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Chai L. Interplay between actual and perceived weight on mental health among Canadian Indigenous post-secondary students. J Am Coll Health 2024:1-9. [PMID: 38592936 DOI: 10.1080/07448481.2024.2338419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 03/22/2024] [Indexed: 04/11/2024]
Abstract
OBJECTIVES Research increasingly focuses on the mental health implications of both actual and perceived weight, particularly among post-secondary students. Considering their unique socio-cultural context and the frequent oversight in research, this study examines these implications specifically among Canadian Indigenous post-secondary students. Recent evidence indicates that students with normal weight may also experience increased mental health risks due to negative weight perceptions. Therefore, this study explores the independent and combined effects of actual and perceived weight on the mental health of this group. PARTICIPANTS AND METHODS This study utilized data from the 2017 Aboriginal Peoples Survey, a nationally representative sample of First Nations peoples living off-reserve, Métis, and Inuit. The focus was on Canadian Indigenous post-secondary students aged 19-34 years (n = 1,518). Logistic regression models, stratified by sex, were employed to analyze the data. RESULTS Perceptions of being overweight were linked to a higher risk of mood and anxiety disorders, poor self-rated mental health, and suicidal ideation among female students. This pattern was less evident among male students. Notably, female students who were overweight and perceived themselves as such were more likely to report poor mental health across all four indicators examined. In contrast, male students exhibited a less clear pattern. Diverging from recent studies, the findings indicated less robust mental health disparities among students with normal weight who perceived themselves as overweight, potentially due to the insufficient cell size of this category among Indigenous post-secondary students. CONCLUSIONS The study highlights the complex interplay between actual and perceived weight and its impact on mental health, particularly among female Indigenous post-secondary students.
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Affiliation(s)
- Lei Chai
- Department of Sociology, University of Toronto, Toronto, Ontario, Canada
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2
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Rafiq A, Linden B. Social Media and Self-Concept Among Postsecondary Students: A Scoping Review. Cyberpsychol Behav Soc Netw 2024; 27:194-201. [PMID: 38315773 DOI: 10.1089/cyber.2023.0451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2024]
Abstract
The vast majority of college-aged students use social networking sites (SNS) to foster connectedness and enable networking. In addition, SNS allow individuals to control their online self-presentation. This may lead to incongruence between students' actual selves and their curated online selves, thereby damaging one's self-perception by increasing social comparison orientation. The goal of this article was to investigate the relationship between SNS use and self-concept that has not yet been explored in depth among the postsecondary population. Utilizing Arksey and O'Malley's methodological framework, a scoping review of the published literature was conducted. A total of 41 articles were included in the review. Three overarching themes were extracted from the findings. The first theme found that consistent exposure to the thin ideal and fitspiration posts across various SNS were linked to increased body dissatisfaction. The second theme found that engaging in online academic or ability-based comparisons resulted in a worsened mental state among postsecondary students. The third theme found that one's SNS followers or the number of "likes" received have mixed effects on student self-concept. Through gaining an improved understanding of the SNS stressors that contribute to students' mental health from this review, postsecondary institutions can implement more targeted interventions to bolster student wellbeing.
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Affiliation(s)
- Amna Rafiq
- Department of Biomedical and Molecular Sciences, Queen's University, Kingston, Ontario, Canada
| | - Brooke Linden
- Health Services and Policy Research Institute, Queen's University, Kingston, Ontario, Canada
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3
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Dansereau L, Campbell M, Addison C. Engaging post-secondary students in a multidisciplinary aging studies interest group. Gerontol Geriatr Educ 2023; 44:574-587. [PMID: 36117420 DOI: 10.1080/02701960.2022.2123320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Little is known about student aging interest groups (AIGs) in post-secondary institutions. Our study evaluated awareness of a student aging interest group at a western Canadian university with no gerontology program. Additional goals included assessing interest in joining the AIG, participation rates among group members, and preferences for group activities. Using a mixed method approach we analyzed 13 years of administrative data recording 65 meetings and conducted a survey among group members and nonmember students across the university with a potential interest in aging (n = 52). Almost two-thirds of respondents (n = 33) were nonmembers with most of these (n = 24) having no prior knowledge of the AIG; 77% of students already aware of the AIG learned about it from a professor. Sixty per cent of respondents were in health-related faculties, with the remainder representing multiple disciplines and faculties. Group attendance was strongly influenced by student workloads and schedules, with average attendance rising by 27.3% during the shift to virtual meetings in 2020-21. Our results highlight the interdisciplinary nature of aging studies, the key role faculty members play in informing students about AIGs, and the broad range of interests that students have in issues related to age and aging.
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Affiliation(s)
| | - Megan Campbell
- Community Health Sciences, University of Manitoba, Winnipeg, Canada
| | - Courtney Addison
- Kinesiology and Recreation Management, University of Manitoba, Winnipeg, Canada
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Abstract
OBJECTIVE Previous research has evaluated the sources of post-secondary student stress, but has failed to explore whether stressors fluctuate over time. The purpose of this research was to use the Post-Secondary Student Stressors Index to examine whether stressors changed significantly and meaningfully over the course of an academic year. Due to the timing of data collection, results also provide context around students' experiences of stress during the COVID-19 pandemic. METHOD Cross-sectional data was collected at 3 time points via online surveys over the course of the 2020-2021 academic year from >10,000 students. Participants attended 15 post-secondary institutions across Canada, representing 9 provinces and 1 territory. Validated instruments were used to assess levels of stress, distress and the severity of student-specific stressors. Kruskal-Wallis ranked tests and multiple pairwise comparison analyses were conducted to assess whether the mean severity of stressors changed over time. Standard effect sizes were calculated using Cohen's d. RESULTS Mean levels of stress and psychological distress were high at the start of the study and remained high across time points. A similarly high level of stress was observed on average for student-specific stressors. While significant differences in mean severity were observed over time for some stressors, standardized effect sizes were negligible, suggesting little meaningful change and consistent levels of chronic stress over the course of the academic year. CONCLUSIONS This is the first paper to examine trends in student-specific stress using a nationwide sample of Canadian post-secondary students during the first year of the COVID-19 pandemic. Patterns observed in student-specific stressors reflected changes likely to be indicative of the pandemic, including the most severe stress associated with academics, finances and concerns for the future. Implications for future research are discussed, in particular, the importance of examining stressors related to COVID-19 and their impact on student mental health.
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Affiliation(s)
- Brooke Linden
- Department of Public Health Sciences, Health Services and Policy Research Institute, Queen’s University, Kingston, Ontario, Canada
| | - Heather Stuart
- Department of Public Health Sciences, Health Services and Policy Research Institute, Queen’s University, Kingston, Ontario, Canada
| | - Amy Ecclestone
- Department of Public Health Sciences, Health Services and Policy Research Institute, Queen’s University, Kingston, Ontario, Canada
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King N, Pickett W, Rivera D, Byun J, Li M, Cunningham S, Duffy A. The Impact of the COVID-19 Pandemic on the Mental Health of First-Year Undergraduate Students Studying at a Major Canadian University: A Successive Cohort Study. Can J Psychiatry 2023; 68:499-509. [PMID: 35450455 PMCID: PMC9096012 DOI: 10.1177/07067437221094549] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE To examine the impact of the COVID-19 pandemic on first year undergraduate student mental health. METHODS As part of the Queen's University U-Flourish Student Well-Being and Academic Success study, three successive cohorts of students entering undergraduate studies in 2018 (pre-pandemic), 2019 (transitional), and 2020 (during pandemic) completed electronic surveys at entry and completion of first year. Validated self-report measures were used to assess mental health status including symptom levels of anxiety, depression, and insomnia, self-harm and frequency of substance use. Propensity matching and multivariable log-binomial regression were used in comparisons of mental health indicators across the cohorts. RESULTS Clinically significant symptoms of depression, anxiety, insomnia, and self-harm were reported more frequently in the 2020-2021 cohort, coincident with remote learning and pandemic restrictions. In female students, screen positive rates for anxiety and depression, and suicidal ideation increased from about one-third to just under one-half in association with the pandemic (χ2, p < .01), while increases in mental health concerns were less pronounced among males. Among females, increases in clinically significant symptoms over first year appeared greatest during the pandemic year, while striking decreases in alcohol consumption in both females and males were reported in that same year. Studying under pandemic conditions had a negative impact on student well-being, social relationships and school connectedness, quality of learning experience, leisure activities, and optimism about future prospects. CONCLUSIONS Mental health concerns including anxiety, depression and sleep problems increased in first year students during the pandemic, especially among females, while alcohol use declined. These findings highlight the negative mental health impact associated with studying under pandemic restrictions involving remote learning and social distancing.
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Affiliation(s)
- Nathan King
- Department of Public Health Sciences, Queen’s University, Kingston, ON, Canada
| | - William Pickett
- Department of Public Health Sciences, Queen’s University, Kingston, ON, Canada
| | | | | | | | | | - Anne Duffy
- Anne Duffy, MD, FRCPC, Department of Psychiatry, Queen’s University, Division of Student Mental Health, Mitchell Hall, 69 Union Street, Kingston, Ontario, Canada K7L 2N9.
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6
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MacDougall C, Maston M. Student perceptions of cannabis use. J Am Coll Health 2023; 71:1003-1017. [PMID: 33970816 DOI: 10.1080/07448481.2021.1910272] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Revised: 09/15/2020] [Accepted: 03/16/2021] [Indexed: 05/31/2023]
Abstract
OBJECTIVE This qualitative study explored post-secondary students' perceptions of cannabis use on students' health, academic pursuits, and social lives, and investigated how these issues have been impacted by the legalization of recreational cannabis. Participants: 20 undergraduate students at a small liberal arts university in Atlantic Canada participated in this study. Methods: Semi-structured interviews were used to learn more about student perceptions of cannabis. Interview transcripts were analyzed using general thematic analysis. Results: Students in this study report using cannabis in thoughtful ways, balancing various considerations in terms of health, social connections, and academics. They were aware that cannabis is not a risk-free drug and took some steps to manage risks. Conclusion: Knowing why young adults believe they use cannabis is information for university professionals who want to develop effective harm reduction campaigns.
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Affiliation(s)
| | - Matthew Maston
- Accessibility and Student Wellness, Mount Allison University, Meighen Centre, Student Affairs, Sackville, New Brunswick, Canada
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Jeftic I, Furzer BJ, Dimmock JA, Wright K, Boyd C, Budden T, Rosenberg M, Kramer B, Buist B, Fitzpatrick I, Sabiston C, de Jonge M, Jackson B. Structured exercise programs for higher education students experiencing mental health challenges: background, significance, and implementation. Front Public Health 2023; 11:1104918. [PMID: 37181716 PMCID: PMC10167056 DOI: 10.3389/fpubh.2023.1104918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/04/2023] [Indexed: 05/16/2023] Open
Abstract
The incidence of mental illness is greatest among young adults, and those enrolled in higher education may be particularly vulnerable compared to the general young adult population. Many higher education institutions employ student support staff tasked with implementing strategies to improve student wellbeing and mental illness. However, these strategies tend to be focused on clinical therapies and pharmacological interventions with limited lifestyle approaches. Exercise is an effective method for addressing mental illness and promoting wellbeing, yet widespread provision of structured exercise services to support treatment options for students with mental health challenges has not been fully realized. In an effort to guide exercise strategies for student mental health, we synthesize considerations for developing and delivering exercise programs in higher education settings. We draw directly from the evidence base on existing exercise programs in higher education; and the broader behavior change, exercise adherence, health psychology, implementation science, and exercise prescription literatures. Our broad considerations cover issues regarding program engagement and behavior change, exercise 'dose' and prescription, integration with other on-campus services, and robust research and evaluation. These considerations may provide impetus for widespread program development and implementation, as well as informing research focused on protecting and improving student mental health.
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Affiliation(s)
- Ivan Jeftic
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - Bonnie J. Furzer
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - James A. Dimmock
- Department of Psychology, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
| | - Kemi Wright
- Department of Exercise Physiology, School of Health Sciences, Faculty of Medicine & Health, University of New South Wales, Sydney, NSW, Australia
| | - Conor Boyd
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Timothy Budden
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - Michael Rosenberg
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Ben Kramer
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
| | - Brett Buist
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Ian Fitzpatrick
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
| | - Catherine Sabiston
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
| | - Melissa de Jonge
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada
| | - Ben Jackson
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Perth, WA, Australia
- Telethon Kids Institute, Perth, WA, Australia
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Ahmed H, Cargill T, Bragazzi NL, Kong JD. Dataset of non-pharmaceutical interventions and community support measures across Canadian universities and colleges during COVID-19 in 2020. Front Public Health 2022; 10:1066654. [PMID: 36466459 PMCID: PMC9714475 DOI: 10.3389/fpubh.2022.1066654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 11/02/2022] [Indexed: 11/18/2022] Open
Affiliation(s)
- Haleema Ahmed
- Kong Research Group, Department of Biology, Faculty of Science, York University, Toronto, ON, Canada.,Africa-Canada Artificial Intelligence and Data Innovation Consortium, York University, Toronto, ON, Canada
| | - Taylor Cargill
- Kong Research Group, Department of Biology, Faculty of Science, York University, Toronto, ON, Canada.,Africa-Canada Artificial Intelligence and Data Innovation Consortium, York University, Toronto, ON, Canada
| | - Nicola Luigi Bragazzi
- Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, Faculty of Science, York University, Toronto, ON, Canada
| | - Jude Dzevela Kong
- Africa-Canada Artificial Intelligence and Data Innovation Consortium, York University, Toronto, ON, Canada.,Kong Research Group, Department of Mathematics and Statistics, Faculty of Science, York University, Toronto, ON, Canada
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9
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Vance-Chalcraft HD, Jelks NO. Community-engaged learning to broaden the impact of applied ecology: A case study. Ecol Appl 2022:e2768. [PMID: 36271610 DOI: 10.1002/eap.2768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 05/01/2022] [Accepted: 07/25/2022] [Indexed: 06/16/2023]
Abstract
Ecological changes are creating disruptions that often disproportionately impact communities of color and economically disadvantaged areas. Scientists who study the consequences experienced by these communities are uniquely suited to bring the public into their work as a way of setting conditions that enable impacted residents to empower themselves to advance environmental and community change. In addition to involving community stakeholders in the process of science, community science can be used to motivate learning and increase engagement of students. Here we highlight a case study of one way a historically Black college involved local communities and students in water quality monitoring efforts to examine the role of the environment in human health. Students in an introductory-level environmental toxicology course collaborated with community members to track pollution and monitor conditions in an urban, impaired stream. Students participated in bi-monthly water quality monitoring alongside community watershed researchers and an annual day-long multisite sampling event with community residents and organizations. Through this engagement, students and community members contributed to the collection of data, learned about the significance of their results, and translated findings into strategies to advance watershed restoration, health, quality of life, and environmental justice goals.
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10
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Halladay J, Woock R, Xu A, Boutros Salama M, Munn C. Professor Hippo-on-Campus: Developing and evaluating an educational intervention to build mental health literacy among university faculty and staff. J Am Coll Health 2022:1-12. [PMID: 36170384 DOI: 10.1080/07448481.2022.2115305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 06/29/2022] [Accepted: 08/15/2022] [Indexed: 06/16/2023]
Abstract
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.
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Affiliation(s)
- Jillian Halladay
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
| | - Rachel Woock
- Department of Health, Aging, and Society, McMaster University, Hamilton, Ontario, Canada
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Annie Xu
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Marina Boutros Salama
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
- Department of Life Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Catharine Munn
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
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11
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Sui A, Sui W, Irwin J. Exploring the prevalence of nomophobia in a Canadian university: An environmental scan. J Am Coll Health 2022:1-8. [PMID: 35816735 DOI: 10.1080/07448481.2022.2070712] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Revised: 03/11/2022] [Accepted: 04/10/2022] [Indexed: 06/15/2023]
Abstract
Smartphone ownership and engagement are at an all-time high. Excessive smartphone use may impart smartphone-specific anxiety; specifically, the fear of being unable to access or use one's smartphone, or nomophobia. Young adults, in particular, are at higher risk for nomophobia, given higher ownership of and engagement with smartphones. Notably, little research has been done in a Canadian context. Objective: To conduct an environmental scan of nomophobia prevalence in a Canadian university. Participants: Full-time and part-time university students. Methods: The Nomophobia Questionnaire and demographics were collected via mass emailer of all students at the host institution (n = 1,002). Results: Findings indicate moderate-to-high levels of nomophobia among respondents, with nearly a quarter of respondents reporting severe nomophobia. Respondents who identified as women were an undergraduate, and/or owned an Apple device reported significantly higher nomophobia. Conclusions: This study provides evidence for comparable levels of nomophobia between Canadian post-secondary students and recent global research. Future research should explore nomophobia within a more nationally representative sample.
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Affiliation(s)
- Anna Sui
- School of Health Studies, Western University, London, Ontario, Canada
| | - Wuyou Sui
- School of Kinesiology, Western University, London, Ontario, Canada
| | - Jennifer Irwin
- School of Health Studies, Western University, London, Ontario, Canada
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12
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Linden B, Boyes R, Stuart H. The Post-Secondary Student Stressors Index: Proof of concept and implications for use. J Am Coll Health 2022; 70:469-477. [PMID: 32432984 DOI: 10.1080/07448481.2020.1754222] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 02/14/2020] [Accepted: 03/29/2020] [Indexed: 06/11/2023]
Abstract
Objective This study demonstrates the utility of the Post-Secondary Student Stressors Index (PSSI), an instrument designed to identify and evaluate the sources of student stress. The PSSI is comprised of 46 stressors, rated by severity and frequency, across five domains: academics, learning environment, campus culture, interpersonal, and personal. Participants: Pilot testing of the tool was conducted among n = 535 post-secondary students enrolled at an Ontario university. Methods: Mean severity and frequency ratings were calculated for each stressor on the instrument. Results were plotted, and stratified by sex. T-tests for differences in means across sexes were calculated for each stressor. Results: Female students in this sample consistently rated nearly all stressors on the instrument as more severe than their male counterparts. Females also reported higher frequency ratings on average, indicating that they worried about stressors more often than did males. Domain-specific stressors are discussed. Conclusions: The PSSI can provide post-secondary institutions with the ability to improve the targeting of their mental health promotion and mental illness prevention efforts.
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Affiliation(s)
- Brooke Linden
- Health Services and Policy Research Institute, Queen's University, Kingston, Canada
| | - Randall Boyes
- Department of Public Health Sciences, Queen's University, Kingston, Canada
| | - Heather Stuart
- Health Services and Policy Research Institute, Queen's University, Kingston, Canada
- Department of Public Health Sciences, Queen's University, Kingston, Canada
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13
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Whyte C. Adventures in Intergenerational Service-Learning: Laughter, Friendship, and Life Advice. Can J Aging 2021;:1-9. [PMID: 34027839 DOI: 10.1017/S0714980821000076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022] Open
Abstract
Using pre- and post-visit reflection papers from a third-year undergraduate leisure and aging course, this paper describes the ways in which an intergenerational service-learning project fostered greater understanding of aging, long-term care (LTC) homes and the people who reside in them. Partnering with a LTC home in the Niagara Region of Ontario, 50 students gathered first-hand life stories from older adults over a period of 5 weeks. In pairs, students considered course content in relation to stories of life transitions they have yet to experience and reflected on generational similarities and differences. The overall project incorporated biography and photography-based assignments in order to create individual narratives for each participant in the project. Supplementary coursework enabled students to develop skills related to creative representation of the stories (e.g., lessons on photography and biography writing). This intergenerational project culminated with an exhibit of students' work at the end of the term, attended by our storytellers, their families and friends as well as staff at the home. In pre- and post-visit reflection assignments, students described how their experiences disrupted assumptions they held about older adults, LTC homes and the experience of aging.
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14
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Faucher C, Cassidy W, Jackson M. Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying. Eur J Investig Health Psychol Educ 2020; 10:795-815. [PMID: 34542512 DOI: 10.3390/ejihpe10030058] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Revised: 08/17/2020] [Accepted: 08/18/2020] [Indexed: 11/17/2022] Open
Abstract
This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one's privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions.
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15
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Asaly-Zetawi M, Lipka O. Note-Taking Skill Among Bilingual Students in Academia: Literacy, Language and Cognitive Examination. Front Psychol 2019; 10:870. [PMID: 31139105 PMCID: PMC6527783 DOI: 10.3389/fpsyg.2019.00870] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2018] [Accepted: 04/02/2019] [Indexed: 11/24/2022] Open
Abstract
The ability to take notes while listening to a lecture is important and complicated. The main goal of the current study was to examine note-taking skills among students with Hebrew as a first language (L1) and students with Arabic as a first language and Hebrew as a second language (L2). Literacy, language, cognitive, and note-taking skills were assessed among 63 undergraduate students (28 L1). L1 students were found to produce notes of higher quality than L2 students. Moreover, there were significant differences between the groups on measures of vocabulary, word reading fluency, and handwriting speed. The results also revealed that first language was the most important variable in predicting note quality, followed by word reading fluency. Educational implications and directions for further research are discussed in light of the findings.
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Affiliation(s)
- Mona Asaly-Zetawi
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Orly Lipka
- Department of Learning Disabilities, University of Haifa, Haifa, Israel.,Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel
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Angell AM, Carroll TC, Bagatell N, Chen C, Kramer JM, Schwartz A, Tallon MB, Hammel J. Understanding self-determination as a crucial component in promoting the distinct value of occupational therapy in post-secondary transition planning. J Occup Ther Sch Early Interv 2018; 12:129-143. [PMID: 31289605 DOI: 10.1080/19411243.2018.1496870] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
School-based occupational therapists are well-equipped to prepare adolescents to transition from the education system to work and live in their communities, but they report challenges in securing their place on post-secondary transition planning teams. We argue that occupational therapists' efforts to advocate for their role in post-secondary transition could be strengthened by a deeper engagement with what is considered 'best practice' in transition planning: improving students' ability and opportunity to exercise self-determination. In this commentary, we review the self-determination evidence-base; identify congruence between the underlying philosophies of self-determination and occupational therapy; and highlight gaps in existing self-determination models that occupational therapists are uniquely posed to fill by focusing on self-determination as they support transition age students.
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Affiliation(s)
- Amber M Angell
- University of Illinois at Chicago, Department of Occupational Therapy, 1919 W Taylor St (MC 811), Chicago, IL 60612
| | - Theresa Carlson Carroll
- University of Illinois at Chicago, Department of Occupational Therapy, 1919 W Taylor St (MC 811), Chicago, IL 60612
| | - Nancy Bagatell
- University of North Carolina at Chapel Hill, Division of Occupational Science and Occupational Therapy, Bondurant Hall CB #7122, Chapel Hill, NC 27599-7122
| | - Cheryl Chen
- Easterseals Academy Chicago, 1939 West 13th St, Suite 300, Chicago, IL 60608-1226
| | - Jessica M Kramer
- Boston University, Department of Occupational Therapy, 635 Commonwealth Ave., Boston, MA 02215
| | - Ariel Schwartz
- Boston University, Department of Occupational Therapy, 635 Commonwealth Ave., Boston, MA 02215
| | - Mary Betsey Tallon
- Easterseals Academy Chicago, 1939 West 13th St, Suite 300, Chicago, IL 60608-1226
| | - Joy Hammel
- University of Illinois at Chicago, Department of Occupational Therapy, 1919 W Taylor St (MC 811), Chicago, IL 60612
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17
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King AE, Brigham SM. Understanding the Influence of High School Preparation on the Success Strategies of Canadian University Students. Stud Health Technol Inform 2018; 256:503-513. [PMID: 30371410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
There is a general expectation that high schools prepare students both academically and with life skills. We examine the perceptions of university students about how well-prepared for university they believed they were. The findings highlight inequities based on race, gender, and type and location of high schools, underscoring a need for further analysis using a critical theoretical framework.
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Affiliation(s)
- Alyson E King
- University of Ontario Institute of Technology, Oshawa, Ontario, Canada
| | - Susan M Brigham
- Mount Saint Vincent University, Halifax, Nova Scotia, Canada
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18
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Cassidy W, Faucher C, Jackson M. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators. Int J Environ Res Public Health 2017; 14:E888. [PMID: 28786941 DOI: 10.3390/ijerph14080888] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/07/2017] [Revised: 08/02/2017] [Accepted: 08/05/2017] [Indexed: 12/01/2022]
Abstract
This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.
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