The influence of college students' academic stressors on mental health during COVID-19: The mediating effect of social support, social well-being, and self-identity

Stressors during the COVID-19 pandemic in international students: a qualitative study

BACKGROUND

The coronavirus disease 2019 (COVID-19) pandemic has exacerbated mental health problems worldwide; however, research on the stressors experienced by international students during the COVID-19 pandemic remains limited.

METHODS

Semi-structured interviews were conducted with 20 international students (male, 8; female, 12; average age, 31.5 years) at Hiroshima University, Japan. Inductive thematic analysis was performed using NVivo software to identify how international students (1) perceived and experienced stress and (2) describe the specific stressors they faced during the COVID-19 pandemic.

RESULTS

The findings revealed that international students experienced multiple stressors during the COVID-19 pandemic, including extrapersonal (e.g., financial pressure), interpersonal (e.g., social commentary and perceived xenophobia against foreigners), and intrapersonal (e.g., fear of infection) stressors.

CONCLUSIONS

Results revealed that during the COVID-19 pandemic, foreign students experienced stress from various sources. Although this global pandemic has ended, similar public health crises may occur in the future. Examination of the sources of stress faced by international students during the pandemic can help us obtain valuable lessons for responding to future global crises. These findings can provide better policy support, resource allocation, and mental health assistance for the international student community during future crises.

Exploring the impact of interpersonal sensitivity on anxiety symptoms: the mediating role of psychological capital and social support among nursing students

BACKGROUND

As the demand for healthcare in society continues to rise, nursing students are likely to face various challenges related to their profession in the future. Anxiety symptoms have increasingly become a significant factor affecting their mental health. Given that nursing students are crucial to building the future nursing workforce, it is essential to prioritize their mental well-being. This study aims to explore the relationships between anxiety symptoms, interpersonal sensitivity, psychological capital, and perceived social support among nursing undergraduates.

METHODS

In April 2022, 1,885 nursing undergraduates at a university in eastern China participated in a survey using the Generalized Anxiety Disorder Questionnaire (GAD-7), the interpersonal sensitivity subscale of the SCL-90, the Multidimensional Scale of Perceived Social Support (MSPSS), and the Psychological Capital Questionnaire (PCQ-24). Statistical analysis was conducted using SPSS 24.0 and PROCESS v3.4 macro to assess the impact of interpersonal sensitivity on anxiety and the mediating roles of social support and psychological capital.

RESULTS

Anxiety showed a positive correlation with interpersonal sensitivity (r = 0.43) and negative correlations with perceived social support (r = -0.32) and psychological capital (r = -0.40), all significant (p < 0.001). Interpersonal sensitivity directly affects anxiety (β = 0.306, SE = 0.023, 95% CI [0.260, 0.352]). Psychological capital served as an independent mediator (β = 0.051, SE = 0.011, 95% CI [0.031, 0.075]) and also in a chain mediation with social support (β = 0.050, SE = 0.104, 95% CI [0.031, 0.072]).

CONCLUSION

Interpersonal sensitivity is a positive predictor of anxiety symptoms. Both psychological capital and social support effectively reduce interpersonal sensitivity and anxiety symptoms. Enhancing the availability of psychological capital and social support for nursing students is essential.

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

BACKGROUND

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

OBJECTIVES

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

METHODS

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

RESULTS

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

CONCLUSION

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

Prevalence and level of stress among final-year students at a health science institute in Bangladesh

BACKGROUND

Final-year students studying in various health science institutes are usually very stressed about their studies so that they can complete their studies without any hurdles. This stress can lead to poor academic and professional results because psychological issues such as anxiety and depression are frequently overlooked and not treated. This study aimed to measure the prevalence of stress and also assess the level of stress symptoms among the final year students of health science institute in Bangladesh.

METHODS

A prospective cross-sectional study involving 134 final-year students of Bangladesh Health Professions Institute (BHPI), which is a well-known health science institute in Bangladesh measured the prevalence of stress and assessed the level of stress symptoms using the Academic Stress Scale (ASS-40). Data was collected through face-to-face interviews and analysed using SPSS software 25.0. Descriptive and inferential statistics were used to analyse the data retrieved from the students. The Pearson correlation coefficient was used to find any deep relation between the levels of stress symptoms of the students with their age.

RESULTS

The prevalence of stress symptoms among the 134 students was 68.60%. The scenario of having stress symptoms was higher among male students and factors like fear of failure (29.20%), followed by teacher-student relationship/teaching method (28.80%) with addressable factors including personal inadequacy (25.50%) working as a stressor for this students. A negligible association (p > 0.05) was found between the age and the level of stress of the students.

CONCLUSION

More than two-thirds of the students experienced stress symptoms during the final days in their institutions. This implies that the educational system, means of teaching, teaching materials, teachers as well as the services provided by the institutions cannot provide a conducive environment for effective learning as well as creating a secure future for the students as long as they can cope with the academic pressure. A student's educational career is being nipped in the bud due to the weak system of our education and institutional system.

The Relationship between E-Health Literacy and Educational Participation Motivation among Elderly Individuals: The Chained Mediating Effects of Self-Identity and Social Capital

Aims/Background In light of the increased utilization of digital technology among the elderly population, understanding the relationship between e-health literacy, self-identity, social capital, and educational participation motivation has become crucial. This study aims to investigate these relationships and explore the mediating effects of self-identity and social capital on the elderly population. By shedding light on these aspects, the study seeks to contribute to the existing knowledge base and inform intervention strategies to enhance the elderly individuals' overall well-being and engagement with digital health resources. Methods A questionnaire survey was conducted in a sample consisting of 578 elderly participants. Data of the surveyed variables were analyzed. Mediating effect analysis methods were employed to explore the mediating roles of self-identity and social capital in the relationship between e-health literacy and educational participation motivation among the elderly individuals. Results The results revealed a significant positive correlation between e-health literacy, self-identity, social capital, and educational participation motivation among elderly individuals. Furthermore, self-identity and social capital were found to play significant mediating roles between e-health literacy and educational participation motivation. Specifically, self-identity and social capital acted as complete mediators, with a mediating effect value of 0.61, between e-health literacy and educational participation motivation. Additionally, the chained mediating effect of self-identity and social capital was also significant. Conclusion This study demonstrated that e-health literacy and educational participation motivation are closely intertwined, with self-identity and social capital acting as the mediators in this association, in the elderly population, providing valuable guidance for enhancing the health and quality of life and offering insightful references for the development and implementation of relevant policies.

Unveiling the links between physical activity, self-identity, social anxiety, and emotional eating among overweight and obese young adults

Introduction

Emotional eating not only contributes to physical obesity but also leads to the experience of guilt and shame, exacerbating emotional problems. Increasing physical activity, adopting a balanced diet, and seeking psychological support help improve emotional eating issues in overweight or obese young adults, enhancing overall mental and physical well-being.

Methods

This study investigates the correlation between physical activity, self-identity, social anxiety, and emotional eating among 373 overweight and obese college students aged 18-26 in central China. By utilizing AMOS v.26, a structural equation model was constructed to examine the hypotheses.

Results

The findings reveal that physical activity significantly influences self-identity and social anxiety, which, in turn, significantly impact emotional eating. Moreover, self-identity and social anxiety serve as mediators in the relationship between physical activity and emotional eating. These results emphasize the role of physical activity in mitigating emotional eating among young individuals struggling with overweight and obesity.

Discussion

Consequently, the government and relevant agencies are urged to address the issue of obesity among young adults and provide support for their engagement in physical activity.

Mental health state and its determinants in German university students across the COVID-19 pandemic: findings from three repeated cross-sectional surveys between 2019 and 2021

Background

Students were at an increased risk for elevated mental symptoms during the first year of the COVID-19 pandemic compared to pre-pandemic levels. As universities remained closed much longer than anticipated, the mental burden was expected to persist through the second year of the pandemic. The current study aimed to investigate the prevalence of mental distress from 2019 through 2021 and identify risk factors for elevated mental burden, focusing on gender.

Methods

We analyzed three cross-sectional online surveys among students at the University of Mainz, conducted in 2019 (n = 4,351), 2020 (n = 3,066), and 2021 (n = 1,438). Changes in the prevalence of depressive symptoms, anxiety, suicidal ideation, and loneliness were calculated using Pearson's chi-square tests and analyses of variance. Multiple linear regressions yielded associated risk factors.

Results

The proportion of students with clinically relevant depressive symptoms was significantly higher during the pandemic (38.9% in 2020, and 40.7% in 2021), compared to pre-pandemic (29.0% in 2019). Similarly, more students reported suicidal ideation and generalized anxiety during the pandemic with a peak in the second pandemic year (2021). The level of loneliness was significantly higher in 2020, compared to 2019, and remained at a high level in 2021 (p < 0.001, η p 2 = 0.142). Female and diverse/open gender, being single, living alone, and being a first-year student were identified as risk factors associated with mental burden during the pandemic.

Discussion

Mental burdens remained elevated among students through the second year of the pandemic and were associated with socio-demographic risk factors and pandemic-related concerns. Future research should monitor recovery and evaluate the need for psychosocial support.

Is Nomophobia Problematic or Functional? A Perspective from Bifactor Structure

With the extensive use of mobile phones globally, some people engage in excessive or problematic phone use behaviors. However, little is known regarding the latent structure of problematic mobile phone use. The current study employed the Chinese versions of the Nomophobia Questionnaire, Mobile Phone Addiction Tendency Scale, and Depression-Anxiety-Stress Scale-21 to explore the latent psychological structure of problematic mobile phone use and nomophobia and their associations with mental health symptoms. Results showed that a bifactor latent model best fit nomophobia, which contained a general factor and four unique factors involving the fear of being unable to access information, losing convenience, losing contact, and losing one's Internet connection. Results also showed significant correlations among latent factors of nomophobia, problematic mobile phone use, and mental health symptoms. Through these findings, we can conclude that two problematic mobile phone use behaviors share a common factor concerning excessive use, and nomophobia has independent unique factors concerning usable function. This study clarifies the structure of problematic mobile phone use, and it implies that we can distinguish problematic mobile phone use from functional use; further investigation of problematic mobile phone use is warranted.

The Effect of Social Support on Depression among Economically Disadvantaged College Students: The Mediating Role of Psychological Resilience and the Moderating Role of Geography

The study examined the influence of social support on depression, including the mediating role of psychological resilience and the moderating role of geography. Questionnaires were completed by 424 economically disadvantaged college students in two provinces, X, a coastal province, and Y, an inland province. The results indicated that (1) the social support of economically disadvantaged college students was positively correlated to psychological resilience (β = 0.62, t = 11.22, p < 0.001); (2) the psychological resilience of economically disadvantaged college students was negatively correlated with depression (β = -0.24, t = -10.3, p < 0.001); (3) the social support of economically disadvantaged college students was negatively correlated with depression (β = -0.08, t = -2.85, p < 0.001); (4) the psychological resilience of economically disadvantaged college students played a partial mediating role between social support and depression; and (5) geography played a moderating role in the effect of social support on depression.