Social capital, social support and perceived stress in college students: The role of resilience and life satisfaction

Relationship Between Stressful Life Events and Online Deviant Behaviors Among College Students: A Moderated Mediation Model

With the gradual penetration of the Internet into the study and life of college students, the Internet not only brings convenience to young adults but also becomes a new channel for them to engage in deviant behaviors. This study explores the relationship between stressful life events and college students' online deviant behaviors, as well as the mediating role of negative automatic thoughts and the moderating role of perceived social support. Data is drawn from 448 college students (Mage = 20.10, SDage = 1.74). Results showed that stressful life events were significantly positively correlated with online deviant behaviors, and negative automatic thoughts mediated the relationship between stressful life events and online deviant behaviors. The relationship between stressful life events and online deviant behaviors, as well as that between negative automatic thoughts and online deviant behaviors, were both moderated by perceived social support. This study provides a practical guiding value for effectively preventing and intervening in college students' online deviant behaviors and maintaining the regular order of the online society.

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience

This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.

The relationship between social support and academic engagement among university students: the chain mediating effects of life satisfaction and academic motivation

BACKGROUND

University students' academic engagement has a significant impact on their academic performance and career development.

METHODS

In order to explore the influential mechanisms of social support on university students' academic engagement and the mediating role of academic motivation and life satisfaction, this study used the Adolescent Social Support Scale, University Students' Academic Engagement Scale Questionnaire, Adolescent Student Life Satisfaction Scale and University Students' Academic Motivation Questionnaire, to conduct a questionnaire survey and empirical analysis on 2106 Chinese university students.

RESULTS

(1) social support significantly and positively predicts academic engagement; (2) social support influences academic engagement through the mediating effect of life satisfaction; (3) social support influences academic engagement through the mediating effect of academic motivation; (4) life satisfaction and academic motivation play a chain mediating role in the effect of social support on academic engagement.

CONCLUSIONS

This study contributes to understanding the underlying mechanisms of the relationship between social support and academic engagement, which in turn provides insights for universities and the departments concerned to make measures to improve the level of university students' academic engagement.

Social capital and possible bruxism during the COVID-19 pandemic among Brazilian undergraduates

This study investigated the prevalence of possible bruxism and its association with social capital among undergraduates during the coronavirus disease (COVID-19) pandemic. This cross-sectional study was conducted at a private university in Southern Brazil. Data were collected through a self-administered electronic questionnaire (Google Forms). Possible bruxism was measured using the following question: "Do you grind your teeth or clench your jaws?". Social capital was evaluated using individual social networks. Data on self-perceived oral health, anxiety, sociodemographics, and information related to university graduates were also collected. Adjusted logistic regression models with a hierarchical approach were used to evaluate associations. The results are presented as odds ratios (ORs) and 95% confidence intervals (95%CIs). Altogether, 345 undergraduates participated in the study, with a mean age of 21.8 years (standard deviation = 5.21). The prevalence of bruxism in the sample was 57.1%. Undergraduates with low social capital had 2.06 times greater odds of bruxism than their counterparts (OR 2.06; 95%CI 1.11-3.83). Female undergraduates (OR 2.40, 95%CI 1.39-4.12), those who were in the final year of university (OR 1.13, 95%CI 1.04-1.21), and those who perceived they needed dental treatment (OR 1.91; CI: 1.21-3.02) also had greater odds of possible bruxism. In conclusion, the prevalence of possible bruxism was high among undergraduate students during the COVID-19 pandemic and associated with lower social capital levels. Knowledge of these factors is important to identify risk groups and plan strategies to control bruxism in this population.

Effect of Heartfulness meditation program on perceived stress and satisfaction with life of female students

Though literacy levels are slowly improving in India due to the steps taken by the Government of India, it has been a challenge for female students with gender disparities in literacy levels. Stress levels are high in students, more so during their exam times. While prior literature has demonstrated the prevalence of stress during student life, there is limited evidence of any interventions to decrease stress and improve satisfaction with life, specifically for female students. Heartfulness meditation is a heart-based meditation practice that may reduce stress and improve satisfaction with life among female students. We conducted a prospective cohort analysis comparing perceived stress and satisfaction with life outcomes among female students who self-selected to participate in the Heartfulness meditation program. The first group, G20, underwent intervention from week 0 until week 12 and continued their practice independently until week 20. The second group, G14, joined the intervention from week 7 until week 12 with only a 6-week exposure to guided meditation sessions through Heartfulness Trainers. They continued their practice independently until week 20. Data on Perceived Stress (PSS) and Satisfaction with Life (SWLS) were collected at week 0 and week 20 for both groups. G20 had 127 participants, and G14 had 113 participants. Ninety-four participants from the G20 group and 93 from G14 completed the study. The G20 group showed a statistically significant reduction of PSS scores from 20.79 to 18.96, and an increase in the SWLS scores from 22.03 to 23.51 from baseline to the end of the study period. The study of the Pearson correlation coefficient indicated that there is a weak positive correlation between pre- and post-scores for both the groups for both PSS and SWLS. Our findings suggest that Heartfulness meditation practice offers significant benefits with perceived stress and satisfaction with life among female students independent of their age. Still, a prolonged guided intervention of over 6 weeks is needed. A larger, randomized study with an additional control group with no meditation intervention is recommended.

Clinical trial registration

ISRCTN11302156, https://doi.org/10.1186/ISRCTN11302156.

Association between children's home-schooling and parental psychological distress during the COVID-19 pandemic in Taiwan: Risk and protective factors in a multilevel approach

BACKGROUND

The role home-schooling of children in parental mental health during the COVID-19 pandemic in Taiwan remains unknown. This study aimed to assess the association between parental psychological distress and home-schooling in a socio-ecological context during the peak of the first wave of the COVID-19 pandemic in Taiwan.

METHODS

This was a prospective cohort study. In total, 902 parents (father: n = 206, mother: n = 696) who home-schooled children under 18 years of age were recruited by purposive sampling from 17 cities in Taiwan. Data were collected between 19 July and 30 September 2021 through a survey. Multilevel regression models were used to examine the association between parents' psychological distress and home-schooling considering the characteristics at the person and city levels.

RESULTS

Parental psychological distress was positively associated with difficulty in setting up electronic devices and increased disputes between parents and children, and it was negatively associated with time management and increased time spent bonding with their children during home-schooling (Ps < 0.05). Parents who had a child with health conditions, lived in an extended family, worked from home, lived during the Level 3 alert level, and lived with a median/sporadic level of the COVID-19 community spread by city also reported greater psychological distress (Ps < 0.05). However, parents who had greater household family support reported less psychological distress (P < .05).

CONCLUSIONS

Clinicians and policy makers must carefully consider parental mental health while home-schooling during the COVID-19 pandemic in a broader socio-ecological context. A focus is advised on the home-schooling experiences of parents and other risk and protective factors for parental psychological distress at the person and city levels, especially for those with children who require medical interventions and have a medical condition.

How Does Social Support and Emotional Intelligence Enhance Life Satisfaction Among Adolescents? A Mediational Analysis Study

Introduction

The decline in life satisfaction throughout adolescence has led research to focus on variables that facilitate life satisfaction, such as social support and trait emotional intelligence. However, the relationship dynamics between the main sources of social support (family, friends and teachers), trait emotional intelligence (emotional attention, clarity and repair), and life satisfaction have yet to be elucidated.

Objective

Therefore, the aim of this study is to test and compare a set of structural models that integrate these three variables.

Methods

A sample of 1397 middle school students (48% males, 52% females) with age range 12-16 years (M = 13.88, SD = 1.27) was selected.

Results

The data showed that trait emotional intelligence significantly mediated the effect of the social support network on life satisfaction, highlighting the greater contribution of family support, emotional clarity, and emotional repair as enabling factors of adolescent well-being.

Discussion

Psychoeducational and social implications of these results are discussed.

Loneliness and trust issues reshape mental stress of expatriates during early COVID-19: a structural equation modelling approach

OBJECTIVES

To explore relationship among perceived stress regarding loneliness, interpersonal trust and institutional trust of expatriates during the early COVID-19 period (from 30^th March to 30^th May 2020).

METHODS

Data from  21,439 expatriates were extracted from COVIDiSTRESS global survey. The outcome variable was perceived stress. The explanatory variables were age, perceived loneliness, trust (interpersonal and institutional). Pairwise correlation, and structural equation modelling were used to determine relationship among outcome and explanatory variables.

RESULTS

The majority of the expatriates were female (73.85%), married (60.20%), had college degree (47.76%), and employed (48.72%). Over 63% of the total expatriates reported that the COVID-19 pandemic changed their lives. The average age of the respondents was 40.4 years (± 13.7), and the average score of perceived stress, loneliness, interpersonal and institutional trust were 25.5, 7.4, 14.2 and 40.4, respectively. We found a moderate correlation of perceived stress with age, perceived loneliness, interpersonal trust and institutional trust (p < 0.001). They were also found moderately related to each other. Structural equation modelling evaluated that a lack of trust can cause loneliness among expatriates, which later lead to perceived stress. Interpersonal trust was more likely to be associated with stress than institutional trust, whereas perceived loneliness mediated between both trusts and perceived stress.

CONCLUSION

Perceived stress can be reduced through trusting others and alleviating the loneliness. Making strong linkage among migrants as well as between migrants and local community is important to ensure proper mental wellbeing of expatriates.

The Association of Resilience with Mental Health in a Large Population-Based Sample (LIFE-Adult-Study)

Resilience describes a good adaptation to adversity. Strengthening resilience is a promising approach in the prevention of mental health problems. Yet, research on the association of resilience with mental health symptoms in the general population is scarce. The aim of our study is to examine comprehensively the association of resilience with depressive symptoms, anxiety, and perceived stress in a large population-based sample. We analyzed data of n = 3762 participants from the follow-up assessment of the LIFE-Adult-Study, a population-based cohort study in Leipzig. Assessments included resilience (RS-11), depressive symptoms (CES-D), anxiety (GAD-7), and perceived stress (PSQ). The association of resilience with mental health symptoms was examined via multiple linear regression analyses. In our analyses, higher resilience predicted less mental health problems and contributed significantly to the explained variance in mental health outcomes. Women, individuals with previous mental disorders, and those without employment had higher mental health symptoms. Resilience is closely associated with mental health problems in the general population. Vulnerable groups should be targeted with public health measures. Strengthening resilience is a promising approach in the large-scale prevention of mental disorders.

Impact of social support on college students' anxiety due to COVID-19 isolation: Mediating roles of perceived risk and resilience in the postpandemic period

Introduction

Because of the outbreak of COVID-19, several colleges and universities in Xi'an, China, implemented quarantine measures and closed their gates, which increased anxiety among the students.

Methods

The Perceived Social Support Scale, Perceived Risk of COVID-19 Pandemic Scale, Connor-Davidson Resilience Scale, and Self-Rating Anxiety Scale were used for measurements. SPSS26 and AMOS26 (IBM SPSS AMOS Statistics, New York, United States) were used for data analysis. Structural equation modeling (SEM) was used to test the data from the 2,251 respondents and the hypothetical model.

Results

The students' perceived social support was discovered to have had a significant negative effect on anxiety. The students' perceived COVID-19 risk and resilience played significant mediating roles in the relationship between social support and anxiety.

Discussion

When college students feel social support and have resilience, they can reduce anxiety during the epidemic stage. Therefore, education administrators and parents should help college students to identify the current situation of the epidemic environment, enrich relevant knowledge.

Serial Mediation Model of Social Capital Effects over Academic Stress in University Students

Background: Although several studies have shown that social capital and social support decreases academic stress (AS), there has been lack of atheoretical model to explain how this occurs. This study aims to verify a model that explains the effect of bonding social capital (BSC) over academic stress psychological symptoms (PsyS), considering the multiple sequential mediation of socio-emotional support (SES), self-efficacy (sEffic) and self-esteem (sEstee). Methods: In a transversal study, 150 undergraduate volunteer students were recruited using non-probabilistic purposive sampling. Data were collected using psychological questionnaires and were processed through partial least squares structural equation modeling (PLS-SEM). Results: Goodness of fit of the models (SRMR = 0.056, 0.057, Collapse

Key Words

• academic stress
• self-efficacy
• self-esteem
• social capital
• social support

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MESH Headings Collapse

Grants

• BOL-01 International Science Programme at Uppsala University

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Affiliation(s)

Mario Eduardo Castro Torres Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca, Casilla, Sucre 212, Bolivia
Pablo Marcelo Vargas-Piérola Independent Researcher, Calle Ladislao Cabrera, Sucre 482, Bolivia
Carlos F. Pinto Universidad Mayor Real y Pontificia de San Francisco Xavier de Chuquisaca, Casilla, Sucre 212, Bolivia
Rubén Alvarado Department of Public Health, School of Medicine, Faculty of Medicine, University of Valparaíso, Valparaíso 89000000, Chile

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Perceived stress and humanistic care ability among Chinese healthcare workers: The chain mediating role of social support and life satisfaction

Previous studies have indicated high perceived stress and its relationship with life satisfaction among healthcare workers. However, most of the existing studies have focused on the investigation and evaluation of the humanistic care abilities among nurses, but few studies revealed the levels of humanistic care ability among other healthcare workers including doctors and technicians. The study aimed to investigate the perceived stress and humanistic care abilities among Chinese healthcare workers. In addition, we further examined the mediating and moderating effects of social support and life satisfaction. A convenience sample of 955 health professionals from 29 hospitals in China was recruited to fill out the questionnaires about perceived stress, humanistic care ability, social support, and life satisfaction. The correlation and multivariate logistic regression analysis were carried out by SPSS 24.0. The Hayes SPSS macro program process (version 2.16.3) was used to analyze the significance of mediating and moderating model. The findings indicated that humanistic care ability was negatively associated with perceived stress and positively correlated with social support and life satisfaction. The effect of the path “perceived stress → social support → humanistic care ability” was −0.017, and the path “perceived stress → life satisfaction → social support → humanistic care ability” was −0.129. The current study contributed to a better understanding of humanistic care abilities and influential factors in Chinese healthcare workers. Thus, it may suggest studies on interventions to interventions to alleviate or eliminate the negative impact of perceived stress and improve humanistic care abilities.

What Builds Resilience? Sociodemographic and Social Correlates in the Population-Based LIFE-Adult-Study

Resilience is closely related to mental health and well-being. Identifying risk groups with lower resilience and the variables associated with resilience informs preventive approaches. Previous research on resilience patterns in the general population is heterogeneous, and comprehensive large-scale studies are needed. The aim of our study is to examine sociodemographic and social correlates of resilience in a large population-based sample. We examined 4795 participants from the LIFE-Adult-Study. Assessments included resilience (RS-11), social support (ESSI), and social network (LSNS), as well as the sociodemographic variables age, gender, marital status, education, and occupation. The association of resilience with sociodemographic and social correlates was examined using linear regression analyses. Higher resilience was associated with female gender, married marital status, high education, and full-time occupation. Social support and social network were positively associated with resilience. Our results implicate that resilience is related to various sociodemographic variables. Social variables seem to be particularly important for resilience. We identified risk groups with lower resilience, which should be given special attention by public health policies, especially in times of crisis. Reducing loneliness and promoting social connectedness may be promising ways to build resilience in the general population.

How Social Support Impact Teachers' Mental Health Literacy: A Chain Mediation Model

Teachers have an important social role, and their mental health literacy is very important to their own abilities as educators and to the growth and development of those they educate. This study explored the mechanism underlying the influence of social support on teachers' mental health literacy by conducting a questionnaire survey of 573 teachers. The results showed that social support can influence teachers' mental health literacy not only through the separate effects of life satisfaction and coping tendency but also through the chain mediation effect of life satisfaction and coping tendency; however, the direct effect of social support on the teachers' mental health literacy is not significant. This study is conducive to understanding the internal mechanism underlying the relationship between social support and mental health literacy. It reminded us that when formulating mental health literacy promotion programs for teachers, we should not only provide adequate social support to improve but also should pay attention to improvements in their coping tendencies and life satisfaction.

Adverse childhood experiences in children and adolescents with sickle cell disease: A retrospective cohort study

BACKGROUND

Adverse childhood experiences (ACEs) are linked to poor health outcomes; however, the relationship between ACEs and health outcomes among children and adolescents with sickle cell disease (SCD) has limited documentation in the published literature.

PROCEDURE

This retrospective cohort study involved 45 children and 30 adolescents. Participants were screened using the Center for Youth Wellness ACE Questionnaire. Parents completed the questionnaire for children. Adolescents provided self-report. ACEs were treated as continuous and categorical scales: 0-1 verus ≥2 original ACEs (individual and/or familial level); 0-1 versus ≥2 additional ACEs (community level); and 0-3 versus ≥4 expanded ACEs (original + additional). Pain and acute chest syndrome events were compared using Wilcoxon rank-sum tests, and correlated with cumulative ACE scores using Spearman's correlation. Multivariable models were fitted to examine the association between ACEs and pain/acute chest syndrome.

RESULTS

The cumulative number of original ACEs positively correlated with acute chest syndrome events (rho = .53, p = .003) and pain (rho = .40, p = .028) among adolescents. Adolescents with ≥2 versus 0-1 original ACEs had a higher number of acute chest syndrome events (4.9 ± 2.6 vs. 1.6 ± 2.2, p = .002); however, this association was confounded by asthma. Acute chest syndrome events and hospitalizations for pain did not differ among child ACE groups. Emergency department (ED) pain visits were higher among children with ≥4 versus 0-3 expanded ACEs (1.6 ± 2.8 vs. 3.3 ± 3.2, p = .042), even after controlling for SCD genotype, asthma, disease-modifying treatment, and follow-up years (p = .027).

CONCLUSION

ACEs are linked to increased morbidity among children and adolescents with SCD. Prospective studies are needed to further understand this relationship and test ACE-protective remedies.

I Let Depression and Anxiety Drown Me: Identifying Factors Associated with Resilience Based on Journaling using Machine Learning and Thematic Analysis

Over the years, there has been a global increase in the use of technology to deliver interventions for health and wellness, such as improving peoples mental health and resilience. An example of such technology is the Q-Life app which aims to improve peoples resilience to stress and adverse life events through various coping mechanisms, including journaling. Using a combination of sentiment and thematic analysis, this paper presents the results of analyzing 6023 journal entries from 755 users. We uncover both positive and negative factors that are associated with resilience. First, we apply two lexicon-based and eight machine learning (ML) techniques to classify journal entries into positive or negative sentiment polarity, and then compare the performance of these classifiers to determine the best performing classifier overall. Our results show that Support Vector Machine (SVM) is the best classifier overall, outperforming other ML classifiers and lexicon-based classifiers with a high F1-score of 89.7%. Second, we conduct thematic analysis of negative and positive journal entries to identify themes representing factors associated with resilience either negatively or positively, and to determine various coping mechanisms. Our findings reveal 14 negative themes such as stress, worry, loneliness, lack of motivation, sickness, relationship issues, as well as depression and anxiety. Also, 13 positive themes emerged including self-efficacy, gratitude, socialization, progression, relaxation, and physical activity. Seven (7) coping mechanisms are also identified including time management, quality sleep, and mindfulness. Finally, we reflect on our findings and suggest technological interventions that address the negative factors to promote resilience.

Association between developmental dyslexia and anxiety/depressive symptoms among children in China: The chain mediating of time spent on homework and stress

BACKGROUND

The relationship between dyslexia and anxiety/depressive symptoms among children in China is unclear. Besides, the pathways to explain the risks are also undefined.

METHODS

3993 primary school students from grade 2 to 6 were recruited in this study. The Dyslexia Checklist for Chinese Children and the Pupil Rating Scale-Revised Screening for Learning Disabilities were used to filter the dyslexic children. The Chinese perceived stress scale, the Screen for Child Anxiety Related Emotional Disorders, and the Children's Depression Inventory-Short Form were used separately to assess stress, anxiety symptoms, and depressive symptoms of the children. Time spent on homework was obtained by asking their parents: "How long does it take the children to complete the homework every day?". The chain mediation models were examined using SPSS PROCESS macro 3.3 software.

RESULTS

Dyslexic children spend more time on homework (2.61±1.15), and have higher scores for depression (4.75±3.60) and stress (26.55±7.40) compared to normal children (1.87±0.77, 3.25±3.32, and 23.20±8.43, respectively). The differences are statistically significant (all P<0.01). There is no direct association between dyslexia and anxiety symptoms, while dyslexia has a direct link with depressive symptoms. Dyslexia could affect anxiety/depressive symptoms via the independent mediating effect of stress and the chain mediating effect of time spent on homework and stress. The total indirect effect is 0.21 and 0.25, respectively.

LIMITATIONS

The data used in our study is self-reported and this is a cross-sectional study.

CONCLUSIONS

Time spent on homework and stress could mediate the association between dyslexia and anxiety/depressive symptoms.