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Dave S, Jaffe M, O'Shea D. Navigating college campuses: The impact of stress on mental health and substance use in the post COVID-19 era. Curr Probl Pediatr Adolesc Health Care 2024; 54:101585. [PMID: 38458900 DOI: 10.1016/j.cppeds.2024.101585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/10/2024]
Abstract
The college years are one of excitement and often thought of as a dream like setting of growth, creativity, and independence. This exciting time can be marred by the onset or exacerbation of mental health conditions, alcohol, and/or drug dependence. This writing looks to explore the world of college mental health and the changes the provisions of this type of care has undergone during and after the COVID-19 pandemic. We look at the staggering rates of diagnosed mental health diagnoses and mental health related symptoms that may undermine a student's ability to meet their full growth and academic potential. We look to explore different health settings where college age students are accessing care and how that care is being delivered (e.g. community vs on-campus, telehealth vs in-person). We also aim to highlight specific mental health conditions (e.g. anxiety, depression, suicidality, PTSD) and specific student stressors (e.g. participating in athletics, socioeconomic pressures) to underscore the message that the mental health of college age students is an area that needs continued study and engagement of all parties involved in student development and well-being.
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Affiliation(s)
- Sona Dave
- Northwell Health, 2000 Marcus Avenue, Suite 300, New Hyde Park, NY 11042-1069, United States; Cohen Children's Medical Center, United States; Division of Adolescent Medicine, United States.
| | - Michelle Jaffe
- Northwell Health, 2000 Marcus Avenue, Suite 300, New Hyde Park, NY 11042-1069, United States; North Shore University Hospital, Manhasset, NY, United States; Department of Brain Injury Rehabilitation, Park Terrace Care Center, Queens, NY, United States; Brain Matters Neuropsychological Services, PLLC Plainview, NY, United States
| | - Debra O'Shea
- Northwell Health, 2000 Marcus Avenue, Suite 300, New Hyde Park, NY 11042-1069, United States; North Shore University Hospital, Manhasset, NY, United States
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Lee S, Arora IS. The effectiveness, acceptability, and sustainability of a 4-week DBT-informed group therapy in increasing psychological resilience for college students with mental health issues. J Clin Psychol 2023. [PMID: 36920177 DOI: 10.1002/jclp.23509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 01/08/2023] [Accepted: 03/01/2023] [Indexed: 03/16/2023]
Abstract
OBJECTIVE An adapted, time-limited dialectical behavior therapy (DBT) skills training group therapy can prove to be an evidence-based treatment that can easily fit the needs, demands, and limitations of University Counseling Centers to serve college students with mental disorders. The present naturalistic study investigated the effectiveness, acceptability, and sustainability of a 4-week DBT-informed group therapy in enhancing psychological resilience. METHODS Participants included 59 college students with heterogeneous mental health concerns. They attended weekly 1.5-hr DBT-informed, resilience-building group therapy for 4 weeks. Psychological resilience, mindfulness, emotional dysregulation, and overall distress were assessed at pretreatment and posttreatment, as well as at 1- and 3-month follow-ups. RESULTS Findings showed increased psychological resilience among the participants at posttreatment and follow-ups, and provided preliminary evidence for the role of mindfulness as an important contributor to enhancing psychological resilience even after controlling for risk factors, treatment dosage, pregroup psychological resilience, and changes in emotion dysregulation and overall distress. CONCLUSION A 4-week DBT-informed skills training group therapy can be utilized as a time-efficient, cost-effective, well-accepted preventative treatment with the potential longitudinal impact to boost psychological resilience for college students with mental health issues.
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Affiliation(s)
- Soonhee Lee
- Counseling Center, University of Maryland, Baltimore County (UMBC), Baltimore, Maryland, USA
| | - Ishita Sunita Arora
- Department of Human Services Psychology, University of Maryland, Baltimore County (UMBC), Baltimore, Maryland, USA
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3
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Giangrasso B, Chung MC, Franzoi IG. Editorial: Psychological interventions addressed to higher education students in student psychological services. Front Psychol 2023; 14:1129697. [PMID: 36755672 PMCID: PMC9900133 DOI: 10.3389/fpsyg.2023.1129697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Accepted: 01/11/2023] [Indexed: 01/24/2023] Open
Affiliation(s)
- Barbara Giangrasso
- Department of Health Sciences, School of Psychology, University of Florence, Firenze, Italy
| | - Man Cheung Chung
- College of Natural and Health Sciences, Zayed University, Abu Dhabi, United Arab Emirates
| | - Isabella Giulia Franzoi
- Department of Psychology, University of Turin, Turin, Italy,*Correspondence: Isabella Giulia Franzoi ✉
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Asghar M, Minichiello A, Iqbal A. Perceived Factors Contributing to the Subjective Wellbeing of Undergraduate Engineering Students: An Exploratory Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16284. [PMID: 36498354 PMCID: PMC9736770 DOI: 10.3390/ijerph192316284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 11/28/2022] [Accepted: 12/03/2022] [Indexed: 06/17/2023]
Abstract
Engineering education is perceived to be a tough field of study with detrimental effects on the mental health of undergraduate engineering students. High levels of anxiety and depression are reported among this population. Overall, mental health research is often biased toward looking at mental health from a deficit perspective and investigating mental health as a negative phenomenon. This trend also persists in engineering education research. The purpose of this exploratory study, therefore, is to investigate the condition of subjective wellbeing (SWB) of undergraduate engineering students to understand the factors that they perceive as positively contributing to their overall wellbeing in an engineering college environment. Qualitative data from eight undergraduate engineering students interviewed in fall 2021 in the college of engineering at a land grant public institution in the western USA were thematically analyzed. The resulting 11 themes were then re-grouped and conceptualized into 7 factors (faculty support, learning experiences, support environment, financial support, engineering practice opportunities, task organization, and task orientation) for clear mapping, understanding, and explanation. The outcomes from this research have positive implications for the SWB of undergraduate engineering students, with support from their educational institutions.
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Affiliation(s)
- Muhammad Asghar
- Engineering Education Department, Utah State University, Logan, UT 84322, USA
| | - Angela Minichiello
- Engineering Education Department, Utah State University, Logan, UT 84322, USA
| | - Assad Iqbal
- Engineering Education Systems & Design Department, Arizona State University, Mesa, AZ 85212, USA
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Wright JI, Whyne EZ, Lehrer HM, Woo J, Steinhardt MA. The roles of resilience and belonging in mediating the association between positivity and anxiety among underrepresented college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:2311-2317. [PMID: 33400908 DOI: 10.1080/07448481.2020.1851235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 10/24/2020] [Accepted: 11/06/2020] [Indexed: 06/12/2023]
Abstract
Objective: Investigate the association of positivity with generalized anxiety and the mediating roles of resilience and sense of belonging in underrepresented college students. Participants: College students (N = 425; 18.4% White, 17.9% Black, 40.2% Hispanic, 20.2% Asian; 38.1% first-generation; Mage = 19.06; 63.1% female) completed an online survey assessing positivity, anxiety, resilience, and belonging. Methods: Path analysis tested the proposed mediation model, controlling for age, sex, race/ethnicity, first-generation status, living status, and diagnosed disability. Results: Positivity was negatively associated with anxiety directly (ƅ = -.468, p < .001) and indirectly through resilience (ƅ = -.083, p < .001), but not through belonging (ƅ = -.026, p > .05). Positivity was associated with belonging (ƅ = .611, p < .001); belonging was not associated with anxiety (ƅ = -.042, p > .05). Conclusions: Findings highlight the benefit of positivity on anxiety and the mediating role of resilience among underrepresented college students.
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Affiliation(s)
- Jaylen I Wright
- Kinesiology and Health Education, University of Texas at Austin, Austin, Texas, USA
| | - Erum Z Whyne
- Kinesiology and Health Education, University of Texas at Austin, Austin, Texas, USA
| | - H Matthew Lehrer
- Kinesiology and Health Education, University of Texas at Austin, Austin, Texas, USA
| | - Jihun Woo
- Kinesiology and Health Education, University of Texas at Austin, Austin, Texas, USA
| | - Mary A Steinhardt
- Kinesiology and Health Education, University of Texas at Austin, Austin, Texas, USA
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Rose PE, Riley LM. Expanding the role of the future zoo: Wellbeing should become the fifth aim for modern zoos. Front Psychol 2022; 13:1018722. [PMID: 36337505 PMCID: PMC9631926 DOI: 10.3389/fpsyg.2022.1018722] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Accepted: 09/30/2022] [Indexed: 11/28/2022] Open
Abstract
Zoos and aquariums have an enormous global reach and hence an ability to craft meaningful conservation action for threatened species, implement educational strategies to encourage human engagement, development and behavior change, and conduct scientific research to enhance the husbandry, roles and impacts of the living collection. The recreational role of the zoo is also vast- people enjoy visiting the zoo and this is often a shared experience amongst family and friends. Evaluating how the zoo influences this "captive audience" and extending its reach to include a compassionate approach to animals and people can further enhance the mission, value, and relevance of their work. The modern zoo's current aims-Conservation, Education, Research and Recreation-provide useful foundations for the activities that zoos conduct at a local and national level. However, to improve sustainability of their actions and outcomes, we feel that Wellbeing should become the fifth aim of the modern zoo for the future- both from an animal perspective (ensuring that populations are managed according to prevailing behavioral needs) and from a human perspective (enhancing access to nature, promoting planetary friendly behavior changes and ways of living, and advancing the wellbeing of the zoo's workforce). This paper provides discussion and review of how Wellbeing is already a substantial part of what zoos work on as well as posing the idea of altering the Recreation aim of the zoo to one of Engagement, which potentially is more measurable and therefore can allow zoo researchers and managers further options for the collection of evidence on the local and global reach of their zoo's aims. Education, Engagement, Conservation, Research and Wellbeing provide a more complete picture of the roles of the modern zoo for the animals (both in situ and ex situ), human visitors and workforce, and to society more widely.
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Affiliation(s)
- Paul E. Rose
- Centre for Research in Animal Behaviour, Psychology, University of Exeter, Exeter, United Kingdom
- WWT, Slimbridge Wetland Centre, Gloucestershire, United Kingdom
| | - Lisa M. Riley
- Centre for Animal Welfare, University of Winchester, Winchester, United Kingdom
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Mourad F, Mangialavori S, Delle Fave A. Resilience and Experience of the COVID-19 Pandemic among Italian University Students: A Mixed-Method Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191811714. [PMID: 36141988 PMCID: PMC9517496 DOI: 10.3390/ijerph191811714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 09/02/2022] [Accepted: 09/13/2022] [Indexed: 05/14/2023]
Abstract
A vast amount of literature has highlighted that restrictions imposed by the COVID-19 pandemic, such as lockdowns and the resulting interruption of face-to-face academic activities, strongly disrupted students' daily routine and undermined their well-being. Through a mixed method approach, this study was aimed at investigating the association between students' experience of the health emergency and their resilience levels during the first pandemic outbreak. Between April and May 2020, 421 Italian university students attending Health Sciences, Humanities, and Political Sciences courses completed the Resilience Scale for Adults (RSA), provided narratives about the emergency by answering an open-ended question, and filled out a demographic questionnaire. Results showed that narratives about community/society issues were by far the most recurrent ones across disciplinary areas, while a significantly higher percentage of students from Humanities focused on study/university. Health Sciences students were more likely to provide narratives concerning social commitment, and they reported significantly higher resilience levels than Humanities students. A higher percentage of students with moderate resilience focused their narratives on the study/university domain, compared to students with high resilience. Findings suggest the importance of supporting students' resilience to counterbalance their academic concerns in both times of crisis and ordinary times.
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Affiliation(s)
- Firas Mourad
- Department of Physiotherapy, Exercise and Sports, LUNEX International University of Health, 4671 Differdange, Luxembourg
- Luxembourg Health & Sport Sciences Research Institute A.s.b.l., 50, Avenue du Parc des Sports, 4671 Differdange, Luxembourg
| | - Sonia Mangialavori
- Department of Pathophysiology and Transplantation, Università degli Studi di Milano, Via Francesco Sforza 35, 20122 Milan, Italy
- Correspondence:
| | - Antonella Delle Fave
- Department of Pathophysiology and Transplantation, Università degli Studi di Milano, Via Francesco Sforza 35, 20122 Milan, Italy
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Okechukwu FO, Ogba KTU, Nwufo JI, Ogba MO, Onyekachi BN, Nwanosike CI, Onyishi AB. Academic stress and suicidal ideation: moderating roles of coping style and resilience. BMC Psychiatry 2022; 22:546. [PMID: 35962365 PMCID: PMC9373522 DOI: 10.1186/s12888-022-04063-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 06/14/2022] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND As a global phenomenon, suicide has generated a lot of concern. Scholars from various fields have conducted extensive research on the prevalence, causes, factors, and/or management or possible solutions to suicidal ideation. Despite the research efforts, suicidal cases worldwide still yell for more empirical attention. No doubt that some of the extant literature have specifically evidenced the causal links and factors in suicidal ideation. Yet, none had focused on the moderating roles of coping and resilience in an academic population. We therefore, examined the moderating roles of coping and resilience in the relationship between academic stress and suicidal ideation. METHOD We used a cross-sectional design to sample 505 participants (329 males and 176 females) from three southern Nigerian universities. Participants who willingly indicated their participatory consent were administered a paper self-report questionnaire containing the Lakaev Academic Stress Response Scale (LASRS), Scale for Suicidal Ideation (SSI), Brief COPE (B-COPE), and Resilience Scale (RS-14). Hierarchical regression analysis was used to test the hypotheses of the study. Academic stress (r = 0.17; p.001) was found to be positively associated with suicidal ideation, whereas resilience (r = -.22; p.001) was found to be negatively associated with suicidal ideation. Suicidal ideation had no significant correlation with adaptive coping style, but it did have a significant correlation with maladaptive coping (r = .15; p.001). The regression-based PROCESS macro showed that academic stress was a significant predictor of coping [ΔR2 = .03, F (1, 502) = 16.18, p = .01]. Academic stress was positively associated with suicidal ideation at low or moderate levels of adaptive coping styles. At high levels of adaptive coping styles, the association between academic stress and suicidal ideation was not significant. However, resilience negatively predicted suicidal ideation [R = .29, (R2 = .08), F(1, 499) = 19.94, p = .00] with academic stress showing a positive association with suicidal ideation at low and moderate levels of resilience, but for those with high resilience, academic stress was not associated with suicidal ideation. In sum, suicidal ideation is heightened by increased academic stress, with greater resilience ameliorating the tendency of academic stress resulting in suicidal ideation. Also, adopting maladaptive ways of coping promotes suicidal ideation among students, with resilience and adaptive coping strategies moderating the relationship between academic stress and suicidal ideation. It is therefore recommended that educational administrators, policy makers, lecturers, teachers, and tutors incorporate courses, teachings, and sessions that foster as well as inculcate resilience and efficient coping skills in pupils and students.
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Affiliation(s)
- Franca Obiageli Okechukwu
- grid.10757.340000 0001 2108 8257Department of Home Science and Management, University of Nigeria, Nsukka, Nigeria
| | - Kalu T. U. Ogba
- grid.10757.340000 0001 2108 8257Psychology Department, University of Nigeria, Nsukka, Nigeria
| | - Juliet I. Nwufo
- grid.10757.340000 0001 2108 8257Psychology Department, University of Nigeria, Nsukka, Nigeria
| | - Miracle Oluchi Ogba
- grid.10757.340000 0001 2108 8257Psychology Department, University of Nigeria, Nsukka, Nigeria ,grid.442675.60000 0000 9756 5366Faculty of Law, Abia State University, Uturu, Umuahia, Nigeria
| | | | - Chinonso I. Nwanosike
- grid.10757.340000 0001 2108 8257Psychology Department, University of Nigeria, Nsukka, Nigeria
| | - Amuche B. Onyishi
- grid.10757.340000 0001 2108 8257Psychology Department, University of Nigeria, Nsukka, Nigeria
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Rasheed N, Fatima I, Tariq O. University students' mental well-being during COVID-19 pandemic: The mediating role of resilience between meaning in life and mental well-being. Acta Psychol (Amst) 2022; 227:103618. [PMID: 35588627 PMCID: PMC9098940 DOI: 10.1016/j.actpsy.2022.103618] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Revised: 05/09/2022] [Accepted: 05/10/2022] [Indexed: 01/25/2023] Open
Abstract
The current study aims to examine (a) the mental well-being of university students, who were taking online classes, and (b) and test whether resilience would mediate the relationship between meaning in life and mental well-being. The sample of 302 university students (Mage = 20.25 years; 36.1% men, 63.9% women) was taken from the universities of Punjab, Pakistan. The participants were recruited online and they completed a cross-sectional survey comprising the scales of meaning in life, resilience, and mental well-being during COVID-19. Findings from the study indicated that participants had a normal to a satisfactory level of overall mental wellbeing during COVID-19. Resilience acted as a mediator for both the presence of meaning in life, the search for meaning in life, and mental well-being. Demographic variables including family size were significantly and positively related to resilience while the availability of personal room showed a significant positive relationship with mental well-being. These findings suggest that meaning in life and resilience supports mental well-being during the COVID-19 pandemic and that effective steps should be taken to make the lives of university students more meaningful and resilient.
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Fried RR, Karmali S, Irwin JD. Minding many minds: An assessment of mental health and resilience among undergraduate and graduate students; a mixed methods exploratory study. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:898-910. [PMID: 32610033 DOI: 10.1080/07448481.2020.1781134] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Revised: 02/06/2020] [Accepted: 06/07/2020] [Indexed: 06/11/2023]
Abstract
Objective/ParticipantsThe American College Health Association (ACHA) found that 65.4% of Ontario (Canada) students feel overwhelming anxiety and 89.5% of students feel overwhelmed by all of their obligations. Thus, this study assessed the current state of full-time undergraduate (UGS) and graduate students' (GS) mental health and resilience.MethodsA total of 598-796 UGS and GS completed three questionnaires (BRS, MHI, and SF-36) and a demographic questionnaire, which were distributed campus-wide. Focus groups/individual interviews (n = 30) explored students' mental health- and resilience-related experiences.Results/ConclusionsQuantitatively, participants produced normal levels of resilience on the BRS, below-the-norm levels of anxiety on the MHI, and above-the-norm levels of physical functioning, but below-the-norm levels of six mental-health-related constructs on the SF-36. Qualitatively, GS and UGS felt physical activity (PA) benefited their mental health and resilience, and voiced the need for more counselors. Overall, participants' mental health and resilience were similar to the population.
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Affiliation(s)
- Rebecca R Fried
- Health & Rehabilitation Sciences, Western University, London, Ontario, Canada
- Faculty of Health Sciences Health Promotion Research Laboratory, Western University, London, Ontario, Canada
| | - Shazya Karmali
- Health & Rehabilitation Sciences, Western University, London, Ontario, Canada
- Faculty of Health Sciences Health Promotion Research Laboratory, Western University, London, Ontario, Canada
| | - Jennifer D Irwin
- Health & Rehabilitation Sciences, Western University, London, Ontario, Canada
- Faculty of Health Sciences Health Promotion Research Laboratory, Western University, London, Ontario, Canada
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Borghi F, Rocha-Teles CM, McFadden SK, da Silva PC, Souza AL, Grassi-Kassisse DM. The influence of the academic exams routine on the perceived stress, resilience and salivary cortisol in Brazilian pharmacy undergraduate students. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110928] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Chen Y, Sto C. Correlation of exercise style to mental health and social adaptability of college students. Work 2021; 69:531-541. [PMID: 34120933 DOI: 10.3233/wor-213497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND Talents are the basis of all development and comprehensive strength of a country. As college students who are about to contact the society, their mental health and social adaptability are the most critical factors for their entry into society. OBJECTIVE Therefore, this study explores the correlation of exercise style to mental health and social adaptability of college students. METHODS Based on the sample processing of college students in 4 universities in a city, 1,000 students are selected for research on the correlation of exercise style to mental health and social adaptability. In addition, the impacts of college students participating in sports activities on their mental health and social adaptability are analyzed. RESULTS When the duration of a single sports activity is 30-60 min, the mental health of students reaches optimal. On the contrary, when the duration of a single sports activity exceeds 90 min, the mental health of students is low. This indicates that the more students participate in sports activities, the stronger the social adaptability is. When the intensity of sports activities for students is moderate, the average scores of interpersonal communication ability of students are the highest. When the duration of a single sports activity is 60-90 min, the average scores of living adaptability of students are the highest. If students keep the appropriate duration and intensity of sports activities, their social adaptability will be improved notably. CONCLUSION The social adaptability of students is related to the number of times they participate in sports activities, the duration of a single sports activity, and the intensity of sports activities. However, while exercising, students should plan the duration of sports activities to avoid excessively prolonged exercise time. In addition, students should beware their exercise intensity of sports activities. The optimal choice of exercise intensity is moderate or slightly tired.
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Affiliation(s)
- Yu Chen
- JiLin Provincial Institute of Education, Changchun, Jilin, China
| | - Chloe Sto
- Department of Radioisotope Diagnostics and Radiopharmaceuticals, Faculty of Pharmacy, Medical University of Silesia, Sosnowiec, Poland
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Robinson OC, Sebah I, McNay I, Field J, Wragg J, Stevenson M, Newton P. Evaluating the REP-S brief resilience intervention for students in higher education: a multi-study mixed-methods programme of research. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2021. [DOI: 10.1080/03069885.2021.1888372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Oliver C. Robinson
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Ilham Sebah
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Ian McNay
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Jennifer Field
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Jane Wragg
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Mandy Stevenson
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
| | - Paul Newton
- Faculty of Education, Health and Human Sciences, University of Greenwich, London, UK
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Milienos FS, Rentzios C, Catrysse L, Gijbels D, Mastrokoukou S, Longobardi C, Karagiannopoulou E. The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles. Front Psychol 2021; 12:627118. [PMID: 33967894 PMCID: PMC8098118 DOI: 10.3389/fpsyg.2021.627118] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Accepted: 03/22/2021] [Indexed: 01/04/2023] Open
Abstract
International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution in the context of students' learning and adjustment in higher education. The aim of the current study was to identify student profiles that include cognitive, metacognitive, and motivational aspects of learning, but also aspects of resilience, emotion dysregulation, and anxiety. The sample consists of 316 Greek undergraduate students (18.7% males and 81.3% females). The results showed four different (meta)-cognitive-emotional learner profiles: the emotionally stable and highly adaptive learner; the emotionally dysregulated and at risk learner; the emotionally dysregulated and highly adaptive learner; the emotionally stable and at risk learner. Emotionally dysregulated and at risk learner has a lower GPA than the emotional stable and highly adaptive learner, the emotionally dysregulated and highly adaptive learner and the emotionally stable and at risk learner.
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Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning. SUSTAINABILITY 2021. [DOI: 10.3390/su13052546] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
The COVID-19 pandemic has forced many organizations around the world to make full use of a variety of emerging online communication platform technologies. Universities are among the organizations that have asked students, tutors, and lecturers to use a number of different online communication platforms to ensure the education process remains uninterrupted. However, the COVID-19 pandemic has generated considerable challenges for the global higher education community while using such emerging technologies. This research has two main goals. First, this paper will begin by investigating whether the online learning platforms used by university students during the COVID-19 period have presented any challenges to their learning. Second, the paper will then go on to address proposed solutions by developing a conceptual model to reduce the impact of such challenges. This research uses an exploratory qualitative research approach, supported by literature content analysis techniques. The data set for this study was collected during the first peak of the pandemic period in Malaysia, between the 16th of May 2020 and the 5th of June 2020. We used SPSS to conduct a descriptive analysis and NVivo12 to analyse data collected from 486 students from different universities in Malaysia. These students disclosed various obstacles they encountered when they used IT platform applications for online learning. These obstacles include (a) work and information overload received from instructors, (b) inadaptability and unfamiliarity of the new online learning environment, and (c) personal health challenges related to stress and anxiety. Based on previous relevant research, this study introduced a set of motivational factors and developed a conceptual motivational model for sustainable and healthy online learning.
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de la Fuente J, Santos FH, Garzón-Umerenkova A, Fadda S, Solinas G, Pignata S. Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being. Front Psychiatry 2021; 12:596453. [PMID: 33679470 PMCID: PMC7928383 DOI: 10.3389/fpsyt.2021.596453] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 01/18/2021] [Indexed: 12/14/2022] Open
Abstract
In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
| | - Flavia H. Santos
- UCD School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Salvatore Fadda
- Stress Prevention Unit, University of Sassari, Sassari, Italy
| | - Giuliana Solinas
- Department of Biomedical Sciences, University of Sassari, Sassari, Italy
| | - Silvia Pignata
- STEM Unit and Centre for Workplace Excellence, University of South Australia, Adelaide, SA, Australia
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Fullerton DJ, Zhang LM, Kleitman S. An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation. PLoS One 2021; 16:e0246000. [PMID: 33529232 PMCID: PMC7853478 DOI: 10.1371/journal.pone.0246000] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 01/12/2021] [Indexed: 12/04/2022] Open
Abstract
Tertiary study presents students with a number of pressures and challenges. Thus, mental resilience plays a key role in students’ well-being and performance. Resilience research has moved away from conceptualising resilience as a trait and towards studying resilience as a process by which resources protect against the negative impact of stressors to produce positive outcomes. However, there is a lack of research in the academic domain examining the mechanisms underlying this process. This study addressed this gap by examining a range of personal resilience resources and their interaction with coping responses to produce positive adaptation outcomes, in a sample of 306 undergraduate students. Firstly, individual differences in resilience were examined, whereby factor analysis resulted in self-report measures of resilience-related attributes converging onto an overarching factor. The extracted factor was then validated against markers of positive adaptation (mental well-being, university adjustment, and somatic health symptoms), and the mediating roles of coping strategies were investigated through structural equation modelling. The resilience resources factor directly predicted mental well-being and adjustment; and indirectly predicted adjustment and somatic health symptoms through support-seeking and avoidant coping, respectively. These findings have theoretical implications for how resilience is conceptualised, as well as practical implications for improving student well-being and adjustment through promoting social support and reducing disengaged and avoidant coping strategies.
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Affiliation(s)
| | - Lisa M. Zhang
- School of Psychology, University of Sydney, NSW, Australia
| | - Sabina Kleitman
- School of Psychology, University of Sydney, NSW, Australia
- * E-mail:
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de la Fuente J, González-Torres MC, Artuch-Garde R, Vera-Martínez MM, Martínez-Vicente JM, Peralta-S'anchez FJ. Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University. Front Psychiatry 2021; 12:600240. [PMID: 34305661 PMCID: PMC8295524 DOI: 10.3389/fpsyt.2021.600240] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2020] [Accepted: 06/08/2021] [Indexed: 12/17/2022] Open
Abstract
The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain.,School of Psychology, University of Almería, Almería, Spain
| | | | - Raquel Artuch-Garde
- Department of Health Sciences, School of Psychology, Public University of Navarra, Pamplona, Spain
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Kannangara CS, Allen RE, Carson JF, Khan SZN, Waugh G, Kandadi KR. Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity- The Bolton Uni-Stride Scale (BUSS). PLoS One 2020; 15:e0235157. [PMID: 32701983 PMCID: PMC7377486 DOI: 10.1371/journal.pone.0235157] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Accepted: 06/09/2020] [Indexed: 11/19/2022] Open
Abstract
What factors determine success at University? For many years the construct of intelligence was felt to be critical. More recently, the construct of grit, has attracted the attention of many researchers, along with related concepts such as self-control, growth mind-sets and resilience. The authors of this paper have developed a specific measure of tenacity and self-composure, two constructs crucial to academic achievement. This measure comprises of 12 items drawn from the above constructs, but also including mental well-being and strengths use. In the first study, the authors report on the psychometric properties of the Bolton Uni-Stride Scale (BUSS). The new scale was administered to 1117 university students. Exploratory factor analysis (EFA) revealed two underlying factors, one labelled "tenacity" had seven items and accounted for 30% of the variance. The second was labelled "self-composure," and accounted for 14% of the variance. In the second study the BUSS was given to 340 undergraduate students along with the Grit Scale, the Self-Control Scale, the Mind-sets Quiz, the Connor Davidson Resilience Scale (CD-RISC 10) and the short Warwick Edinburgh Mental Well-being Scale (WEMWBS). This study presented evidence for good internal consistency reliability (.74) and test-retest reliability over three weeks was .70 for Tenacity and .77 for Self-composure. BUSS Academic Tenacity correlated highly with grit (.63), self-control (.59), resilience (.52), mind-sets (.35) and mental well-being (.54). The study also evidences good discriminative validity of the BUSS. A second study conducted confirmatory factor analysis (CFA), explaining a total of 44% of the variance. The authors have shown good support for the reliability and validity of the BUSS scale. It now needs to be tested in other universities and in different countries. It is the contention of the authors that academic tenacity will be a better measure of academic success than other competing measures, such as grit, on their own. Further research is needed to test this assertion.
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Affiliation(s)
| | | | | | | | - Gill Waugh
- University of Bolton, Bolton, United Kingdom
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Keesler JM, Troxel J. They Care for Others, But What About Themselves? Understanding Self-Care Among DSPs' and Its Relationship to Professional Quality of Life. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 58:221-240. [PMID: 32484886 DOI: 10.1352/1934-9556-58.3.221] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2019] [Accepted: 04/08/2019] [Indexed: 06/11/2023]
Abstract
Direct support professionals (DSPs) are instrumental to the daily operations of organizations that support people with intellectual and developmental disabilities (IDD). With extensive responsibilities, DSPs often experience high levels of stress and burnout that can result in turnover and vacant positions. Self-care is the practice of behaviors that promote well-being, counter work-related stress, and foster resilience. The current study explored self-care and resilience, and their relationship with professional quality of life (i.e., satisfaction, burnout, and secondary traumatic stress) among DSPs. Using a convenient sample, 153 DSPs (71% female) completed an online survey comprised of multiple measures. Results indicated that DSPs often engaged in self-care behaviors across physical, psychological, emotional, spiritual, relational, and workplace domains, however, less than 40% engaged in self-care behaviors directly related to work. On average, DSPs reported high levels of resilience. Collectively, self-care and resilience accounted for 12% to 28% of variance in DSPs' professional quality of life. Given the contribution of self-care to resilience and professional quality of life, an active approach by IDD organizations to foster self-care among DSPs may help promote their longevity and retention.
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Affiliation(s)
- John M Keesler
- John M. Keesler and Jess Troxel, Indiana University Bloomington
| | - Jess Troxel
- John M. Keesler and Jess Troxel, Indiana University Bloomington
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Freire C, Ferradás MDM, Regueiro B, Rodríguez S, Valle A, Núñez JC. Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach. Front Psychol 2020; 11:841. [PMID: 32508707 PMCID: PMC7248269 DOI: 10.3389/fpsyg.2020.00841] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Accepted: 04/06/2020] [Indexed: 11/13/2022] Open
Abstract
In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning) and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. A total of 1,072 university students participated in the study. The coping profiles were determined by latent profile analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; and (d) high generalized use of approach coping strategies. The profile showed that a greater combination of the three strategies was related to higher general self-efficacy expectations and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy.
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Affiliation(s)
- Carlos Freire
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | | | - Bibiana Regueiro
- Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Susana Rodríguez
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | - Antonio Valle
- Department of Psychology, University of A Coruña, A Coruña, Spain
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Krinner LM, Warren-Findlow J, Bowling J. The Association Between Childhood Adversity and Self-Rated Physical Health in US College Students. Am J Health Promot 2020; 34:894-900. [DOI: 10.1177/0890117120925348] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Purpose: Adverse childhood experiences (ACEs) are related to unhealthy behaviors and poor self-rated health. Poor self-rated physical health (SRPH) is negatively associated with college students’ grades and overall academic achievement. This study examined the effects of ACEs on SRPH among undergraduate and graduate students (n = 568; 18-30 years) from a public university in the southeast. Methods: Students completed a cross-sectional online survey in October 2018. We conducted unadjusted and adjusted logistic regressions to examine the relationship between ACEs and SRPH among US college students. Results: Most participants reported 1 to 4 ACEs; one-fourth reported poor SRPH. Higher ACE exposure increased the odds for poor SRPH in a curvilinear relationship. Unadjusted results indicate ACE exposure increased risk between 82% and 228%, and that higher levels of resilience and adherence to diet and physical activity guidelines reduced risk for poor SRPH. In adjusted models, moderate ACE exposure was associated with 2.46 times greater odds (95% CI = 1.28-9.34) of reporting poor SRPH. Graduate students (odds ratio [OR] = .52, 95% CI = .27-.99) and those who met healthy diet (OR = .12, 95% CI = .02-.93) and physical activity recommendations (OR = .36, 95% CI = .23-.58) had reduced odds of poor SRPH. Conclusions: Students who have experienced ACEs are at a greater risk for poor health. Student health programs on campus should take a holistic approach by screening students for childhood adversity and promoting healthy behaviors to improve physical health.
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Affiliation(s)
- Lisa M. Krinner
- Department of Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Jan Warren-Findlow
- Department of Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Jessamyn Bowling
- Department of Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC, USA
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The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17062071. [PMID: 32245007 PMCID: PMC7143047 DOI: 10.3390/ijerph17062071] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 03/16/2020] [Accepted: 03/18/2020] [Indexed: 12/01/2022]
Abstract
The academic transition to university is a turning point in young people’s lifestyles. However, studies to date have focused on student behaviour within the classroom context, rather than on the consequences it may have on their lifestyle. This study aims to analyze the influence of emotional intelligence of university students on their resilience, academic stress, exam anxiety, and eating habits related to the Mediterranean diet at the university stage. This study was carried out with the participation of 733 male and 614 female students from the University of Almeria, aged between 19 and 27. A structural equation model was made to explain the causal relationships between the variables. The results showed emotional intelligence positively predicted resilience. In turn, test anxiety and academic stress were negatively predicted by resilience. Finally, test anxiety and academic stress were negatively predicted by the Mediterranean diet. In short, the results of the present study have shown that academic transfer to university and grading pressure can generate maladaptive consequences for food consumption.
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Williamson J. Effects of a Self-Compassion Break Induction on Self-Reported Stress, Self-Compassion, and Depressed Mood. Psychol Rep 2019; 123:1537-1556. [PMID: 31564217 DOI: 10.1177/0033294119877817] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
INTRODUCTION The objective of the study was to determine whether practicing a self-compassion induction would reduce self-reported stress, depressed mood, and increase self-compassion in a randomized controlled study measuring variables of interest at two time points spanning three weeks. METHOD Participants were 129 students (91 females and 38 males, Mage = 19.47, SD = 3.20) divided into three groups: Self-compassion Break, Time Management Control Group, and a No-Induction Control Group. Participants were part of the general student body and were not diagnosed or screened for clinical depression. Self-compassion, stress, and depressed mood were assessed at baseline and follow-up. Participants practiced their respective inductions over three weeks after being guided through their respective inductions at Time 1. RESULTS There were no significant differences between groups in outcome variables. Results of this study may indicate the importance of weekly group check-in meetings to facilitate positive change as findings in this study did not mirror those of similar studies using frequent meetings.
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Affiliation(s)
- Jessica Williamson
- Department of Psychology, California State University, Bakersfield, Bakersfield, CA, USA
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Associations between Profiles of Self-Esteem and Achievement Goals and the Protection of Self-Worth in University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16122218. [PMID: 31234609 PMCID: PMC6616880 DOI: 10.3390/ijerph16122218] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Revised: 06/20/2019] [Accepted: 06/21/2019] [Indexed: 11/17/2022]
Abstract
The high demands of academia and the fear of failure lead some university students to prioritize defending their personal worth through the use of complex strategies such as self-handicapping or defensive pessimism. Adopting a person-centered approach, this study established two objectives: First, to analyze the conformation of different motivational profiles based on the combination of self-esteem and achievement goals (learning, performance approach, and performance avoidance); and second, to determine if the identified profiles differ from one another in the use of self-handicapping and defensive pessimism. A total of 1028 university students participated in the research. Four motivational profiles were obtained: (a) High self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; (b) high self-esteem, high learning goals, low performance approach goals, and low performance avoidance goals; (c) low self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; and (d) low self-esteem, high learning goals, high performance approach goals, and medium performance avoidance goals. Profiles (c) and (d) were significantly related to self-handicapping and defensive pessimism, respectively. These results suggest that students with low self-esteem are more vulnerable to self-protection strategies. Additionally, under self-handicapping and defensive pessimism, the achievement goals are slightly different.
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Turner M, Simmons DR. Taking a Partnered Approach to Managing Academic Stress: An Undergraduate Study. ACTA ACUST UNITED AC 2019. [DOI: 10.1080/15578771.2019.1619637] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Michelle Turner
- School of Property, Construction and Project Management, RMIT University, Melbourne, Australia
| | - Denise R. Simmons
- Department of Civil and Coastal Engineering, University of Florida, Gainesville, USA
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Groen C, Simmons DR, Turner M. Developing Resilience: Experiencing and Managing Stress in a US Undergraduate Construction Program. JOURNAL OF PROFESSIONAL ISSUES IN ENGINEERING EDUCATION AND PRACTICE 2019. [DOI: 10.1061/(asce)ei.1943-5541.0000407] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
- Cassandra Groen
- Postdoctoral Researcher, Myers-Lawson School of Construction, Dept. of Engineering Education, Virginia Tech, Blacksburg, VA, 24060 (corresponding author). ORCID:
| | - Denise R. Simmons
- Associate Professor, Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, FL 32611
| | - Michelle Turner
- Senior Lecturer, School of Property, Construction and Project Management, RMIT Univ., Melbourne, VIC 3001, Australia
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Shermeyer L, Morrow MT, Mediate N. College students' daily coping, mood, and quality of life: Benefits of problem-focused engagement. Stress Health 2019; 35:211-216. [PMID: 30407722 DOI: 10.1002/smi.2847] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2018] [Revised: 10/29/2018] [Accepted: 10/30/2018] [Indexed: 12/12/2022]
Abstract
In this short communication, we investigated the relations of daily coping, mood, and quality of life in college students (n = 74) over seven consecutive days (n = 510). Specifically, we tested whether four types of daily coping (problem-focused engagement, problem-focused disengagement, emotion-focused engagement, and emotion-focused disengagement) were associated with three aspects of daily functioning (negative mood, positive mood, and quality of life). In a single multilevel multivariate regression model, we examined the day-to-day relations of the four coping strategies with mood and quality of life, while controlling for perceived stress. Results largely supported our hypotheses, such that problem-focused engagement was linked to lower negative mood and higher positive mood and quality of daily life, whereas the three other types of coping were negatively related or unrelated to daily functioning. These findings provide support for the benefits of problem-focused engagement in coping with everyday stressors of life as a college student, and implications for psychotherapy and counselling are discussed.
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Affiliation(s)
- Leaha Shermeyer
- Department of Psychology, Arcadia University, Glenside, Pennsylvania
| | - Michael T Morrow
- Department of Psychology, Arcadia University, Glenside, Pennsylvania
| | - Nicholas Mediate
- Department of Psychology, Arcadia University, Glenside, Pennsylvania
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Turner M, Scott-Young C, Holdsworth S. Resilience and well-being: a multi-country exploration of construction management students. INTERNATIONAL JOURNAL OF CONSTRUCTION MANAGEMENT 2019. [DOI: 10.1080/15623599.2019.1588843] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Michelle Turner
- Property, Construction and Project Management, RMIT University, Melbourne, Australia
| | - Christina Scott-Young
- Property, Construction and Project Management, RMIT University, Melbourne, Australia
| | - Sarah Holdsworth
- Property, Construction and Project Management, RMIT University, Melbourne, Australia
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30
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Freire C, Ferradás MDM, Núñez JC, Valle A, Vallejo G. Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 16:E48. [PMID: 30585237 PMCID: PMC6339215 DOI: 10.3390/ijerph16010048] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2018] [Revised: 12/19/2018] [Accepted: 12/21/2018] [Indexed: 11/16/2022]
Abstract
The importance of personal psychological resources in preventing academic stress has enjoyed little attention to date, despite the high rates of stress that exist among university students. This article analyzes the effect of eudaimonic well-being on the use of adaptive strategies for coping with academic stress. Moreover, it analyzes the role of self-efficacy as a mediator and moderator of this relationship. In the mediation model, gender is included as a co-variable; in the moderation model, gender is included as a moderator. A total of 1402 university students participated in the study. The data were gathered through validated self-report instruments. The mediation analyses were performed using the PROCESS module of the statistical package, SPSS. The moderating effects of self-efficacy and gender were analyzed through hierarchical regression analysis. The results indicate that self-efficacy partially mediates but does not moderate the relationship between eudaimonic well-being and adaptive coping strategies. This finding reveals the benefits of using these two personal resources to enhance effective coping with academic stress while attending university.
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Affiliation(s)
- Carlos Freire
- Department of Psychology, University of A Coruña, A Coruña, 15071 Galicia, Spain.
| | | | - José Carlos Núñez
- Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain.
| | - Antonio Valle
- Department of Psychology, University of A Coruña, A Coruña, 15071 Galicia, Spain.
| | - Guillermo Vallejo
- Faculty of Psychology, University of Oviedo, Oviedo, 33003 Asturias, Spain.
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31
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Knotek SE, Fleming P, Wright Thompson L, Fornaris Rouch E, Senior M, Martinez R. An Implementation Coaching Framework to Support a Career and University Readiness Program for Underserved First-Year College Students. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1544903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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32
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Özdemir Y, Sağkal AS. Recalled Parenting Practices and Psychological Distress in Turkish Emerging Adults: The Role of Self-Criticism. Psychol Rep 2018; 122:1720-1743. [PMID: 30185119 DOI: 10.1177/0033294118798623] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Research investigating the development of psychological problems among children has typically focused on the role of parenting practices. The purpose of this study was to investigate the direct effects of recalled parenting practices (emotional warmth, rejection, and overprotection) on psychological distress and indirect effects through self-criticism. Participants were 410 undergraduate students (290 females and 120 males) with a mean age of 20.10 ( SD = 1.65). Participants completed the measure of My Memories of Upbringing—Egna Minnen Betraffande Uppfostra; Forms of Self Criticizing/Attacking and Self Reassuring Scale; and Depression, Anxiety, and Stress Scale as self-report measures. Results provided evidence for highly similar patterns of associations among parenting practices, self-criticism, and psychological distress for both maternal and paternal models. Findings showed that parental emotional warmth and rejection were directly related to self-criticism and were indirectly related to psychological distress through self-criticism. Only maternal rejection was directly related to psychological distress. However, maternal and paternal overprotection was not related to psychological distress either directly or indirectly. Moreover, maternal and paternal parenting practices explained 61% and 58% of the variance in psychological distress, respectively. The findings of the present study highlighted the importance of self-criticism and past memories of parenting as intervention targets to support well-being of young people.
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Affiliation(s)
- Yalçın Özdemir
- Department of Counseling and Guidance, Faculty of Education, Aydın Adnan Menderes University, Aydın, Turkey
| | - Ali Serdar Sağkal
- Department of Counseling and Guidance, Faculty of Education, Aydın Adnan Menderes University, Aydın, Turkey
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Freire C, Ferradás MDM, Núñez JC, Valle A. Coping flexibility and eudaimonic well-being in university students. Scand J Psychol 2018; 59:433-442. [PMID: 29852527 DOI: 10.1111/sjop.12458] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2017] [Accepted: 04/16/2018] [Indexed: 12/01/2022]
Abstract
Despite the growing interest in the relationship between coping strategies and eudaimonic well-being, few studies have examined this issue from the perspective of coping flexibility. Therefore, the present study aimed to: (1) identify approach coping profiles in the university context and (2) analyze the differences between these profiles in terms of eudaimonic well-being. A prospective ex post facto design was used and 1,402 university students were selected through convenience sampling. Data were collected using validated self-reported instruments. A latent profile analysis was conducted to identify the participants' coping profiles. The relationship between profiles and eudaimonic well-being was determined using a multivariate analysis of covariance (MANCOVA), with gender, age, and university degree as covariates. Six student profiles were identified based on the degree to which they combined positive reappraisal, support seeking, and planning strategies. The profiles that involved the use of these three strategies to a greater extent experienced more eudaimonic well-being, and vice versa. To analyze the impact of coping on eudaimonic well-being, it is necessary to consider students' ability to combine different approach coping strategies.
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Affiliation(s)
- Carlos Freire
- Department of Psychology, University of A Coruña, A Coruña, Spain
| | | | | | - Antonio Valle
- Department of Psychology, University of A Coruña, A Coruña, Spain
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Webb RE, Rosenbaum P. Resilience and Thinking Perpendicularly: A Meditation or Morning Jog. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2018. [DOI: 10.1080/87568225.2018.1449687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Lee S, Mason M. Effectiveness of Brief DBT-informed Group Therapy on Psychological Resilience: A Preliminary Naturalistic Study. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2018. [DOI: 10.1080/87568225.2018.1425646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Soonhee Lee
- University of Maryland, Baltimore County (UMBC), Baltimore, Maryland, USA
| | - Mark Mason
- University of Delaware, Newark, Delaware, USA
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Mostert K, Theron B, de Beer LT. Validating strengths use and deficit correction behaviour scales for South African first-year students. SA JOURNAL OF INDUSTRIAL PSYCHOLOGY 2017. [DOI: 10.4102/sajip.v43.1395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
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Barahmand U, Heydari Sheikh Ahmad R. Psychotic-Like Experiences and Psychological Distress: The Role of Resilience. J Am Psychiatr Nurses Assoc 2016; 22:312-9. [PMID: 27412408 DOI: 10.1177/1078390316653802] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
BACKGROUND The occurrence of psychotic-like experiences and schizotypal features in the general nonclinical population may imply a connection with psychosis-related liability. OBJECTIVE This study was designed to examine the role of resilience in the relationship of hallucination and delusion-like experiences and schizotypal features to psychological distress in a nonclinical sample. DESIGN The study sample (n = 432 university students) was selected through a stratified cluster sampling procedure, and measures of hallucination proneness, delusion proneness, schizotypal personality, and psychological distress were administered. RESULTS While all three indices of psychotic-like experiences correlated with one another, only hallucination proneness and schizotypal personality features correlated with psychological distress and only schizotypal traits correlated with resilience. Schizotypy was found to have an indirect effect on distress through resilience. CONCLUSIONS Findings imply the possibility of two types of schizotypy, with high or low resilience. It appears that schizotypes with low resilience may be susceptible to adversity and mental disorders, while high resilience may be protective.
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Affiliation(s)
- Usha Barahmand
- Usha Barahmand, PhD, City University of New York, New York, NY, USA
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Pidgeon AM, Rowe NF, Stapleton P, Magyar HB, Lo BCY. Examining Characteristics of Resilience among University Students: An International Study. ACTA ACUST UNITED AC 2014. [DOI: 10.4236/jss.2014.211003] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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