodríguez T, Vilca LW, Plante TG, Carbajal-León C, Cabrera-Orosco I, García Cadena CH, Reyes-Bossio M. Spanish version of the Santa Clara Brief Compassion Scale: evidence of validity and factorial invariance in Peru. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00949-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Barbayannis G, Bandari M, Zheng X, Baquerizo H, Pecor KW, Ming X. Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Front Psychol 2022; 13:886344. [PMID: 35677139 PMCID: PMC9169886 DOI: 10.3389/fpsyg.2022.886344] [Citation(s) in RCA: 29] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 04/20/2022] [Indexed: 02/04/2023] Open
Abstract
Academic stress may be the single most dominant stress factor that affects the mental well-being of college students. Some groups of students may experience more stress than others, and the coronavirus disease 19 (COVID-19) pandemic could further complicate the stress response. We surveyed 843 college students and evaluated whether academic stress levels affected their mental health, and if so, whether there were specific vulnerable groups by gender, race/ethnicity, year of study, and reaction to the pandemic. Using a combination of scores from the Perception of Academic Stress Scale (PAS) and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), we found a significant correlation between worse academic stress and poor mental well-being in all the students, who also reported an exacerbation of stress in response to the pandemic. In addition, SWEMWBS scores revealed the lowest mental health and highest academic stress in non-binary individuals, and the opposite trend was observed for both the measures in men. Furthermore, women and non-binary students reported higher academic stress than men, as indicated by PAS scores. The same pattern held as a reaction to COVID-19-related stress. PAS scores and responses to the pandemic varied by the year of study, but no obvious patterns emerged. These results indicate that academic stress in college is significantly correlated to psychological well-being in the students who responded to this survey. In addition, some groups of college students are more affected by stress than others, and additional resources and support should be provided to them.
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Affiliation(s)
- Georgia Barbayannis
- Department of Neurology, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Mahindra Bandari
- Department of Neurology, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Xiang Zheng
- Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Humberto Baquerizo
- Office for Diversity and Community Engagement, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Keith W. Pecor
- Department of Biology, The College of New Jersey, Ewing, NJ, United States
| | - Xue Ming
- Department of Neurology, Rutgers New Jersey Medical School, Newark, NJ, United States
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31
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Panteli M, Papantoniou A, Vaiouli P, Leonidou C, Panayiotou G. Feeling Down in Lockdown: Effects of COVID-19 pandemic on emotionally vulnerable individuals. COUNSELING PSYCHOLOGIST 2022. [DOI: 10.1177/00110000211064905] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
We examined whether young adults with internalizing psychopathology during the pre-COVID-19 pandemic period exhibited different patterns of emotional responses than those without such psychopathology during the implementation of the “lockdown” in Cyprus, Greece. Two-wave longitudinal research was conducted i one hundred six college students completing measures of affective experiences, mental health, and quality of life during the prepandemic and lockdown periods. Increased negative affect and internalizing symptoms during the prepandemic period and decreased positive affect and increased perceived stress during the lockdown period both significantly predicted increased internalizing symptoms during the lockdown period. We discuss findings within the context of actions and interventions for young adults with existing internalizing symptomatology during the COVID-19 pandemic.
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Affiliation(s)
- Maria Panteli
- University of Cyprus,
- Center for Applied Neuroscience,
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Lay awake with a racing mind: The associations between sexual objectification, insomnia, and affective symptoms. J Affect Disord 2022; 299:359-366. [PMID: 34915082 DOI: 10.1016/j.jad.2021.12.031] [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: 06/17/2021] [Revised: 11/09/2021] [Accepted: 12/12/2021] [Indexed: 11/20/2022]
Abstract
BACKGROUND Sexual objectification is a form of interpersonal maltreatment that women may experience in daily life. Research has focused on testing how it leads to various psychological distresses. However, little research has examined its influences on women's sleep quality, the underlying psychological mechanisms, and the potential implications for affective symptoms. We addressed this research gap by testing whether sexual objectification predicted perceived stress and insomnia, thereby predicting affective symptoms (i.e., depression and anxiety). We further examined whether sex-is-power beliefs moderated these associations. METHODS Participants completed validated measures of sex-is-power beliefs, sexual objectification, perceived stress, insomnia, depression, and anxiety. We conducted regression analyses, structural equation modeling, and bootstrapping analyses to test the associations between these psychological constructs. RESULTS As predicted, the results showed that sexual objectification was positively associated with perceived stress, insomnia, and affective symptoms. Moreover, perceived stress and insomnia serially mediated the association between sexual objectification and affective symptoms. Furthermore, sex-is-power beliefs moderated the serial mediation effect, such that the effect was only observed among participants with weak sex-is-power beliefs. CONCLUSIONS These findings advanced current theories and knowledge of sexual objectification by demonstrating that sexual objectification is associated with perceived stress and insomnia, thereby predicting affective symptoms. The findings also highlighted the role of beliefs in weakening the negative consequences of sexual objectification.
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Gan Y, Ma J, Peng H, Zhu H, Ju Q, Chen Y. Ten ignored questions for stress psychology research. Psych J 2022; 11:132-141. [PMID: 35112503 DOI: 10.1002/pchj.520] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Accepted: 12/30/2021] [Indexed: 01/06/2023]
Abstract
Stress psychology is an interesting and important interdisciplinary research field. In this perspective article, we briefly discuss 10 challenges related to the conceptual definition, research methodology, and translation in the field of stress that do not receive sufficient attention or are ignored entirely. Future research should attempt to integrate a comprehensive stress conceptual framework into a multidimensional comprehensive stress model, incorporating subjective and objective indicators as comprehensive measures. The popularity of machine learning, cognitive neuroscience, and gene epigenetics is a promising approach that brings innovation to the field of stress psychology. The development of wearable devices that precisely record physiological signals to assess stress responses in naturalistic situations, standardize real-life stressors, and measure baselines presents challenges to address in the future. Conducting large individualized and digital intervention studies could be crucial steps in enhancing the translation of research.
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Affiliation(s)
- Yiqun Gan
- School of Psychological Cognitive Sciences, and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Jinjin Ma
- School of Psychological Cognitive Sciences, and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Huini Peng
- School of Psychological Cognitive Sciences, and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Huanya Zhu
- School of Psychological Cognitive Sciences, and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Qianqian Ju
- School of Psychological Cognitive Sciences, and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Yidi Chen
- School of Psychological Cognitive Sciences, and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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Miller AK, Rothman AJ, Lenne RL. What's said in a subject line? Framing the email subject lines in health messages sent to university students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:446-452. [PMID: 32343208 DOI: 10.1080/07448481.2020.1754219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 01/19/2020] [Accepted: 03/29/2020] [Indexed: 06/11/2023]
Abstract
Objective To examine whether manipulating the frame used in email subject lines affects open or click-through rate. Participants: Students (N = 38,538) at a Midwestern university received emails from their health clinic about a stress management program (September - December 2017). Method: Three subject lines (Action Instruction only, Gain Frame plus Action Instruction, Non-loss Frame plus Action Instruction) were used. Each student randomly received one subject line in the first two months and one in the next two months. Email open and click-through rates were measured. Results: Emails with the Action Instruction only subject line were more likely to be opened; there was no difference in open rate between the two framed subject lines, and no effect on click-through rates. Conclusion: This study supports the benefits of action instructions to encourage behavior change but calls for further research on the effects of frames and action instructions in email subject lines.
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Affiliation(s)
- Alison K Miller
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Alexander J Rothman
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Richie L Lenne
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, USA
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DeLauer V, McGill-O'Rourke A, Hayes T, Haluch A, Gordon C, Crane J, Kossakowski D, Dillon C, Thibeault N, Schofield D. The Impact of Natural Environments and Biophilic Design as Supportive and Nurturing Spaces on a Residential College Campus. COGENT SOCIAL SCIENCES 2022; 8:2000570. [PMID: 35785135 PMCID: PMC9248534 DOI: 10.1080/23311886.2021.2000570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
With so many college students experiencing disengagement, the physical design of a college and the connection to its natural surroundings has the potential for profound change. Natural environments, even viewing pictures of them, have the potential to positively impact parasympathetic nervous systems, increase cognitive functioning, and improve attention. This study investigated college student perceptions of their personal well-being with attention to coping, self-esteem, and physical health in a residential academic setting in the northeastern United States. Female students reported less resiliency, lower self-esteem, and a decreased ability to choose positive health behaviors than male students. Findings point to the potential for the built environment on a college campus to be designed with biophilic elements to support and nurture students all year long.
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Olfert MD, Barr ML, Mathews AE, Horacek TM, Riggsbee K, Zhou W, Colby SE. Life of a vegetarian college student: Health, lifestyle, and environmental perceptions. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:232-239. [PMID: 32343196 PMCID: PMC7903325 DOI: 10.1080/07448481.2020.1740231] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Revised: 01/08/2020] [Accepted: 02/29/2020] [Indexed: 06/11/2023]
Abstract
Objective To examine health behavior and environmental perception differences among vegetarian and nonvegetarian students. Participants: First-year university students (n = 1078) from eight United States universities. Methods: Data were obtained from base 2015 and followup 2016 assessments. Vegetarians and nonvegetarians were compared for anthropometrics, lifestyle behaviors, and campus environmental perceptions (CEPS). Results: Vegetarians had smaller waist circumference, lower systolic blood pressure, higher fruit and vegetable consumption, lower percentage of energy obtained from fat, and higher perceived stress. Vegetarians expressed a lower rating of perceptions of health policies on campus. Conclusion: A clear difference in indicators of physical health does not appear, however, vegetarian students show positive dietary patterns which can promote positive health outcomes. Further, vegetarians had lower perceptions of health policies on campus. Results can be used by administrators to ensure policies are in place to support health of students as currently vegetarian students see limitations in the environmental health policies.
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Affiliation(s)
- Melissa D. Olfert
- Davis College of Agriculture, Natural Resources, and Design, Division of Animal and Nutritional Sciences, West Virginia University, Morgantown, West Virginia, USA
| | - Makenzie L. Barr
- Davis College of Agriculture, Natural Resources, and Design, Division of Animal and Nutritional Sciences, West Virginia University, Morgantown, West Virginia, USA
| | - Anne E. Mathews
- Department of Food Science and Human Nutrition, University of Florida, Gainesville, Florida, USA
| | - Tanya M. Horacek
- Falk College, Department of Nutrition and Food Studies, Syracuse University, Syracuse, New York, USA
| | - Kristin Riggsbee
- College of Education, Health, and Human Sciences, Department of Nutrition, University of Tennessee, Knoxville, Tennessee, USA
| | - Wenjun Zhou
- College of Education, Health, and Human Sciences, Department of Nutrition, University of Tennessee, Knoxville, Tennessee, USA
| | - Sarah E. Colby
- College of Education, Health, and Human Sciences, Department of Nutrition, University of Tennessee, Knoxville, Tennessee, USA
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Celia G, Cavicchiolo E, Girelli L, Limone P, Cozzolino M. Effect of online counselling on emotional outcomes during the COVID‐19 pandemic: An innovative group intervention for university students using the Brain Wave Modulation Technique. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021; 22:889-901. [PMID: 35465356 PMCID: PMC9015604 DOI: 10.1002/capr.12512] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2021] [Revised: 12/14/2021] [Accepted: 12/16/2021] [Indexed: 01/08/2023]
Abstract
Young people's mental health problems are a matter of concern during the COVID‐19 pandemic. Counselling services for university students by means of telemental support can help them to deal with psychological issues that they may be facing due to the pandemic. The present study investigated the effects of four once‐weekly online counselling sessions based on a mind‐body technique (the Brain Wave Modulation Technique; BWM‐T) on enhancing positive affect and on reducing negative affect and anxiety in a sample of 54 university students (96.3% females; Mage = 21.31 years, SD = 2.09). An experimental design was conducted: the participants were randomly assigned to the intervention group, which received 15 min of a guided online BWM‐T session, or to the control group, which watched a 15‐min video on how to sustain their psychological well‐being. The results of a two‐factor mixed‐design analysis of variance (ANOVA) showed that the participants in the intervention group reported a significant increase in positive affect and a decrease in negative affect over time compared to those in the control group. They also reported a slight decrease in state anxiety compared to the control group, although this was just short of statistical significance. The information provided by this study, regarding emotional outcomes among university students after four brief online counselling sessions, suggests that such interventions could be an effective and sustainable way to reinforce young people's mental health during the COVID‐19 pandemic, as well as later in their university careers and adult lives.
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Affiliation(s)
- Giovanna Celia
- Department of Economics, Management and Territory University of Foggia Foggia Italy
| | - Elisa Cavicchiolo
- Department of Human, Philosophical and Educational Sciences University of Salerno Fisciano Italy
| | - Laura Girelli
- Department of Human, Philosophical and Educational Sciences University of Salerno Fisciano Italy
| | - Pierpaolo Limone
- Department of Humanities, Literature and Cultural Heritage University of Foggia Foggia Italy
| | - Mauro Cozzolino
- Department of Human, Philosophical and Educational Sciences University of Salerno Fisciano Italy
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Eck KM, Byrd-Bredbenner C. Disordered eating concerns, behaviors, and severity in young adults clustered by anxiety and depression. Brain Behav 2021; 11:e2367. [PMID: 34825780 PMCID: PMC8671770 DOI: 10.1002/brb3.2367] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 09/01/2021] [Accepted: 09/05/2021] [Indexed: 01/09/2023] Open
Abstract
OBJECTIVES Little is known about how anxiety and depression in combination relate to eating disorder concerns (eating, shape, and weight concern) and behaviors (restraint eating, binge eating, and purging) indicative of eating disorder symptom severity. This study examined links among disordered eating concerns, behaviors, and severity clustered by depression and anxiety. METHODS College students (n = 1792) completed a survey comprised of the Generalized Anxiety Disorder Scale (GAD-7), 2-item Patient Health Questionnaire (PHQ-2) assessing Major Depressive Disorder (MDD), and Eating Disorder Exam Questionnaire (EDE-Q) assessing concerns and behaviors indicative of disordered eating. RESULTS Cluster analysis yielded four groups: not depressed or anxious to subclinical, moderate, and high depression and anxiety. Analysis of variance (ANOVA) indicated overall eating disorder severity scores increased significantly as GAD and MDD increased, suggesting that as anxiety and depression rise in tandem, disturbed eating severity rises. Results revealed that even at subclinical levels, disordered eating concerns, behaviors, and overall severity scores increase. DISCUSSION Future interventions aiming to reduce disordered eating in young adults may be strengthened by incorporating depression and anxiety management strategies. A screening for subclinical anxiety and depression (Mixed Anxiety and Depression Disorder [MADD]) may be helpful in providing early intervention to resolve disordered eating behaviors before they become entrenched.
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Affiliation(s)
- Kaitlyn M Eck
- Research Program Coordinator, Department of Nutritional Sciences, Rutgers University, New Brunswick, New Jersey, USA
| | - Carol Byrd-Bredbenner
- Department of Nutritional Sciences, Distinguished Professor Rutgers University, New Brunswick, New Jersey, USA
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Reis A, Saheb R, Parish P, Earl A, Klupp N, Sperandei S. How I cope at university: Self-directed stress management strategies of Australian students. Stress Health 2021; 37:1010-1025. [PMID: 33939880 DOI: 10.1002/smi.3058] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 04/13/2021] [Accepted: 04/26/2021] [Indexed: 11/07/2022]
Abstract
Universities across the world remain under-resourced and frequently unequipped to provide the required support to the increasing demand of students experiencing mental health problems. While there is a considerable amount of research focusing on university student stress levels, interventions to address them, and coping strategies adopted by students, little research has reported on the strategies students choose to manage their stress and how that relates to their self-identified sources of stress as well as to what universities are offering to support their mental health and wellbeing. The present study provides a contribution in this direction, reporting on a study that surveyed over 3200 students from three large Australian metropolitan universities and interviewed three groups of university staff who provide student wellbeing services. Results highlight differences between what students and staff perceive as main sources of stress and best strategies to address them. In addition, students recommend task-oriented, pro-active coping strategies more often to their peers than engage in them themselves. The findings of the study further reinforce the need to develop an understanding of student coping strategies with a lens considerate of students' perspectives and preferences to authentically support their wellbeing, better informing planning and service delivery.
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Affiliation(s)
- Arianne Reis
- School of Health Sciences, Western Sydney University, Penrith South, New South Wales, Australia
| | - Rowena Saheb
- Student Experience Office, Western Sydney University, Penrith South, New South Wales, Australia
| | - Patricia Parish
- School of Social Sciences, Western Sydney University, Penrith South, New South Wales, Australia
| | - Andrea Earl
- School of Health Sciences, Western Sydney University, Penrith South, New South Wales, Australia
| | - Nerida Klupp
- School of Health Sciences, Western Sydney University, Penrith South, New South Wales, Australia
| | - Sandro Sperandei
- Translational Health Research Institute, Western Sydney University, Penrith South, New South Wales, Australia
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Ubago-Jiménez JL, Cepero-González M, Martínez-Martínez A, Chacón-Borrego F. Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182312477. [PMID: 34886203 PMCID: PMC8656989 DOI: 10.3390/ijerph182312477] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 11/24/2021] [Accepted: 11/25/2021] [Indexed: 12/22/2022]
Abstract
Several indicators are strongly related to health and well-being in university students, such as emotional intelligence and physical activity. At the same time, some qualities threaten it and are incompatible with students’ adaptation to society in general, such as aggressive behaviours. The aim of this research is to analyse the relationship established between emotional intelligence using TMMS-24, physical activity, using IPAQ, and aggression behaviours in university students. For this purpose, a descriptive, cross-sectional and non-experimental study was developed with 932 undergraduates (M = 20.55; SD = 3.673). The findings highlight how emotional intelligence and physical activity practice decrease violent behaviour in university students. In addition, men tend to have more aggressive behaviours than women as well as the relation between physical activity and emotional intelligence is stronger in all its dimensions. Results highlight the importance of including emotional intelligence programs in order to enable undergraduate well-being.
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Affiliation(s)
- José Luis Ubago-Jiménez
- Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain; (J.L.U.-J.); (M.C.-G.)
| | - Mar Cepero-González
- Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain; (J.L.U.-J.); (M.C.-G.)
| | | | - Fátima Chacón-Borrego
- Department of Physical Education and Sports, University of Sevilla, 41013 Sevilla, Spain
- Correspondence: ; Tel.: +34-958246685
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Gardani M, Bradford DRR, Russell K, Allan S, Beattie L, Ellis JG, Akram U. A systematic review and meta-analysis of poor sleep, insomnia symptoms and stress in undergraduate students. Sleep Med Rev 2021; 61:101565. [PMID: 34922108 DOI: 10.1016/j.smrv.2021.101565] [Citation(s) in RCA: 49] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Revised: 10/27/2021] [Accepted: 10/27/2021] [Indexed: 12/14/2022]
Abstract
University students experience high prevalence of mental health problems and exacerbation of mental health difficulties, including sleep disturbances and stress during their studies. Stress and poor sleep quality and/or insomnia are interlinked outcomes for this population. The aim was to conduct a systematic review, and meta-analyses, of the relationships between sleep quality and/or insomnia with stress in students. Full-text articles of studies exploring the associations of stress with poor sleep quality and/or insomnia in undergraduate students using validated tools and published in peer-reviewed journals were eligible for inclusion. Thirty-four studies, resulting in 37 effect sizes, included and all were suitable for meta-analysis. The weighted pooled effect size between sleep quality and stress was for 0.39 (25 studies, n = 10,065), whereas a slightly higher pooled association of 0.41 was demonstrated for insomnia and stress (12 studies, n = 5564.5). Pooled associations show moderate effects for associations between sleep quality, insomnia and stress in undergraduate students. High heterogeneity in meta-analyses was found, suggesting the findings should be considered cautiously. Future research should focus on longitudinal studies exploring sleep difficulties across the academic year, whilst university services should consider psychoeducation for stress and sleep in university students, especially during transition to university.
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Affiliation(s)
- Maria Gardani
- School of Health in Social Science, University of Edinburgh, UK.
| | | | - Kirsten Russell
- School of Psychological Sciences and Health, University of Strathclyde, UK
| | - Stephanie Allan
- Institute of Health and Wellbeing, University of Glasgow, UK
| | - Louise Beattie
- Institute of Health and Wellbeing, University of Glasgow, UK
| | - Jason G Ellis
- Department of Psychology, Faculty of Health & Life Sciences, Northumbria University, UK
| | - Umair Akram
- Department of Psychology, Sociology and Politics, Sheffield Hallam University, UK
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42
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Wuthrich VM, Belcher J, Kilby C, Jagiello T, Lowe C. Tracking stress, depression, and anxiety across the final year of secondary school: A longitudinal study. J Sch Psychol 2021; 88:18-30. [PMID: 34625208 DOI: 10.1016/j.jsp.2021.07.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 05/31/2021] [Accepted: 07/28/2021] [Indexed: 11/18/2022]
Abstract
Levels of distress, which include stress, depression, and anxiety, are often heightened during the final year of secondary school and have been linked to major examinations that occur during this time period. However, relatively little is known about how these symptoms change over the course of the year or what moderates symptom severity. Using a longitudinal survey design, we tracked student outcomes and potential moderators (i.e., gender, test anxiety, self-efficacy, connectedness with peers, school and family, perceived use of fear appeals by teachers) associated with stress, depression, and anxiety once per term (i.e., 4 times total) over the final year of high school in seven Australian high schools. We hypothesised that student symptoms would increase over time and that symptom severity would be moderated by individual and environmental factors. Six hundred and thirty-eight unique students (M age = 16.95 years, SD = 0.56, range = 15-18 years, female = 474 [74.29%]) participated in at least one of the four surveys administered during each term of the final year of high school. Linear mixed models indicated that stress (d = 0.2) and anxiety (d = 1.7) increased over time. When all potential moderators of distress were entered into the full model, gender, test anxiety, emotional self-efficacy, and peer connectedness were all significant unique predictors of stress. Similar patterns were found for symptoms of depression and anxiety. Time 3 stress was predicted by unique variance in baseline stress, higher test anxiety, and academic self-efficacy. Overall distress increased over time and was moderated by gender, as well as by test anxiety, self-efficacy, and peer connectedness, which are areas that can then be targeted by interventions designed to maintain distress at optimum levels for wellbeing and academic performance.
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Affiliation(s)
- Viviana M Wuthrich
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia.
| | - Jessica Belcher
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
| | - Chris Kilby
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia; The Cairnmillar Institute, Melbourne, Australia
| | - Tess Jagiello
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
| | - Catherine Lowe
- Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
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43
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Choi E, Farb N, Pogrebtsova E, Gruman J, Grossmann I. What do people mean when they talk about mindfulness? Clin Psychol Rev 2021; 89:102085. [PMID: 34598086 DOI: 10.1016/j.cpr.2021.102085] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 09/01/2021] [Accepted: 09/13/2021] [Indexed: 11/15/2022]
Abstract
Psychological theories cast mindfulness as a form of awareness in which accepting the presence of stressful thoughts and feelings facilitates engaged exploration and identification of adaptive responses. Critics of mindfulness' popularization suggest that lay people misconstrue acceptance as a passive endorsement of experience, undermining engaged problem-solving. To evaluate this criticism, we traced the contemporary semantic meaning of mindfulness in three of the most extensive linguistic corpora of English language and found that general public's depictions of mindfulness highlight engagement-related processes. We further analyzed the nomological network of mindfulness. While mindfulness theories suggest a general convergence of facets representing awareness and acceptance, in a meta-analysis (k = 145; N = 41,966) of the Five Facet Mindfulness Questionnaire only expert- and clinical samples reported convergence, whereas lay people showed absent or even antagonistic associations. Further, contrary to the synergistic model of awareness and acceptance contributing to greater engagement, empirical probes of two lay samples (Ntotal = 406) show that acceptance is either unrelated or inversely related to markers of engagement. To overcome resulting conceptual and methodological challenges, we highlight the need for a contextualized mindfulness framework whereby acceptance enables the process of engaging with life's challenges rather than avoiding them.
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Affiliation(s)
- Ellen Choi
- Ted Rogers School of Management, Ryerson University, Canada
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Su Z, McDonnell D, Shi F, Liang B, Li X, Wen J, Cai Y, Xiang YT, Yang L. Chinese International Students in the United States: The Interplay of Students' Acculturative Stress, Academic Standing, and Quality of Life. Front Psychol 2021; 12:625863. [PMID: 34531778 PMCID: PMC8439167 DOI: 10.3389/fpsyg.2021.625863] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2020] [Accepted: 04/19/2021] [Indexed: 11/30/2022] Open
Abstract
Background Acculturation could cause grave health consequences in international students. However, there is a shortage of research into how acculturative stress might affect international students’ quality of life in light of their academic standing and experience. The lack of research is particularly pronounced among Chinese international students, representing the largest body of international students studying in the United States (U.S.). Thus, to bridge the research gap, this study aims to examine the interplay between international students’ acculturative stress, academic standing, and quality of life among a nationally representative sample of Chinese international students studying in the United States. Methods An online survey that gauges Chinese international students’ levels of acculturative stress, academic standing, and quality of life was developed. Over 350 higher education institutions across the United States were approached, including public universities, private universities, and community colleges, among which approximately 220 institutions responded positively and supported survey distribution. A total of 751 students completed the survey. Multiple regression analyses were carried out to examine the associations between students’ acculturative stress, academic standing, and quality of life. Results Findings reveal that acculturative stress negatively affects all four domains of Chinese international students’ quality of life, irrespective of their academic standing. Data analyses also show that compared to master’s and doctoral students, undergraduates experience the highest levels of acculturative stress. Furthermore, a significant difference emerged among undergraduate and doctoral international students’ acculturative stress levels, but not among undergraduate and master’s students, or master’s and doctoral students. Conclusion Our study found that, compared to master’s and doctoral students, undergraduates had more significant acculturative stress associated with lower levels of quality of life. This finding highlights the potentially positive role of academic experience – while acculturative stress deteriorates international students’ quality of life, students’ academic standing and experience could be the protective factor in the equation. Future research could further examine how universities and colleges can capitalize on their academic apparatuses and resources to improve international students’ academic performance and students’ acculturation experience and quality of life.
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Affiliation(s)
- Zhaohui Su
- Department of Geriatrics, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China.,Center on Smart and Connected Health Technologies, Mays Cancer Center, School of Nursing, UT Health San Antonio, San Antonio, TX, United States
| | - Dean McDonnell
- Department of Humanities, Institute of Technology Carlow, Carlow, Ireland
| | - Feng Shi
- Department of Research and Development, Shanghai United Imaging Intelligence, Shanghai, China
| | - Bin Liang
- Department of Radiation Oncology, National Cancer Center/National Clinical Research Center for Cancer/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Xiaoshan Li
- Program of Public Relations and Advertising, Beijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China
| | - Jun Wen
- School of Business and Law, Edith Cowan University, Perth, WA, Australia
| | - Yuyang Cai
- Shanghai Jiao Tong University School of Medicine, School of Public Health, Shanghai Jiao Tong University, China Institute for Urban Governance, Shanghai, China
| | - Yu-Tao Xiang
- Unit of Psychiatry, Department of Public Health and Medicinal Administration, Institute of Translational Medicine, Faculty of Health Sciences, Centre for Cognitive and Brain Sciences, Institute of Advanced Studies in Humanities and Social Sciences, University of Macau, Zhuhai, China
| | - Ling Yang
- Department of Geriatrics, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China
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Raven H, Pels F. Why feeling competent matters. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2021. [DOI: 10.1007/s12662-021-00731-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
AbstractPhysical education is an important setting for the promotion of personal resources of children and adolescents. One of the main personal resources in education in general and physical education in particular is self-efficacy. The current study investigated the association between physical education-related self-efficacy and basic psychological need satisfaction according to Self-Determination Theory in adolescent students. A total of 708 students from grades nine to eleven were surveyed using questionnaires. The results of a linear regression analysis indicated that there is a relationship between the need for competence satisfaction and physical education-related self-efficacy (R2corr = 0.29, p < 0.001, f2 = 0.40), while the need for autonomy and the need for relatedness were not related to self-efficacy. One possible interpretation is that the feeling of being competent in physical education enables the development of positive self-efficacy. As practical implications, the implementation of assessment systems in physical education is recommended, focusing on students’ individual performance to positively influence competence satisfaction and, subsequently, self-efficacy.
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Mülder LM, Deci N, Werner AM, Reichel JL, Tibubos AN, Heller S, Schäfer M, Pfirrmann D, Edelmann D, Dietz P, Beutel ME, Letzel S, Rigotti T. Antecedents and Moderation Effects of Maladaptive Coping Behaviors Among German University Students. Front Psychol 2021; 12:645087. [PMID: 34025514 PMCID: PMC8139516 DOI: 10.3389/fpsyg.2021.645087] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 03/22/2021] [Indexed: 12/23/2022] Open
Abstract
Prolonging working hours and presenteeism have been conceptualized as self-endangering coping behaviors in employees, which are related to health impairment. Drawing upon the self-regulation of behavior model, the goal achievement process, and Warr's vitamin model, we examined the antecedents and moderation effects regarding quantitative demands, autonomy, emotion regulation, and self-motivation competence of university students' self-endangering coping behaviors (showing prolonging working hours and presenteeism). Results from a cross-sectional survey of 3,546 German university students indicate that quantitative demands are positively related and autonomy has a u-shape connection with self-endangering coping. Emotion regulation was shown to be a protective factor for prolonging working hours. Moreover, self-motivation moderated the relationship between quantitative demands and prolonging of working hours, but not in the assumed direction. Self-motivation showed a systematic positive relationship with prolonging of working hours, but no relationship with presenteeism. Autonomy moderated the relationship of quantitative demands with both self-endangering behaviors. We found no moderating effects for emotion regulation of quantitative demands or autonomy and self-endangering behaviors. Besides further practical implications, the results suggest that lecturers should design their courses accordingly with less time pressure and university students should be trained in the use of autonomy.
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Affiliation(s)
- Lina Marie Mülder
- Department of Work, Organizational and Business Psychology, Institute of Psychology, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Nicole Deci
- Department of Work and Organizational Psychology, Faculty of Psychology, Medical School Hamburg, Hamburg, Germany
| | - Antonia Maria Werner
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Centre, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Jennifer L Reichel
- Institute of Occupational, Social and Environmental Medicine, University Medical Centre of the University of Mainz, Mainz, Germany
| | - Ana Nanette Tibubos
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Centre, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Sebastian Heller
- Institute of Occupational, Social and Environmental Medicine, University Medical Centre of the University of Mainz, Mainz, Germany
| | - Markus Schäfer
- Department of Communication, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Daniel Pfirrmann
- Department Sport Medicine, Rehabilitation and Disease Prevention, Institute of Sport Science, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Dennis Edelmann
- Department Sport Medicine, Rehabilitation and Disease Prevention, Institute of Sport Science, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Pavel Dietz
- Institute of Occupational, Social and Environmental Medicine, University Medical Centre of the University of Mainz, Mainz, Germany
| | - Manfred E Beutel
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Centre, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Stephan Letzel
- Institute of Occupational, Social and Environmental Medicine, University Medical Centre of the University of Mainz, Mainz, Germany
| | - Thomas Rigotti
- Department of Work, Organizational and Business Psychology, Institute of Psychology, Johannes Gutenberg University Mainz, Mainz, Germany.,Leibniz Institute for Resilience Research, Mainz, Germany
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Bouchard L, Rainbow J. Compassion fatigue, presenteeism, Adverse Childhood Experiences (ACES), and resiliency levels of Doctor of Nursing Practice (DNP) students. NURSE EDUCATION TODAY 2021; 100:104852. [PMID: 33744814 DOI: 10.1016/j.nedt.2021.104852] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2020] [Revised: 02/15/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Doctor of Nursing Practice (DNP) students often experience challenges that can cause poor academic performance and attrition. Known threats to nurses' professional quality of life and patient care include compassion fatigue and presenteeism; it is not known how these phenomena carry over from prior nursing experience to DNP students' academic experiences and subsequent NP practice. Adverse Childhood Experiences (ACEs) can also threaten nursing students' coping ability and overall wellbeing. Building resilience can combat the negative effects related to professional quality of life and traumatic experiences and promote nursing student success. OBJECTIVES Measure compassion fatigue, presenteeism, ACEs, and resiliency in DNP students. DESIGN A cross-sectional survey was conducted with three cohorts of DNP students. SETTING A DNP program at a large public American University. PARTICIPANTS DNP students (n = 118) from four NP specialty tracks: Family, Pediatric, Psychiatric Mental Health, and Adult-Gerontology Acute Care. METHODS Online surveys were sent to three cohorts of DNP students: one group before beginning the program and two groups, one year apart, before starting clinical rotations in the program. Surveys included measures for compassion fatigue, presenteeism, ACEs, and resiliency. RESULTS The demographics of this study sample was similar to other published DNP student samples. The students reported moderate levels of compassion fatigue, presenteeism, and resiliency. ACE scores ranged from 0 to 8 out of 10, and 50% reported at least one ACE. CONCLUSIONS Survey results from three DNP student cohorts indicate that many are pursuing advanced practice nursing education with a history of traumatic childhood events, demands of balancing work and school, and moderate resiliency levels. Many have symptoms of negative professional quality of life and presenteeism that could inhibit their job satisfaction and quality of care as an NP. Promoting DNP students' resiliency may improve their ability to thrive amidst academic and professional challenges.
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Lokhee S, Hogg RC. Depression, stress and self-stigma towards seeking psychological help in veterinary students. Aust Vet J 2021; 99:309-317. [PMID: 33880748 DOI: 10.1111/avj.13070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Revised: 02/22/2021] [Accepted: 03/20/2021] [Indexed: 10/21/2022]
Abstract
Previous research indicates that the prevalence of depression among veterinarians and veterinary students is high. Although self-stigma in seeking psychological help is reportedly elevated in veterinary students, its impact on mental health has been largely unexplored. The aim of this study was to compare the levels of study-related stress, depression symptoms and self-stigma in veterinary students with those of non-veterinary students, and examine whether stress and self-stigma positively predicted depression symptoms in veterinary students. A total of 287 veterinary students and 317 non-veterinary students from Australian universities completed an online questionnaire measuring study-related stress, self-stigma and depression symptoms. Results showed that veterinary students reported significantly higher levels of stress and self-stigma than non-veterinary students, but there was no significant difference between veterinary and non-veterinary students in depression symptoms. Multiple regression analysis indicated that stress and self-stigma both predicted depression symptoms in veterinary students. These findings suggest that reducing stress and help-seeking self-stigma in veterinary students may be important in improving their wellbeing levels. These findings are important in developing a whole-of-career life course approach to understanding the professional and psychological experiences of veterinarians.
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Affiliation(s)
- S Lokhee
- School of Psychology, Western Sydney University, Penrith, New South Wales, 2751, Australia
| | - R C Hogg
- School of Psychology, Faculty of Business, Justice and Behavioural Sciences, Charles Sturt University, Wagga Wagga, New South Wales, 2678, Australia
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Hood B, Jelbert S, Santos LR. Benefits of a psychoeducational happiness course on university student mental well-being both before and during a COVID-19 lockdown. Health Psychol Open 2021; 8:2055102921999291. [PMID: 33796324 PMCID: PMC7983240 DOI: 10.1177/2055102921999291] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.
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50
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Hsu JL, Goldsmith GR. Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE LIFE SCIENCES EDUCATION 2021; 20:es1. [PMID: 33635124 PMCID: PMC8108494 DOI: 10.1187/cbe.20-08-0189] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
- *Address correspondence to: Jeremy L. Hsu ()
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