Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic Disciplines

Why Mental Health Literacy Can Improve STEM

In recent years, an increasing number of articles have outlined the mental health crisis in academia. Despite its widely appreciated significance, most of the related research is published in journals focusing on education, social science, psychology, or psychiatry. Despite stakeholders in science, technology, engineering, and mathematics (STEM) being disproportionately affected, they are often left in the dark about important findings unless they seek out relevant information themselves. This contribution attempts to spark interdisciplinary discussion between psychology, psychiatry, and STEM by highlighting relevant research, advocating for increased knowledge on mental health, and elaborating on what benefits improved mental health literacy could have for both the individual and the academic system in its entirety.

The impact of anxiety on undergraduate generation Z nursing students during clinical placement: A narrative synthesis

BACKGROUND AND AIM

In the contemporary educational landscape, nurse education has been confronted with multidimensional challenges, both in the classroom and clinical learning environments. Anxiety amongst nursing students has been on the increase globally with many students seeking counselling and therapies. The range of stressors students are exposed to affects not only their physical health but also their mental health. The study aimed to explore how anxiety impacts undergraduate Gen Z nursing students in clinical placement.

DESIGN

Following Arksey and O'Malley (2005); Peters et al., 2020) review framework, an eight-step literature review was conducted. In February 2023, seven electronic databases -CINAHL, PsycArticles, Proquest Psychology Journals, Web of Science, PubMed, ERIC and Nursing and Allied Health Database were searched. A textual narrative synthesis was conducted.

RESULTS

From a total of 10 international studies, two main themes were generated from the synthesis (i) The impact of clinical learning environment on anxiety and (iii) Measures taken by students to overcome anxiety and seek support.

CONCLUSION

Anxiety is an issue for current and future pre-registration or undergraduate nursing students. Universities and practice placement providers need to ensure mechanisms support positive coping strategy development for all aspects of psychological wellbeing. Recommendations are offered.

OTHER

Northumbria University.

The Mental Well-Being of Graduate Students in Canada: A Scoping Review

Objective: To review the literature exploring the mental health of graduate students in Canada. Data Source: Articles identified in EMBASE, CINAHL, PsycInfo, Medline, Sociological Abstracts, Nursing and Allied Health, and ERIC.Study Inclusion and Exclusion Criteria:Two independent reviewers screened articles that: (1) focused on graduate students' mental wellbeing; (2) used empirical study designs (3) were published in English; (4) were conducted in Canada.Data Extraction: Twenty-two articles met the inclusion criteria. Data was extracted on the following variables: author(s); year of publication; study design; methodology; clinical characteristics of participants; number of participants; demographic characteristics of participants, journal discipline and university.Data Synthesis: We used Dedoose, a qualitative data management program, to perform qualitative content analysis and characterize the data and identify emerging themes.Results: The content analysis led to three related themes from the included studies: Determinants of mental health in graduate students are myriad; 2) Coping Strategies for Graduate Student Stress; and 3) Bridging Support: Enhancing Mental Well-Being.Conclusion: Our study's findings highlight the significance of investigating the mental well-being of graduate students in Canada. This review showed that by promoting mental well-being, universities and institutions can create a supportive atmosphere that encourages open dialogue, provides access to counseling and other mental health resources, and implements strategies to mitigate the challenges faced by graduate students.

Psychological Help-Seeking Among College Students: Applying the Multi-Theory Model of Health Behavior Change in Assessing Telehealth Use for Psychological Help-Seeking

Background

Due to the deleterious effects on psychological health and wellbeing spurred by the pandemic, utilization of telehealth-based care increased over the past few years. The rapid transition from in-person to telehealth-based health service delivery has yet to be fully understood. The aim of the current study was to examine telehealth use for psychological help-seeking among college students using the Multi-theory Model of health behavior change (MTM) as a theoretical framework.

Methods

A cross-sectional and survey-based study was conducted among students at a large US university (N = 356). Valid and reliable scales were used to measure domains of psychological distress and MTM constructs. Participants were grouped based on past 12-month utilization of telehealth for any mental, emotional, or substance use problems.

Results

Roughly 67% of the sample reported that they needed help dealing with psychological distress, and 56.1%,43.3%, and 38.7% screened positive for anxiety, depression, and suicidal ideation, respectively. Depression, anxiety, and suicidal ideation were positively associated with past 12-month telehealth-based help-seeking. Past 12-month telehealth users reported greater advantages, confidence, and emotion direction toward telehealth-based psychological help-seeking than their counterparts. Participants also perceived higher exhibition of behavioral skills and greater social support to aid help-seeking than their counterparts. Advantages and disadvantages as well as behavioral confidence predicted intentions for telehealth-based help-seeking after controlling for anxiety, depression, suicidal ideation, perceived stigma, and perceived need for help among both groups.

Conclusion

The MTM theoretical framework is a valuable framework for predicting telehealth-based psychological help-seeking among college students. Such framework can be used to design and implement mental health programing.

The relationship between resilience and mental health of undergraduate students: A scoping review

OBJECTIVE

The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs, globally.

METHODS

Five electronic databases were searched, yielding a total of 1,498 articles that were screened independently by two researchers. Thirteen articles were eligible for inclusion.

RESULTS

The mental health of undergraduate students in the studies reviewed ranged from low to moderate. Undergraduate students also reported high, moderate, and low levels of resilience. Further, resilience was positively correlated with mental well-being.

CONCLUSION

Findings revealed that the mental health of undergraduate students was poor. Given the established relationship between students' mental health and resilience, evidence-based approaches aimed at strengthening students' resilience, such as providing opportunities for social support, are warranted in order to improve students' mental health. Additional research to rigorously assess this relationship in representative student populations is needed.

Depression, mental health culture, and graduate students: A low-cost, poster-based intervention using attribution messages

Objective: This research effort developed, implemented, and evaluated an inexpensive poster campaign designed to influence on-campus mental health culture and stigma. Participants: 124 students at a Californian graduate-only university participated in the evaluation. Methods: A single-group, pretest-posttest, quasi-experimental design tested the effect of exposing graduate students to posters carrying attribution-based messages. The campaign lasted for seven weeks in 2023. Results: Although not all outcomes were influenced, statistically significant increases in perceptions of mental health culture and willingness to disclose mental health struggles to peers and faculty were detected with medium effect sizes. There were also statistically significant increases in visits to an intervention website advertised exclusively on campaign materials. No backfiring effects were detected, an issue that campaigns must be vigilant about. Conclusion: Given the low cost of implementation, this mental health campaign represents an inexpensive, low-effort approach that can favorably influence graduate student perceptions of campus mental health culture and willingness to disclose.

University STEM Students' Perceived Challenges During the COVID-19 Pandemic

University students faced unprecedented challenges and stressors during the COVID-19 pandemic. STEM students experienced unique challenges because many had traditional lectures and hands-on learning in laboratories or field settings. This qualitative study aimed to explore STEM university students' experiences and difficulties perceived during the pandemic. Secondary analyses of 2 waves of interviews among 12 participants yielded 12 themes across 4 categories that captured the essence of the STEM university student's experiences: academic and practice, emotional influences, discrimination, and finance. Implications, limitations, and future directions are discussed.

Graduate students' perspectives on the role of faculty advisors in helping students with mental health problems

Objective: Graduate students are more likely to experience mental illness than their peers in the general population. One potential source of support for personal issues and/or mental illness is a graduate student's faculty advisor. Although the relationship between faculty advisors and graduate students can positively influence the success and overall well-being of graduate students, graduate students may be reluctant to disclose mental health issues to their advisors. This study explores graduate students' perspectives on factors that influence their decision to disclose, or not to disclose, personal mental health information to their faculty advisor. Participants: The participants for this study were 28 graduate students from three universities in the southern United States. Methods: Four semi-structured focus groups were conducted over Zoom. Results: Thematic analysis of a series of focus groups with graduate students identified several consistent themes related to this disclosure decision-making process. Conclusions: Results have implications for mental health literacy and interpersonal communication interventions for those charged with mentoring graduate students.

Acculturation and Depression Help-Seeking Intentions in a Majority Mexican American College Student Sample

Work has not examined if acculturation or enculturation may predict endorsed benefits, barriers, and intentions to seek mental health services for depression, specifically among Latino students enrolled in a rural and majority Latino immigrant institution of higher education. An improved understanding of factors informing mental health help-seeking is needed to identify possible intervention points to address gaps in accessing depression treatment. Participants (N = 406) read a vignette depicting a person with depressive symptoms. Participants were asked if they would seek help for depression if in the situation described in the vignette. Participants provided text responses about their preferences for managing depression symptoms and their mental health help-seeking history. Additionally, participants completed a self-report depression symptom screener, demographic surveys, acculturation assessment, and questionnaires on perceived benefits and barriers to seeking mental health services. Path analysis was used to test the link between acculturation status and intent to seek services for depression, with benefits and barriers as mediators. The results revealed that higher perceived benefits and lower barriers were directly associated with greater intentions to seek help. Furthermore, an indirect effect of acculturation on help-seeking intentions via higher perceived benefits of seeking care was observed. These findings persisted after controlling for age, gender, depression, and history of seeking care for depression. Future work should test the replicability of this finding with diverse college students living in predominantly immigrant communities. Universities might consider tailoring outreach initiatives to provide information on the range and accessibility of mental health services, the location of mental health service centers, and the procedures for accessing such services.

Campus climate and sense of belonging: Implications for the mental health outcomes of Asian American graduate students

Objective: The purpose of this study was to test a conceptual framework examining the interrelationships among campus climate, sense of belonging, anxiety, depression, and flourishing using a sample of Asian American graduate students. Methods: Secondary analysis of the Healthy Mind Study data from Fall 2019-Spring 2020 was conducted using a path analysis controlling for gender and perceptions of current financial situation as stressful. Results: Findings indicated that neither campus climate measured as perceptions of the climate for students from diverse backgrounds nor campus climate measured as perceptions of overall campus climate directly affected any of the outcome variables. Moreover, it was found that sense of belonging fully mediated the relationship between each campus climate and outcome variable. Conclusions: Sense of belonging is important to consider when evaluating campus climate and mental health outcomes among student populations. There are implications for college administrators responsible for diversity, equity, and inclusion initiatives and programs.

Self-regulation mediates effects of adapted mindfulness-based stress reduction on anxiety among college students

Objective: Mindfulness-based stress reduction (MBSR) reduces anxiety among undergraduate students; however, there is limited evidence demonstrating mechanistic underpinnings. Theoretical models implicate cognitive self-regulation as a mechanism. This study explored whether an adapted MBSR embedded in a college course reduced anxiety and if self-regulation mediated any intervention effects. Participants: 144 undergraduate students participated in the study; 34 completed a MBSR course and 110 served as a matched control group. Methods: Mindfulness, self-regulation, and anxiety were measured at pre-MBSR, post-MBSR, and 1-month follow-up. Results: Repeated-measure ANOVAs indicated significant effects of MBSR for self-regulation and anxiety. Longitudinal mediation models indicated significant mediation effects of self-regulation on anxiety at post-intervention and 1-month follow-up. Conclusions: MBSR can be implemented within a college course to indirectly affect anxiety mechanistically via self-regulation. Given increasing rates of anxiety in college students and reduced capacity for counseling centers to meet need, MBSR holds promise for future clinical study.

Professor Hippo-on-Campus: Developing and evaluating an educational intervention to build mental health literacy among university faculty and staff

Objective: The development and evaluation of the Professor Hippo-on-Campus Student Mental Health Education Program, a mental health literacy intervention for post-secondary faculty and staff, is described. It includes 3-hour virtual, asynchronous e-modules and an optional 2-hour, synchronous workshop. Participants: All faculty and staff in a single university were invited to participate (February 2020-January 2021). Methods: Pre-and post-module and post-workshop surveys were conducted, assessing knowledge, attitudes, stigma, behavioral intentions, and confidence. Paired t-tests and regressions assessed change. Satisfaction was assessed through closed and open-ended questions, analyzed descriptively and through qualitative content analysis. Results: Four hundred and fifty staff and faculty completed the pre-survey, 262 completed the post-survey, and 122 completed a workshop survey. Participation resulted in improvements in knowledge, attitudes, stigma, and confidence with high levels of satisfaction. Conclusion: The program provides tailored student mental health training to post-secondary staff and faculty, which appears to increase their mental health literacy.

Does major make a difference? Mental health literacy and its relation to college major in a diverse sample of undergraduate students

Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p < .001. Specifically, students majoring in accounting, nursing, business, biology, and those in a multidisciplinary category had significantly lower mental health literacy scores compared to the highest scoring major, psychology. We present empirical data about variations in mental health literacy across many different majors in higher education. Our findings provide a rationale for interventions for academic majors with lower MHL, as well as a rationale for training of college faculty and staff, for the purpose of improving psychological well-being in at-risk college students.

The differing relationships between academic discipline, sleep hygiene, and dysfunctional sleep attitudes on sleep quality and duration in Canadian university students

Objectives

This study sought to understand how university student's academic discipline relates to sleep factors including attitudes, hygiene, quality, and duration.

Methods

Using a cross-sectional approach, a 30-min survey was advertised to students at two Canadian universities in March of 2022. Sleep measures included the Dysfunctional Beliefs and Attitudes Scale, the Sleep Hygiene Index, the Pittsburgh Sleep Quality Index, and the Insomnia Severity Index. Academic discipline was categorized into four groups: Health, Arts, Sciences, and Engineering. Multiple linear regressions were used to investigate (1) the effect of academic discipline on sleep measures, and (2) the effect of academic discipline, dysfunctional sleep attitudes, and sleep hygiene practices on insomnia, sleep quality and duration.

Results

1,566 students completed the survey (69.4% women; 80.3% undergraduates). Compared to Health students, Art students had worse dysfunctional sleep attitudes, hygiene, quality, and insomnia severity (p < 0.001). This relationship disappeared after controlling for differences in mental health (p ≥ 0.05). Art students had longer sleep durations (p < 0.01), whereas Engineering students had shorter sleep durations (p < 0.05). When dysfunctional sleep attitudes and hygiene were included in the model, both academic discipline (p < 0.05) and sleep hygiene (p < 0.001) were associated with sleep duration. Sleep hygiene and attitudes were also associated with sleep quality and insomnia severity (p < 0.001), while academic discipline was not (p ≥ 0.05).

Discussion

These results suggest differences in sleep quality across academic discipline are impacted by dysfunctional sleep attitudes, sleep hygiene, and mental health, whereas differences in sleep duration appear to be independent of these factors. Overall, students in different academic disciplines have unique relationships with sleep and thus may require targeted approaches to improve their sleep. Future interventions should focus on supporting sleep hygiene and attitudes to improve students' sleep and well-being.

Exploring perceptions of psychology students in Delhi-NCR Region towards using mental health apps to promote resilience: a qualitative study

BACKGROUND

Mental health apps (MHapps) have the potential to become an essential constituent for addressing mental health disparities and influencing the psychological outcomes of students in India. Though lauded as a practical approach to preventing various mental health issues, there are concerns that developing and utilizing MHapps standardized on Western populations produce ineffective results for the natives of Asian countries such as India due to a wide range of cultural differences. This research was conducted on psychology students living in the Delhi-NCR region of the Indian subcontinent. The study explored psychology students' perceptions, needs, and preferences regarding mental health apps that promote resilience, identified barriers and facilitators for developing effective mental health apps, and explored the cultural relevance of the development of MHapps in India.

METHODS

This was an exploratory study utilizing focus group discussions among psychology students. Psychology students were sampled using snowball sampling from Delhi-NCR region colleges to participate in FGDs. We conducted six focus groups, which included a representation of 30 psychology students from full-time UG/PG courses. The study used a reflexive thematic analysis framework using the six-step Braun and Clarke process to develop themes.

RESULTS

Psychology students valued MHapps for their easy accessibility, 24*7 functionality, affordable costs, highly engaging features, and the option of being anonymous. However, students preferred the apps based on established psychological frameworks with strong empirical evidence and the availability of remote mental health professionals with relevant qualifications and training. The main barriers to using MHapps identified by students included difficulties in differentiating between real and fake MHapps, lack of progress tracking of the users due to minimal human interactions, and ethical and data privacy concerns. Students also emphasized the cultural relevance of MHapps. The interpretation of our findings indicates that students demanded transparency regarding the authenticity of MHapps.

CONCLUSION

The findings of this exploratory investigation offer a better understanding of how college students perceive the usage of MHapps to improve resilience. This study highlights that further research should explore the specific needs and preferences of university students for developing and implementing effective MHapps for different contexts.

Prevalence and Associations of Depression among Saudi College Nursing Students: A Cross-Sectional Study

Depression affects approximately 350 million individuals globally and is the leading cause of disability. Depression among nursing students is an ongoing issue, yet little is known about the relationship between depression and its risk factors among nursing students in Saudi Arabia. The purpose of this study was to determine the prevalence of depression among a cohort of Saudi nursing students and to explore the risk factors associated with depression in this group. A cross-sectional design was employed for this study, which was conducted by the nursing faculty at King Saud University in Riyadh, Saudi Arabia. The researcher sampled 330 nursing students, with 252 students (a 76.3% response rate) randomly selected by the academic advising unit in the nursing college between January and February 2023. The participants completed an online survey based on the Arabic version of the Center for Epidemiologic Studies Depression Scale. The data were analyzed using univariate analysis and backward multi-variable logistic regression. The findings revealed that 65.1% of the participants scored 16 or above on the depression scale, indicating high levels of depressive symptoms. Univariate analysis identified several significant risk factors for depression, including sex (OR, 0.29; 95% CI, 0.16-0.51; p < 0.001), academic pressure (OR, 5.87; 95% CI, 2.04-16.84; p < 0.001), interpersonal relationships (evaluated by balance and harmony in thoughts, emotions, behavior, and interactions with others; categorized as good/fair or poor), and the relationship with the father, which were strongly associated with the presence of depression symptoms. Backward multi-variable logistic regression analysis further revealed that being male, experiencing reduced academic pressure, having stronger father-son relationships, and maintaining positive interpersonal relationships were significantly associated with decreased levels of depression (ORs ranged from 0.25 to 3.94). These findings highlight the need for family and school-based prevention interventions to help nursing students in college avoid depression.

Comparison of first-year nursing students' GAD-7 scores: a pilot study focusing on Generation Z

BACKGROUND

In a post-pandemic landscape, Generation Z (Gen Z) nursing students are increasingly facing mental health challenges, notably anxiety. This study investigated these challenges among first-year nursing students.

AIMS

The primary objective was to assess self-reported anxiety levels in first-year undergraduate nursing students, focusing on Gen Z, before or at the onset of their initial clinical placement post-pandemic.

METHODS

Employing a cross-sectional design, this study used the Generalized Anxiety Disorder-7 (GAD-7) questionnaire to evaluate anxiety levels. It encompassed first-year nursing students from various fields at a university in North East England, considering generational differences, field of nursing, and demographic variables.

FINDINGS

Results indicated anxiety levels among generational groups, with Gen Z students exhibiting extreme variations. Notably, students in Mental Health Nursing reported less anxiety than their counterparts in other nursing fields. The study also sheds light on the ramifications of the COVID-19 pandemic on student mental health.

CONCLUSIONS

The study underscores the necessity for bespoke support systems in educational and clinical environments, particularly for Gen Z students. It advocates for comprehensive strategies in universities and clinical settings to nurture nursing students' emotional health, thereby enhancing their resilience and long-term career prospects.

Masters students' satisfaction with academic supervision and experiences of mental and emotional distress and wellbeing

Objective: This paper presents a nuanced exploration of the relationship between graduate supervision and students' wellbeing. Methods: This study is a two-part mixed-methods survey study. Part 1 is a quantitative examination of the impact of satisfaction on different measures of mental and emotional distress (stress, depressive feelings, burnout) and wellbeing (satisfaction with life, intrinsic motivation) of Masters students. Part 2 is a qualitative exploration of the elements to which students attribute their degree of satisfaction with supervision, providing insight into students' experiences of this important professional relationship. Results: The results show that satisfaction with supervision is related to student experiences of stress, burnout, satisfaction with life and intrinsic motivation, but not to depression symptoms. Conclusions: Supervision is related to many facets of graduate student mental health.

Sociodemographic Correlates of Mental Health Treatment Seeking Among College Students: A Systematic Review and Meta-Analysis

OBJECTIVE

College students have high rates of mental health problems and low rates of treatment. Although sociodemographic disparities in student mental health treatment seeking have been reported, findings have not been synthesized and quantified. The extent to which differences in perceived need for treatment contribute to overall disparities remains unclear.

METHODS

A systematic search of PubMed, PsycInfo, and Embase was conducted. Studies published between 2007 and 2022 were included if they reported treatment rates among college students with mental health problems, stratified by sex, gender, race-ethnicity, sexual orientation, student type, student year, or student status. Random-effects models were used to calculate pooled prevalence ratios (PRs) of having a perceived need for treatment and of receiving treatment for each sociodemographic subgroup.

RESULTS

Twenty-one studies qualified for inclusion. Among students experiencing mental health problems, consistent and significant sociodemographic differences were identified in perceived need for treatment and treatment receipt. Students from racial-ethnic minority groups (in particular, Asian students [PR=0.49]) and international students (PR=0.63) reported lower rates of treatment receipt than White students and domestic students, respectively. Students identifying as female (sex) or as women (gender) (combined PR=1.33) reported higher rates of treatment receipt than students identifying as male or as men. Differences in perceived need appeared to contribute to some disparities; in particular, students identifying as male or as men reported considerably lower rates of perceived need than students identifying as female or as women.

CONCLUSIONS

Findings highlight the need for policy makers to address barriers throughout the treatment-seeking pathway and to tailor efforts to student subgroups to reduce treatment disparities.

Mental health of HBCU college students during the COVID-19 pandemic

Objective: This study investigated rates and predictors of mental health issues (e.g., depression and anxiety) in a sample of college students currently attending a historically Black college/university (HBCU) during the COVID-19 pandemic. Participants/Methods: 98 undergraduate students (81 female and 17 male) completed an online survey containing questions about demographics, socioeconomic status (SES), academic characteristics, and pandemic-related concerns. The survey also included PHQ-9 and GAD-7 questionnaires to evaluate depression and anxiety, respectively. Results: 49% of the students met the clinical cutoff for depression, 39% for anxiety, and 52% for depression and/or anxiety. Significant predictors of meeting the cutoffs included parental job loss/hour reduction, being a senior, and feeling that the pandemic negatively impacted daily life, among other factors. Demographic variables (age, gender, etc.) had no effect. Conclusion: HBCU students show high rates of depression and anxiety during the COVID-19 pandemic, which may be predicted based on the student's academic, socioeconomic, and pandemic-related concerns.

Changes in Mental Health among Japanese University Students during the COVID-19 Era: Differences by College Department, Graduate Level, Sex, and Academic Year

This study compared the effects of academic year, college department, and undergraduate or graduate status on Japanese students' mental health during the COVID-19 pandemic. From 2021-2023, an online survey was conducted using the Counseling Center Assessment of Psychological Systems-Japanese (CCAPS-Japanese) to evaluate students' mental health; 9395 undergraduate students (4623 female, 4772 male) and 1169 graduate students (380 female, 789 male) responded. Undergraduate students in medicine had lower levels of depression, generalized anxiety, and social anxiety than those in other departments. Engineering students exhibited the highest level of academic distress. First-year students had the highest levels of generalized and social anxiety but the lowest level of academic distress. Second-year students had the lowest level of depression, and third-year students had the highest level of academic distress. Among graduate students, first-year students had higher levels of depression, generalized anxiety, social anxiety, academic distress, and hostility than second-year students. Undergraduates had poorer mental health than graduate students. Females had higher levels of eating concerns than males among undergraduate students. This study revealed that the mental health of university students was affected by various factors. These findings demonstrate the characteristics of university students requiring early support.

A blueprint for measuring and improving graduate student mental health

OBJECTIVE

We provide a step-by-step guide for developing, administering, evaluating, and acting on a survey-based study of graduate student mental health. Methods: Blueprint focuses on forging student-faculty collaboration and is based on Harvard University's Graduate Student Mental Health Initiative (GSMHI). The survey tool we use includes validated screening instruments for depression, anxiety, imposter phenomenon, self-esteem, alcohol consumption, exercise and sleep habits, and loneliness. It also includes environmental questions that collect epidemiologic data, as well as ratings of advising relationships and student dynamics. Results: After 6 years, GSMHI has analyzed data from 30 different PhD programs and 4,866 students, overseen the implementation of more than 60 departmental action plans, and performed 9 follow-up surveys to assess progress. It has achieved high response rates (60-90%), discovered wide variation in mental health and environmental factors across departments, and supported experiments with interventions. Conclusion: We hope this blueprint helps other universities run similar initiatives.

Supplemental data for this article can be accessed online at https://doi.org/10.1080/07448481.2022.2057804 .

Understanding the intention and behavior of psychological help-seeking among Chinese college students using theory of planned behavior: a three-month follow-up study

Underutilization of mental health services is common and associated with substantial suffering, mental disorders and death. The present study aimed to explore factors significantly affecting the professional psychological help-seeking behavior based on the Theory of Planned Behavior (TPB). A sample of 597 Chinese college students recruited online completed the questionnaires, which measured four constructs of TPB including help-seeking intention, attitude, subjective norm and perceived behavioral control in December 2020. Help-seeking behaviors were evaluated three months later in March 2021. A two-step structural equation modeling procedure was used to test the TPB model. Findings show that partially consistent with TPB, more positive attitudes about seeking professional help (Β = .258, p = .001) and higher perceived behavioral control (Β = .504, p < .001) directly predicted higher intention to seek mental health services, and perceived behavioral control (Β = .230, p = .006) directly predicted help-seeking behavior. However, behavioral intention (Β = -.017, p = .830) did not statistically significantly predict help-seeking behavior, while subjective norm (Β = .047, p = .356) did not predict help-seeking intention as well. The model accounted for 49.9% of the variance modeling help-seeking intention and 12.4% of the variance modeling help-seeking behavior. The results revealed the importance of attitude and perceived behavioral control in predicting help-seeking intention and behavior among Chinese college students and indicated that there existed a gap between intention and actual help-seeking behavior.

Developing recommendations to improve identification, prevention, and response to suicide thoughts and behaviours among post-secondary students: A mixed methods study

Objective: This study aimed to generate recommendations regarding how to identify, prevent and respond to suicide thoughts and behaviors among post-secondary students. Methods: A convergent mixed-methods design with Nominal Groups Technique (NGT) was used. Post-secondary and high-school students and their caregivers generated and ranked recommendations. A Codebook Thematic Analysis approach guided analysis of the NGT-discussions and extended understanding of recommendations. Results: 88 individuals participated in 21 panels. Five key recommendations were identified: (1) increase student and staff education regarding suicide identification, prevention, and awareness of existing supports; (2) enhance rapid access to supports for those experiencing a crisis; (3) improve institutional academic supports for students following crisis; (4) reduce stigma; (5) improve communication regarding on-campus suicide. Common themes included perceived impact of attitudes, institutional barriers, and peer-support on suicide thoughts and behaviors. Conclusions: These recommendations can inform the development of student-centred interventions for improving mental health supports.

Mental and physical health among students at a private university that held in-person classes during the COVID-19 pandemic

OBJECTIVE

The COVID-19 pandemic is expected to have serious negative consequences on mental and physical health, which may disproportionally affect young adults. The aim of this study was to understand short-term impacts on a population of students at a college that held in-person classes during the pandemic.

PARTICIPANTS

This study was conducted at a moderately-sized private university in the southeastern United States where approximately 75% of students were enrolled in undergraduate degree programs and 25% in graduate degree programs.

METHODS

A survey was created to assess anxiety and depression symptoms, psychotherapeutic medication use, healthy living, and coping skills. Links to the electronic form were distributed to students via email in Spring 2020 and Fall 2020. Participation was completely voluntary and responses were collected anonymously.

RESULTS

The rate of anxiety symptoms in the study cohort was higher than the national average (31%) and increased between Spring 2020 (39%) and Fall 2020 (50%). Rates of psychotherapeutic medication use also rose, with benzodiazepine use increasing from 6% to 11% and antidepressant use increasing from 16% to 20%. Compared to the national average, fewer students in the study cohort rated their overall health as "good" or better (72-76% vs. 82%). Physical exercise, nutrition, and alcohol use worsened between Spring and Fall 2020. Problem-focused engagement was associated with significantly fewer anxiety and depression symptoms. Demographic factors such as gender, race, and sexual orientation interacted with several outcomes studied.

CONCLUSIONS

Students at a private university that held in-person classes during the COVID-19 pandemic reported high rates of anxiety that increased between Spring and Fall 2020. Self-reported physical health was below average in Spring 2020 but improved in Fall 2020. Appropriate identification and management of the effects of pandemic-related stressors is critical during this uncertain time.

Supplemental data for this article can be accessed online at https://doi.org/10.1080/07448481.2022.2052074 .

Levels of depression, anxiety and subjective happiness among health sciences students in Croatia: a multi-centric cross-sectional study

BACKGROUND

Previous studies have shown that symptoms of depression and anxiety were highly prevalent among health sciences students. This may lead to other professional and personal difficulties and a decrease in individuals' well-being. This study aimed to analyze levels of depression, anxiety and subjective happiness among health sciences students in Croatia.

METHODS

We conducted a cross-sectional study in 10 higher education institutions in Croatia during March 2023. Eligible participants were health sciences students. Participants filled out an online survey consisting of sociodemographic questions and validated scales for determining the levels of depression (9-question Patient Health Questionnaire, PHQ-9), anxiety (General Anxiety Disorder 7-item scale, GAD-7), and happiness (Subjective Happiness Scale, SHS).

RESULTS

Of 7460 invited students, 2137 students participated in the study (29% response rate). There were 41.4% of students that exhibited at least mild depressive symptoms, with 8% of students exhibiting moderately severe symptoms and 1.8% severe depressive symptoms. Mild anxiety was found in 36.8%, moderate anxiety in 23.9% and severe anxiety in 15.8% of students. The median SHS score was 19 (15.25-22). Women students had significantly higher levels of depression (p < 0.001) and anxiety (p < 0.001) than their men peers. Students in earlier study years showed higher levels of depression, anxiety and lower levels of subjective happiness compared to those in later study years. Students with lower self-assessed financial status had higher levels of depression (p < 0.001) and anxiety (p < 0.001). Students that failed an academic year had higher levels of depression (p < 0.001), but lower levels of anxiety (p = 0.005).

CONCLUSION

In this study, we have shown that health sciences students exhibit high levels of depression and anxiety, at rates exceeding those in the general population reported in other studies. Our results may help educational institutions to put greater effort into the battle against mental health stigma, foster acceptance of mental health issues and encourage students to seek help when needed. Adequate mental health services are needed at universities to promote timely diagnosis and treatment of mental health problems.

Personal growth Initiative as a protective factor between the relation of practical stress and life satisfaction

Objective: Stress stemming from practical or financial obstacles is among the top sources of stress for college students. The current study examined if one new positive psychological strength factor, personal growth initiative, functioned as a buffer to protect young adults' life satisfaction, anxiety, and depression from practical stress. Participants: Undergraduate students (N = 353, age range 18-23, 73.9% female) at a public university. Method: Participants were recruited through classes and on campus via flyers and completed self-report surveys online. Results: Personal growth initiative significantly moderated the relation between practical stressors and life satisfaction. Specifically, the negative effect of practical stressors on life satisfaction decreased as personal growth initiative levels increased. Practical stress significantly predicted anxiety and depression, though no significant interactions were identified in this model. Conclusion: Overall, results highlighted the protective function of personal growth initiative for life satisfaction in the context of practical stressors faced by young adults in college. Implications and future directions for research are discussed.

Exploring participants' experiences of mental health and stigma in American colleges

Objective: Mental illness is a growing public concern, particularly for persons in higher education. This research aims to distinguish mental health and stigma experiences between three academic communities: undergraduate students, graduate students, and faculty members. Methods: The researchers conducted semi-structured interviews with nineteen individuals who self-identified as a member of one or more of these groups. Findings and discussion: Participants reported experiencing a variety of mental health conditions (e.g., depression, anxiety, and post-traumatic stress), and described having diverse cognitive, affective, and behavioral responses to internally and externally derived stigma. The findings of this study also provide insights into the ways that academic communities observe and interpret on-campus communication about mental health, and participants offered impressions about ways to improve intervention and awareness messaging. Implications of the findings are discussed.

Examining social activity, need to belong, and depression among college students

OBJECTIVE

Prior research suggests that social connectedness is associated with lower levels of depression among college students. The aim of this exploratory study was to determine if an association existed between social activity, need to belong, and depression. Variations in study measures by race, gender, and student status were also explored.

PARTICIPANTS

Data was collected from students attending a large university in the southeastern United States during the Spring 2019 academic semester (N = 299).

METHODS

Participants completed an anonymous self-administered survey, which was offered in both electronic and paper formats.

RESULTS

Need to belong significantly predicted depression among college students even when accounting for social activity and response bias. Study measures varied significantly based on race, gender, and student status.

CONCLUSION

Belonging and social connectedness may be utilized by collegiate stakeholders to increase student and university outcomes.

Mental health status and stressful life events among postgraduate nursing students in Cyprus: a cross-sectional descriptive correlational study

BACKGROUND

Despite prior evidence supporting the association between stressful life events and mental health status, there are limited data on the number and severity of stressful life events and their effects on university students' mental health status. Therefore, the present study aimed to: (a) examine mental health status and subsequent predictors of clinically significant mental distress symptoms, (b) estimate the number and severity of stressful life events, and (c) explore the associations between mental health status, stressful life events (number and severity) and sociodemographic characteristics.

METHODS

This study was descriptive, cross-sectional, and correlational with internal comparisons. A convenience sample of 90 Master of Science in nursing and midwifery students, participated in the study. Participants with a General Health Questionnaire-28 (GHQ-28) total score ≥ 24 were considered to have clinically significant mental distress symptoms. Descriptive and inferential statistics were evaluated, and Pearson's chi-square test for group differences was used to analyse the data. Analysis of variance and t-tests were used for comparisons between two or more groups, and regression analyses were employed to identify the predictors of GHQ-28 scores and clinical mental distress symptoms.

RESULTS

The final sample comprised 90 students (response rate: 97.8%), 33 (36.7%) of whom reported clinically significant symptoms of mental distress. Students with divorced parents [29.92 (± 10.62), p < .05] scored high on the GHQ-28. Participants who had low/no satisfaction with the education system posted higher scores than participants who had high/very high satisfaction [24.82 (± 11.68) vs. 17.93 (± 9.78), p < .05]. In the subscale measuring depressive symptoms, there was a statistically significant gender difference, with men reporting higher scores than females. [3.0± (3.69) vs. 1.60 (± 2.42), p = .034]. In multiple analyses of sociodemographic characteristics and those who scored higher on the Life Events Scale for Students (LESS) scale (≥ 340), the loss of parent/s was associated with the total GHQ-28 score (B=-17.046, p < .001). In multiple analyses, chronic physical disorders or disabilities and numerous stressful life events among students (≥ 8 events) were correlated with higher overall GHQ-28 scores (B = 15.232, p < .005).

CONCLUSION

The high frequency of clinical symptoms of mental distress among postgraduate university nursing students and their correlation with stressful life events highlights the need for university counselling services to provide psychological support strategies to students.

Mental Health Problems Among Graduate Students in Turkey: a Cross-Sectional Study

In this study, depression/anxiety and academic distress were investigated among graduate students in Turkey. The study sample comprised 459 graduate students who voluntarily completed an online survey (294 women, 64%). Independent t-tests and multivariate analyses were performed to examine group differences. The results confirmed that depression/anxiety and academic distress scores varied according to sociodemographic variables. Whereas depression/anxiety and academic distress did not show significant differences in terms of gender and place of residence, students who had previously sought psychological help had higher levels of depression/anxiety and academic distress. Younger age, being a master's student, and being single increased the risk of having higher levels of depression/anxiety and academic distress. University counseling centers may benefit from these findings in efforts to identify graduate students at risk and apply appropriate prevention and intervention strategies.

An 8-Week Peer Health Coaching Intervention among College Students: A Pilot Randomized Study

This study explored the effects of an 8-week peer coaching program on physical activity (PA), diet, sleep, social isolation, and mental health among college students in the United States. A total of 52 college students were recruited and randomized to the coaching (n = 28) or the control group (n = 24). The coaching group met with a trained peer health coach once a week for 8 weeks focusing on self-selected wellness domains. Coaching techniques included reflective listening, motivational interviews, and goal setting. The control group received a wellness handbook. PA, self-efficacy for eating healthy foods, quality of sleep, social isolation, positive affect and well-being, anxiety, and cognitive function were measured. No interaction effects between time and group were significant for the overall intervention group (all p > 0.05), while the main effects of group difference on moderate PA and total PA were significant (p < 0.05). Goal-specific analysis showed that, compared to the control group, those who had a PA goal significantly increased vigorous PA Metabolic Equivalent of Task (METs) (p < 0.05). The vigorous METs for the PA goal group increased from 1013.33 (SD = 1055.12) to 1578.67 (SD = 1354.09); the control group decreased from 1012.94 (SD = 1322.943) to 682.11 (SD = 754.89); having a stress goal significantly predicted a higher post-coaching positive affect and well-being, controlling the pre-score and other demographic factors: B = 0.37 and p < 0.05. Peer coaching showed a promising effect on improving PA and positive affect and well-being among college students.

Mediation analysis of circadian preferences and other behavioral and sociodemographic factors associated with subjective well-being in undergraduate students

Undergraduate students are usually subjected to a routine with constant pressure, stress, circadian misalignment, and sleep irregularity that impairs their subjective well-being. Recent evidence suggests that circadian preference is also a risk factor for impaired mental health and factors related to subjective well-being. This study aimed to identify the sociodemographic factors associated with subjective well-being and describe the mediating behavioral variables. Between September 2018 and March 2021, 615 Brazilian students enrolled in higher educational institutions completed an electronic form containing questionnaires on subjective well-being, sociodemographic, and behavioral-related factors (convenience sample). A statistical mediation model was applied to describe how these variables influence subjective well-being. We observed that Morningness (p < .001), identification with the male gender (p = .010), not working while studying (p = .048), and the practice of Pilates/yoga (p = .028) were associated with greater subjective well-being. Except for employment status, no direct effects were observed, which reinforces the need to consider a multidimensional approach. The relationship between subjective well-being and sociodemographic factors exists only in the presence of behavioral mediators, specifically perceived stress, daytime sleepiness, symptoms of depression, sleep quality, and positive and negative affects. Future work should investigate in more detail the impact of sleep, stress, and circadian preferences on this relationship.

The Moderator Effect of Subthreshold Autistic Traits on the Relationship between Quality of Life and Internet Addiction

People with sub-threshold autistic traits (SATs) are more prone to develop addictive behaviors such the ones linked to Internet abuse. The restrictions for anti-COVID-19 distancing measures encourage social isolation and, consequently, increase screen time, which may lead to Internet addiction (IA). However, a better quality of life (QoL) may have function as a protective factor against the development of IA. This study wanted to investigate the relation between SATs, QoL, and the overuse of the Internet in a group of 141 university students in the North of Italy. Participants completed a battery of tests. Results suggest that QoL is a predictive factor of IA and that the relationship between QoL and IA is significantly moderated by SATs. This could mean that SATs might represent a risk factor for IA, even when people have a better quality of life. Differences between female and male students are discussed, as well as possible implications for practice.

Cultivating well-being in engineering graduate students through mindfulness training

The mental health crisis in graduate education combined with low treatment rates among engineering graduate students underscores the need for engineering graduate programs to provide effective methods to promote well-being. There is an extensive body of neuroscience research showing that contemplative practices, such as mindfulness, produce measurable effects on brain function and overall well-being. We hypothesized that a mindfulness-based training program designed for engineering graduate students would improve emotional well-being and, secondarily, enhance research capacity. An initial pilot study was conducted at a single institution (Phase 1), followed by a larger study conducted at both the original and a second institution (Phase 2) to gather additional data and show the program's transferability. The program comprised eight weekly mindfulness training sessions. Individuals in the study were randomly assigned to either an intervention group or wait-list control group. We administered pre- and post-test surveys with quantitative measures designed to assess emotional and physical well-being, as well as creativity, research satisfaction, and desire to contribute to the betterment of society. Participants also completed a summative survey to evaluate the impact of the program on their well-being and research. Analysis revealed statistically significant findings: improved emotional health, decreased neuroticism, increased positive affect, decreased negative affect, and increased mindfulness in the intervention groups compared to the control groups. Intervention groups in Phase 2 also reported statistically significant improvement in satisfaction with their research. Our findings suggest that mindfulness training has the potential to play a vital professional and personal development role in graduate engineering education.

Work-related coping behaviour and experience patterns in university students: a review of 20 years of research

Work-related coping behaviour and experience patterns (WCEP) is the conceptualisation of personal experience with occupational stress and of the typical behavioural responses for coping with such stress. The objective of this review, which is based on 69 references that used the WCEP inventory in university students, is to offer a comprehensive overview of the findings on WCEP and their correlates in the student population. The results of the published studies consistently show that female students, teacher education students (compared to medical students) and students who receive insufficient social and financial support are at greater risk for being assigned to work-related patterns that indicate vulnerability to burnout and occupational health issues. Moreover, students assigned to these patterns, especially to the resigned (burnout) pattern, are prone to manifest other negative characteristics, such as less adaptive personality traits and coping strategies, vulnerability to stress, lower quality motivation, lack of commitment to the chosen career and suitability for the profession, and impaired physical and mental health. In contrast, the most desirable correlates, such as adaptive personality traits, higher quality motivation, commitment to the chosen career, suitability for the profession, stress resistance, adaptive coping and better physical and mental health, were related to the healthy ambitious pattern. Nevertheless, further research is needed to analyse work-related coping behaviour and experience patterns beyond the German speaking population to increase the generalisability of the findings.

Undergraduate student perceptions of stress and mental health in engineering culture

Background

Mental health for engineering undergraduates is an urgent topic for engineering educators. Narratives of engineering education requiring suffering may create or exacerbate problematic perceptions around stress and mental health in engineering. This study explored the roles of stress and mental health in engineering culture. We sought to explore: (1) how engineering students describe their experiences related to stress and mental health and (2) norms and expectations engineering students share about stress and mental health. Qualitative interview data were collected from 30 students who had previously responded to a college-wide survey.

Results

Codes related to experiences with stress and mental health in engineering were organized in a bioecological systems model and analyzed for emergent themes depicting engineering culture. The study identified three themes related to stress and mental health in engineering culture: (1) engineering workload as a defining stressor, (2) specific barriers that prevent engineering students from seeking help for mental health concerns, and (3) reliance on peers to cope with stress and mental health distress.

Conclusions

Our analysis provided insight into how engineering students perceive norms around stress and mental health in engineering and how this impacts help-seeking for mental health challenges. These findings have important implications for developing interventions and positive cultures that support student mental health.

Mental health disorder symptom prevalence and rates of help-seeking among University-Enrolled, emerging adults

Objective. Examine mental health symptom prevalence and rates of campus services utilization among Black male, White male and Black female college students. Participants. 2500 students from an ongoing, student survey at a public university; launched in 2011. Methods. Measures included data for anxiety and depressive symptoms and utilization of campus health services (counseling center, health services, etc.). Descriptive analyses determined prevalence and utilization rates. Mann Whitney U tests compared prevalence. Chi-squared tests compared utilization rates. Results. Anxiety prevalence: greater than 60% of students from each ethnic group reported symptoms; reporting rates decreased significantly for Black men (49.6%); p < 0.001. Depression prevalence: greater than 80% reported symptoms; there were significant differences in reporting between Black men and Black women (72.7% vs. 87.1%, p < 0.001). Utilization: Black men utilized counseling services less than White men (20.4% vs. 37.8%, p = 0.024). Conclusion. Black men report depressive and anxiety symptoms but underutilize campus health resources.

Variations in psychological disorders, suicidality, and help-seeking behaviour among college students from different academic disciplines

BACKGROUND

Elevated levels of suicidality, ADHD, mental ill-health and substance disorders are reported among college students globally, yet few receive treatment. Some faculties and courses appear to have more at-risk students than others. The current study aimed to determine if students commencing college in different academic disciplines were at a heightened risk for psychopathology, substance use disorders and suicidal behaviour, and examined variations in help-seeking behaviour.

MATERIALS AND METHODS

The study utilised data collected from 1,829 first-year undergraduate students as part of the Student Psychological Intervention Trial (SPIT) which commenced in September 2019 across four Ulster University campuses in Northern Ireland and an Institute of Technology, in the North-West of Ireland. The SPIT study is part of the World Mental Health International College Student Initiative (WMH-ICS) which uses the WMH-CIDI to identify 12-month and lifetime disorders.

RESULTS

Students from Life and Health Sciences reported the lowest rates of a range of psychological problems in the year prior to commencing college, while participants studying Arts and Humanities displayed the highest levels (e.g. depression 20.6%; social anxiety 38.8%). However, within faculty variations were found. For example, psychology students reported high rates, while nursing students reported low rates. Variations in help seeking behaviour were also revealed, with male students less likely to seek help.

CONCLUSIONS

Detecting specific cohorts at risk of psychological disorders and suicidality is challenging. This study revealed that some academic disciplines have more vulnerable students than others, with many reluctant to seek help for their problems. It is important for educators to be aware of such issues and for colleges to provide information and support to students at risk. Tailored interventions and prevention strategies may be beneficial to address the needs of students from different disciplines.

Depression and anxiety symptoms among Arab/Middle Eastern American college students: Modifying roles of religiosity and discrimination

INTRODUCTION

We examine mental health outcomes in a national sample of Arab/Middle Eastern college students using the Healthy Minds Study (HMS) from 2015-2018 and assess the modifying roles of religion and discrimination.

METHODS

HMS is an annual web-based survey administered to random samples of undergraduate and graduate students at participating colleges and universities. A total of 2,494 Arab/Middle Eastern and 84,423 white students were included in our sample. Our primary outcomes of depression and anxiety symptoms were assessed using the Patient Health Questionaire-9 (PHQ-9) and the Generalized Anxiety Disorder 7-item (GAD-7) scale, respectively. Survey-weighted logistic regression models were fit for each outcome using an Arab ethnicity indicator. Effect modification by religiosity and discrimination was examined by adding an interaction term to the model.

RESULTS

Odds of depression (adjusted odds ratio, AOR: 1.40, 95% CI: 1.24, 1.57) and anxiety (AOR: 1.41, 95% CI: 1.25, 1.60) were higher for Arab/Middle Eastern students than for white students. For Arab/Middle Eastern students, religiosity was a protective factor for both depression (AOR: 0.84, 95% CI: 0.79, 0.90) and anxiety (AOR: 0.91, 95% CI: 0.85, 0.97). Arab/Middle Eastern students who experienced discrimination had higher odds of depression (AOR: 1.41, 95% CI: 1.28, 1.56) and anxiety (AOR: 1.49, 95% CI: 1.36, 1.65) than those who had not.

DISCUSSION

Arab/Middle Eastern American college students are a vulnerable subgroup on college campuses experiencing a high burden of depression and anxiety symptoms which are dampened by religiosity and amplified by discrimination.

The biobehavioral family model with a seminarian population: A systems perspective of clinical care

Seminary students remain unstudied in the research literature despite their eminent role in caring for the wellbeing of congregants. This study aimed to conduct baseline analysis of their family of origin health, psychological health, and physiological heath by utilizing the Biobehavioral Family Model (BBFM) as a conceptual framework for understanding the associations between these constructs. Statistical analysis utilizing structural equation modeling provided support that the BBFM was a sound model for assessing the relationships between these constructs within a seminary sample. Additionally, seminarians were found to have higher rates of anxiety and depression when compared to the general population. Together, findings indicate that clinical care for seminarians may be best if implemented from a global systemic perspective.

Linking Depressive and Anxiety Symptoms with Diet Quality of University Students: A Cross-Sectional Study during the COVID-19 Pandemic in India

This study examines the association of depressive and anxiety symptoms with diet quality among university students while controlling for different demographic and other health and lifestyle factors. This cross-sectional study was carried out between April 2021 and June 2021 among a total of 440 (unweighted) university students. Diet quality was assessed using a 10-item mini-dietary assessment index tool. The depressive and anxiety symptoms of participants were measured using the validated Patient Health Questionnaire-9 (PHQ-9), and the Generalized Anxiety Disorder (GAD-7) scale, respectively. Multivariable logistic regression and mediation analyses were performed. In this study, 61.1% (95% CI: 56.6% to 65.7%) of university students' diet quality was good during the COVID-19 pandemic. Being a post-graduate student, an urban resident, having no depressive (AOR = 2.15, 95% CI: 1.20 to 3.84) and anxiety symptoms (AOR = 1.96, 95% CI: 1.07 to 3.59), no changes or improvement in appetite, and no changes in sleep duration were significantly associated with good diet quality among our study participants. Depressive and anxiety symptoms during COVID-19 had a significant effect on the diet quality of university students. Future public health policies need to be focused on improving the mental health and well-being of students particularly during pandemic situations to enhance their diet quality.

Moderating Effect of Gender and Engineering Identity on the Association between Interpersonal Relationships and Mental Health of Female Engineering Students

Influenced by factors such as gendered masculine culture within the engineering fields, female engineering students are facing increasing mental health issues. However, the effect of gender or engineering identity on the mental health distress of female engineering students was not well explored till now. This study adds to the current body of knowledge of mental health distress in female engineering students by proposing and verifying a moderating model based on social identity theory (SIT). The data were collected in June 2022 using a cross-sectional survey questionnaire distributed at five universities in eastern China (N = 376). A stepwise multiple regression analysis was performed to understand the relation between the tension of interpersonal relationships, the mental health distress female engineering students suffer from, and their gender or engineering identity. In our sample, 13.03%, 15.96%, and 14.36% of the female engineering students self-reported moderate to extremely severe stress, anxiety, and depression, respectively. Meanwhile, our results provide empirical evidence for the significantly positive relationship between the female engineering students' tension of interpersonal relationships and their mental health distress, including stress, anxiety, and depression. Moreover, we found that gender identity can enhance the positive relationships mentioned above, while engineering identity could weaken these relationships. These findings provide empirical evidence for the role of social identity theory in dealing with mental health problems among engineering students. Broadly, the results of this work inform that social identity and professional role identity should be considered when designing interventions to prevent mental health crises among college students.

Socio-demographic characteristics, lifestyles, social support quality and mental health in college students: a cross-sectional study

Background

Mental health problems are important public health issues among college students and are associated with various social factors. However, these influencing factors were scarcely summarized in Chinese college students comprehensively. This study aims to assess the associations between socio-demographic characteristics, lifestyles, social support quality (SSQ) and mental health among Chinese college students .

Methods

A cross-sectional study was conducted in Wuhan, China, from October 2017 to February 2018. College students from 18 colleges or universities were randomly recruited using multi-stage cluster sampling method. The Multidimensional Scale of Perceived Social Support scale and 12-items General Health Questionnaire were used to estimate students’ SSQ and mental health statuses, respectively. Logistic regression analysis was used to evaluate the associations between socio-demographic characteristics, lifestyles, SSQ and mental health problems.

Results

A total of 10,676 college students were included. Among them, 21.4% were identified as having possible mental health problems. Students being a female, aged 18–22 years old, whose mother held college degrees and above, and drinking alcohol were more likely to have mental health problems (P < 0.05). Contrarily, having general or higher household economic levels, work-rest regularly, and sleeping ≥ 7 h were preventive factors (P < 0.05). Especially, a decreasing trend in the risk of having mental health problems with the improvement of SSQ was identified.

Conclusion

Besides socio-demographic and lifestyle factors, social support is a critical factor for mental health among college students. Improving SSQ, especially which from the family, could be an effective method to prevent mental health problems among college students.

Positive factors related to graduate student mental health

Objective: Graduate students report high levels of distress, levels that professionals are calling a mental health crisis. Researchers have identified several factors that may exacerbate student distress, but our objective was to assess positive aspects that may attenuate distress. Methods: Over 3600 graduate students from 10 campuses responded to questionnaires assessing depressive symptoms as well as both positive and negative aspects of their current lives. Results: Both negative factors (financial concerns, poor mentorship, and perceived institutional discrimination) and positive factors (social support, departmental social climate, and optimism about their career prospects) are related to depressive symptoms in the expected directions, although the positive factors have stronger effects. Further, positive factors buffer the effects of the negative aspects on depressive symptoms. Conclusion: Although findings are correlational and do not imply causation, results suggest potentially modifiable factors that universities should consider when considering graduate student well-being.

Only Human: Mental-Health Difficulties Among Clinical, Counseling, and School Psychology Faculty and Trainees

How common are mental-health difficulties among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of these experiences remain taboo within the field. This study documented high rates of mental-health difficulties (both diagnosed and undiagnosed) among faculty, graduate students, and others affiliated with accredited doctoral and internship programs in clinical, counseling, and school psychology. More than 80% of respondents (n = 1,395 of 1,692) reported a lifetime history mental-health difficulties, and nearly half (48%) reported a diagnosed mental disorder. Among those with diagnosed and undiagnosed mental-health difficulties, the most common reported concerns were depression, generalized anxiety disorder, and suicidal thoughts or behaviors. Participants who reported diagnosed mental disorders endorsed, on average, more specific mental-health difficulties and were more likely to report current difficulties than were undiagnosed participants. Graduate students were more likely to endorse both diagnosed and undiagnosed mental-health difficulties than were faculty, and they were more likely to report ongoing difficulties. Overall, rates of mental disorders within clinical, counseling, and school-psychology faculty and trainees were similar to or greater than those observed in the general population. We discuss the implications of these results and suggest specific directions for future research on this heretofore neglected topic.

Internet Addiction, Symptoms of Anxiety, Depressive Symptoms, Stress Among Higher Education Students During the COVID-19 Pandemic

Poor mental health is a growing concern among young people during the coronavirus disease 2019 (COVID-19) pandemic. The aim of this study was to assess the associations of Internet addiction with depressive symptoms, anxiety symptoms, and stress in higher education students during the COVID-19 pandemic, as well as to examine these mental health problems in the context of study-related characteristics. The research sample consisted of 3,099 participants from the Czech Republic (CZ: 1,422) and Slovak Republic (SK: 1,677). The Internet Addiction Test (IAT), the Generalized Anxiety Disorder (GAD-7) scale, the Patient Health Questionnaire for depressive symptoms (PHQ-9), and the Perceived Stress Scale (PSS) were used to measure mental health problems. The analyses also included demographic data (gender and age) and study-related characteristics (form of study, degree of study, field of study, distance between college and home, and housing during the semester). Based on the results of frequency and descriptive analyses, the prevalence of mental health problems was high. The most serious levels of Internet addiction (IAT cut-off point ≥ 50), to which attention should be paid, were found in 3.5% of Czech and 6.2% of Slovak students. Using the standard cut-off point of GAD-7 ≥ 10, 14.1% of Czech and 11.6% of Slovak students were identified with anxiety symptoms. Regarding the PHQ-9 with the cut-off point ≥ 10, 23.4% of Czech and 19.1% of Slovak students had depressive symptoms, which should be addressed. Using the PSS cut-off point ≥ 27, 12.9% of Czech students and 9.1% of Slovak students perceived high stress. The quantile regression analysis showed that Internet addiction was positively associated with anxiety symptoms, depressive symptoms, and stress in all of the analyzed cases (p-value < 0.001). In terms of study-related characteristics, the binomial logistic regression analysis revealed that risk factors for mental health problems in Czech and Slovak students were mainly full-time form of study and living away from home during the semester. Internet addiction, anxiety symptoms, depressive symptoms, and stress are issues that require increased attention, and professionals and policy-makers should implement interventions to effectively prevent and help students with psychological problems.

University students under lockdown, the psychosocial effects and coping strategies during COVID-19 pandemic: A cross sectional study in Egypt

Objective: This study aimed to assess the psychosocial effects and coping strategies of university students during COVID-19 pandemic. Methods: Between 30 May and 6 June 2020, an online cross-sectional survey was fulfilled by 612 university students. The University of California Los Angeles (UCLA) Loneliness Scale, version 3, the Depression Anxiety Stress Scale (DASS-21), and the Brief COPE scale were used. Results: Different degrees of depression, anxiety, and stress were reported by 74.5%, 47.1%, and 40.5% of the surveyed students, respectively. Dysfunctional coping strategies including venting, denial, and substance use had the lowest scores on Brief COPE while problem-focused coping strategies including planning and active coping strategies had the highest scores on Brief COPE. Conclusion: Undergraduate university students are very prone to experience psychosocial problems during the current pandemic. Educational institutions should work together with the authorities to promote measures to improve mental health and academic performance of their students.