Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health

Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning

The advancement of artificial intelligence (AI) and the ubiquity of social media have become transformative agents in contemporary educational ecosystems. The spotlight of this inquiry focuses on the nexus between AI and social media usage in relation to academic performance and mental well-being, and the role of smart learning in facilitating these relationships. Using partial least squares-structural equation modeling (PLS-SEM) on a sample of 401 Chinese university students. The study results reveal that both AI and social media have a positive impact on academic performance and mental well-being among university students. Furthermore, smart learning serves as a positive mediating variable, amplifying the beneficial effects of AI and social media on both academic performance and mental well-being. These revelations contribute to the discourse on technology-enhanced education, showing that embracing AI and social media can have a positive impact on student performance and well-being.

Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19

Academic stress may be the single most dominant stress factor that affects the mental well-being of college students. Some groups of students may experience more stress than others, and the coronavirus disease 19 (COVID-19) pandemic could further complicate the stress response. We surveyed 843 college students and evaluated whether academic stress levels affected their mental health, and if so, whether there were specific vulnerable groups by gender, race/ethnicity, year of study, and reaction to the pandemic. Using a combination of scores from the Perception of Academic Stress Scale (PAS) and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), we found a significant correlation between worse academic stress and poor mental well-being in all the students, who also reported an exacerbation of stress in response to the pandemic. In addition, SWEMWBS scores revealed the lowest mental health and highest academic stress in non-binary individuals, and the opposite trend was observed for both the measures in men. Furthermore, women and non-binary students reported higher academic stress than men, as indicated by PAS scores. The same pattern held as a reaction to COVID-19-related stress. PAS scores and responses to the pandemic varied by the year of study, but no obvious patterns emerged. These results indicate that academic stress in college is significantly correlated to psychological well-being in the students who responded to this survey. In addition, some groups of college students are more affected by stress than others, and additional resources and support should be provided to them.

COVID-19 Concern and Stress in Bangladesh: Perceived Social Support as a Predictor or Protector

The insidious coronavirus disease-2019 (COVID-19) has been a global public health concern affecting almost everyone physically and/or psychologically. The psychological consequences like concern about COVID-19 and increased perceived stress are primarily results of preventive measures like social distancing, lockdown, etc. The present study examined whether perceived social support predicts stress or lessens the effect between concern and stress during social distancing. More specifically, we tested whether (a) the greater social support is associated with lesser perceived stress, and (b) the greater an individual perceives social support, the weaker will be the concern-to-stress relationship (a prediction from buffering hypothesis). We utilized the data from the Bangladeshi respondents (n = 204, 54% males) as part of the COVIDiSTRESS global survey. The three-step hierarchical regression analysis revealed social support as a predictor of stress along with coronavirus concerns rather than protector. The findings have implications for professionals (in providing psychological support to vulnerable people), policymakers (in implementing steps in the future that would less impact on perceived social support), and future researchers (in solving the ultimate role of social support to the association between fear and stress).

A Review of First-Year Student Stress and Social Support

The present paper reviews empirical literature on stress and social support relative to first-year post-secondary students, published between 1996 and 2020. Empirical studies included in the literature search focused on stress, coping, and social support specifically among first-year undergraduate students while studying in countries adopting North American higher education models comparable to the United States and Canada. This review examines contextual and psychological antecedents and correlates of stress, as well as associated demographic and achievement variables. Furthermore, this review extends to studies on social support categorized by source (peers, family, faculty, institution, and multiple sources of support). A synthesis and critique of the literature explores the themes in the empirical research presented, as well as considerations for future research.

Contribution of social support to home-quarantined Chinese college students' well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety

Due to the outbreak of the COVID-19 pandemic, the implementation of quarantine policy led to an unprecedented home-quarantined living and online learning context for Chinese college students. This study aimed to investigate whether and how social support contributed to home-quarantined Chinese college students' well-being during the COVID-19 pandemic. In particular, this study examined the mediating role of online learning self-efficacy in explaining how social support contributed to home-quarantined Chinese college students' well-being. The study also examined the moderating effect of anxiety, which may buffer the effectiveness of social support and online learning self-efficacy in home-quarantined online learning contexts. Data include 2481 responses to an online questionnaire survey from home-quarantined Chinese college undergraduates. Data were analyzed by performing Partial Least Squares regression. Results showed that social support associated positively with home-quarantined Chinese college students' online learning self-efficacy and well-being. The results revealed a partial mediating effect of online-learning self-efficacy on the positive effect of social support on well-being. The moderating effect analysis found that the positive association of online learning self-efficacy with social support and well-being was stronger in home-quarantined Chinese college students who perceived no anxiety.

Assessing Knowledge, Preventive Practices, and Depression among Chinese University Students in Korea and China during the COVID-19 Pandemic: An Online Cross-Sectional Study

To investigate the knowledge, preventive practices, and depression of Chinese university students living in South Korea and Mainland China during the COVID-19 outbreak and explore the determinants of depression among these students, an online cross-sectional questionnaire survey was conducted from 23 March to 12 April 2020. The online questionnaire included questions on knowledge and preventive practices related to COVID-19, and the Patient Health Questionnaire-9 was used to diagnose depressive symptoms. A total of 420 Chinese university students were finally included in the study (171 students from South Korea and 249 students from Mainland China). The majority of these students had a good level of knowledge of COVID-19. Students living in South Korea displayed better preventive practices than those living in Mainland China; however, the proportion of students (28.7%) with moderate-to-severe depression in this group was relatively higher than that (18.9%) of the Mainland Group (χ² = 5.50, p < 0.05). More severe depression was related to high levels of concern about family members and contracting COVID-19 as well as suspecting themselves of having come into contact with patients. Displaying more preventive behaviors decreased the depressive symptoms in both groups. These data could be used as a reference for further studies in different regions to take measures (e.g., psychological counseling and encouragement for physical activities) to reduce depressive symptoms in university students.

Sleep problems are associated with academic performance in a national sample of collegiate athletes

Examine associations between a range of sleep problems and academic performance in a national sample of collegiate athletes. Participants: Data were obtained from the National College Health Assessment of US college/university students from 2011-2014 (N = 8,312 collegiate athletes). Methods: Univariate comparisons for all sleep variables and demographics were stratified across GPA, using one-way ANOVA for continuous variables and chi-square for categorical variables. Multinomial logistic regression models, with GPA as outcome (reference = A) and sleep variable as predictor, were examined and adjusted for age, sex, and survey year. Ordinal regression examined a 1-level change in GPA associated with each sleep variable, adjusted for covariates. Results: Sleep difficulty was associated with increased likelihood of B/C averages. Initial-insomnia was associated with increased likelihood of B/C, and D/F averages. Tiredness was associated with increased likelihood of B/C, and D/F averages. Conclusions: Sleep problems are highly prevalent and associated with poorer academic performance in collegiate athletes.

Post-Secondary Stress and Mental Well-Being: A Scoping Review of the Academic Literature

Post-secondary students have been identified as an at-risk population for chronic stress and poor mental health. We conducted a scoping review of the academic literature surrounding student stress and mental well-being as the first phase of research in the development of Canada’s National Standard for the Psychological Health and Safety of Post-Secondary Students. Major thematic findings included student stress, resilience through effective coping and help-seeking, and programs or strategies to improve campus mental health. Recommendations include a call for increased mental health promotion and mental illness prevention activities that are sensitive to diverse cultures, ethnicities, religions, and sexualities.

Relations of COVID-19-Related Stressors and Social Support With Chinese College Students' Psychological Response During the COVID-19 Pandemic

This study examines the main and interactive relations of stressors and social support with Chinese college students' psychological symptoms (e.g., anxiety, depression) during the COVID-19 pandemic. All the constructs are assessed by self-report in an anonymous survey during the pandemic outbreak. The results show that the number of stressors has a positive relation with psychological symptoms, and social support has a negative relation with psychological symptoms. In addition, social support serves as a buffer against the negative impact of stressors. These findings hold implications for university counseling services during times of acute, large-scale stressors. Specifically, effective screening procedures should be developed to identify students who experience large number of stressors and provide suitable psychological intervention for them.

A Leak in the Academic Pipeline: Identity and Health Among Postdoctoral Women

Several challenges (e.g., sexism, parental leave, the glass ceiling, etc.) disproportionately affect women in academia (and beyond), and thus perpetuate the leaky pipeline metaphor for women who opt-out of an academic career. Although this pattern can be seen at all levels of the academic hierarchy, a critical time for women facing such challenges is during the postdoctoral stage, when personal life transitions and professional ambitions collide. Using a social identity approach, we explore factors affecting the mental health of postdoctoral women, including identity development (e.g., as a mother, a scientist) and lack of control (uncertainty about one’s future personal and professional prospects), which likely contribute to the leak from academia. In this mixed-method research, Study 1 comprised interviews with postdoctoral women in North America (n = 13) and Europe (n = 8) across a range disciplines (e.g., psychology, physics, political science). Common themes included the negative impact of career uncertainty, gender-based challenges (especially sexism and maternity leave), and work-life balance on mental and physical health. However, interviewees also described attempts to overcome gender inequality and institutional barriers by drawing on support networks. Study 2 comprised an online survey of postdoctoral women (N = 146) from a range of countries and academic disciplines to assess the relationships between social identification (e.g., disciplinary, gender, social group), perceived control (i.e., over work and life), and mental health (i.e., depression, anxiety, stress, and life satisfaction). Postdoctoral women showed mild levels of stress and depression, and were only slightly satisfied with life. They also showed only moderate levels of perceived control over one’s life and work. However, hierarchical regression analyses revealed that strongly identifying with one’s discipline was most consistently positively associated with both perceived control and mental health. Collectively, these findings implicate the postdoctoral stage as being stressful and tenuous for women regardless of academic background or nationality. They also highlight the importance of disciplinary identity as a potentially protective factor for mental health that, in turn, may diminish the rate at which postdoctoral women leak from the academic pipeline.

Asthma and allergy as risk factors for suicidal behavior among young adults

An association between allergic disease, depression and suicidality has been reported.

OBJECTIVE

To explore the relationships between suicidality and asthma, allergy, internet addiction, stress, sleep quality, pain/discomfort, and depression, among emerging adults.

PARTICIPANTS

929 college students completed an online survey between October 2015 and April 2017.

METHODS

A cross-sectional study using multivariate analysis techniques was implemented.

RESULTS

Using structural equation modeling, we found that allergies and stress were directly related to pain/discomfort; pain/discomfort was associated to poor sleep, depression, and suicidality. Sleep quality was also affected by stress; while sleep, stress, pain/discomfort, and internet addiction were directly related to depression (all p < .05). Ultimately, four factors impacted suicidality: stress, pain/discomfort, depression, and, indirectly, sleep quality (all p < .05). Although allergy had some effects, these did not reach statistical significance (p < .09).

CONCLUSION

Findings suggest that allergy might impact suicidality indirectly through increased pain/discomfort, poor sleep, and depression.

Perceived Overqualification and Psychological Well-Being Among Immigrants

Abstract. Migration is often driven by immigrants’ hope of improving their job situation. However, in the host country, they are at risk of holding jobs below their qualifications. This study examines the relationship between perceived overqualification and psychological well-being (depressive symptoms and life satisfaction) among 176 Italian immigrants in Germany along with the buffering role of optimism and meaning-making. The results show that perceived overqualification is associated with higher levels of depressive symptoms and lower levels of life satisfaction. Optimism moderates the relationship between perceived overqualification and life satisfaction: the relationship is attenuated with increasing optimism. We conclude that interventions that enhance optimism could help immigrants cope with perceived overqualification.

Loneliness and depression symptoms among the elderly in nursing homes: A moderated mediation model of resilience and social support

Loneliness has been identified as a risk factor for depressive symptoms. Resilience and social support have been regarded as underlying protective factors. Little is known about the complex relations among these factors in the nursing home elderly. This study aimed to assess the prevalence of depressive symptoms, explore whether resilience mediated the association between loneliness and depressive symptoms, and investigate whether social support moderated the indirect or direct effect of mediation model. A total of 323 nursing home elderly were recruited in Jinan City, China. Loneliness, resilience, social support and depressive symptoms were measured. Results shown the association between loneliness and depressive symptoms was partially mediated by resilience. Besides, the indirect effect of the mediation model was moderated by social support. When the level of social support was higher, the indirect effect of loneliness on depressive symptoms through resilience was weaker. The incidence of depressive symptoms among the nursing home elderly could not be neglected. The findings suggest that interventions, such as improving resilience and social support, may help break the link between loneliness and depressive symptoms among the elderly in nursing homes.

Sucesso no Ensino Superior: Uma revisão e conceptualização || Success in Higher Education: A review and conceptualization

Ter sucesso no Ensino Superior é hoje muito mais do que concluir um curso ou obter um elevado rendimento académico. As instituições e as políticas educativas estão atualmente preocupadas com o valor que a educação superior acrescenta às vidas dos indivíduos e à sociedade, de forma coletiva, procurando avaliar indicadores diferenciados para o perfil de estudante bem-sucedido. Contudo, a monitorização deste sucesso não tem sido plenamente conseguida, em grande medida devido à fraca sistematização da avaliação do sucesso e problemas na sua definição. O presente artigo de cariz teórico procura sistematizar indicadores de sucesso no ensino superior, incluindo aqui quer descritores objetivos e de resultado, quer indicadores experienciais e processuais. Assim, o sucesso no ES pode ser definido através do rendimento do estudante, da sua satisfação, dos ganhos pessoais experimentados, do seu envolvimento e da sua adaptação, de um ponto de vista multidimensional. Analisam-se ainda, brevemente, fatores que contribuem para a diferenciação destes processos e resultados e apontam-se pistas orientadoras para os serviços de apoio ao estudante e investigação no domínio.  

Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

Dificuldades antecipadas de adaptação ao ensino superior: um estudo com alunos do primeiro ano || Anticipated adaptation difficulties to higher education: a study with first-year students

A qualidade da adaptação e sucesso no Ensino Superior está relacionada com características prévias dos estudantes, sendo que a literatura sugere diferenças de género, de tipos de estudos e de background familiar nos resultados dos estudantes. Além de variáveis socioculturais nesta determinação, variáveis mais sociocognitivas como as expetativas de resultado e a autoeficácia parecem influenciar as experiências adaptativas dos estudantes. Este estudo caracteriza as dificuldades antecipadas de adaptação de um grupo de 931 estudantes de uma universidade pública portuguesa, que acedem ao primeiro ano do Ensino Superior, uma semana antes do início das suas aulas. A análise das dificuldades antecipadas, avaliadas em três domínios – adaptação académica, integração social e autonomia -, é feita em função da área do curso frequentado, do sexo e do agrupamento em estudantes de primeira geração (pais sem frequência do Ensino Superior) ou estudantes de famílias com formação superior. Os resultados sugerem o impacto destas variáveis, sobretudo em termos da antecipação de dificuldades de integração social e autonomia, apontando para maiores dificuldades antecipadas nas mulheres, estudantes de primeira geração e estudantes de cursos de ciências sociais e humanas. Discutem-se implicações para a investigação e intervenção e contexto de Ensino Superior.

Assessing the Personal Negative Impacts of Hooking Up Experienced by College Students: Gender Differences and Mental Health

Hooking up is a normative behavior among college students that is associated with a range of positive and negative consequences. While previous research has primarily focused on women's negative experiences of hooking up, the current study explored the relationships among hooking up behaviors, psychological distress, and a broad range of negative effects of hooking up in both male and female college students. Using a multisite sample of college students, we developed the 14-item Negative Impact of Hookups Inventory (NIHI) to assess negative health outcomes, emotional responses, and social consequences associated with hooking up. Unprotected sex and having more hookup partners were associated with greater negative experiences of hooking up. Contrary to expectations, there were no gender differences in the total number of negative hookup effects, although men reported more frequent hookups. In addition, negative impacts of hooking up were positively associated with psychological distress regardless of gender. The NIHI may offer a useful tool to assess the negative impacts of hooking up. Understanding students' hookup experiences is an important step toward developing targeted health interventions related to hooking up behavior in young adult populations.

College Student Adjustment and Coping

The present study examined the coping-related predictors of four domains of college adjustment (i.e., academic, social, personal or emotional, and institutional attachment) for bereaved and nonbereaved students ( N = 225). Findings indicated that support from friends was positively associated with academic and social adjustment and institutional attachment and that avoidant emotional-focused coping was negatively associated with all domains of adjustment for both bereaved and nonbereaved students. Interaction effects indicated that institutional attachment was lower at high levels of problem-focused coping for bereaved students and that bereaved students exhibited lower levels of both social adjustment and institutional attachment at low levels of family support, whereas nonbereaved students exhibited lower social adjustment at high levels of family support. Directions for future research and implications for practice and higher education policy are offered.

The Link Between Inadequate Sleep and Obesity in Young Adults

The prevalence of obesity has increased dramatically over the past decade. Although an imbalance between caloric intake and physical activity is considered a key factor responsible for the increase, there is emerging evidence suggesting that other factors may be important contributors to weight gain, including inadequate sleep. Overall research evidence suggests that inadequate sleep is associated with obesity. Importantly, the strength and trajectory of the association seem to be influenced by multiple factors including age. Although limited, the emerging evidence suggests young adults might be at the center of a "perfect health storm," exposing them to the highest risk for obesity and inadequate sleep. Unfortunately, the methods necessary for elucidating the complex relationship between sleep and obesity are lacking. Uncovering the underlying factors and trajectories between inadequate sleep and weight gain in different populations may help to identify the windows of susceptibility and to design targeted interventions to prevent the negative impact of obesity and related diseases.

Internet-delivered cognitive behavior therapy for anxiety and insomnia in a higher education context

BACKGROUND AND OBJECTIVES

Anxiety and insomnia can be treated with internet-delivered Cognitive Behavioral Therapy (iCBT). iCBT may be well-suited to students who are known to be poor help-seekers and suffer these symptoms. iCBT can offer easy access to treatment and increase service availability. The aim of this study was to evaluate the efficacy of anxiety and insomnia iCBT programs in students.

DESIGN

A randomized, controlled study.

METHODS

Students were randomly allocated to intervention ("Anxiety Relief": n = 43; "Insomnia Relief": n = 48; control: n = 47). Interventions lasted six weeks. Outcome measures were the State-Trait Anxiety Inventory and the Pittsburgh Sleep Quality Index.

RESULTS

Significant within-group reductions in anxiety (t(31) = 2.00, p = .03) with moderate between-groups (compared to control) effect size (d = .64) and increases in sleep quality (t(31) = 3.46, p = .002) with a moderate between-groups effect size (d = .55) were found for completers of the anxiety program from pre- to post-intervention. Significant within-group increases in sleep quality were found for completers of the insomnia program from pre- to post-intervention (t(35) = 4.28, p > .001) with a moderate between-groups effect size (d = .51).

CONCLUSIONS

Findings support the use of iCBT for anxiety and insomnia in students, and indicate that further research is needed.

With great control comes great responsibility: the relationship between perceived academic control, student responsibility, and self-regulation

BACKGROUND

Students' perceived control over academic outcomes has been linked to their use of self-regulated strategies. However, students' sense of responsibility, or internal commitment to produce such outcomes, has not often been considered in this relationship.

AIMS

The purpose of this study was to examine the relationships between perceived academic control (PAC), student responsibility (SR), and knowledge building (KB).

SAMPLE

Participants were 152 undergraduate students enrolled in an educational technology course.

METHODS

An exploratory factor analysis was conducted to demonstrate the distinction between the PAC and SR constructs. A series of regression analyses were conducted to address the research hypotheses, and a bootstrap test was used to assess the mediating role of SR in the relationship between the PAC variables and KB.

RESULTS

Initial evidence regarding the uniqueness of the PAC and SR constructs was provided. PAC (both primary control and secondary control [SC]) were positively and significantly related to SR. KB was positively and significantly related to SR, as was SC. Additionally, SR partially mediated the relationship between the PAC variables and KB.

CONCLUSIONS

The findings showed that those who perceived the capability to achieve academic outcomes were more likely to feel internally obligated to produce such outcomes. The same was true for students who perceived the capability to psychologically adjust to academic situations. The results also demonstrated that students' sense of responsibility for academic outcomes played a partially mediating role in the relationship between their perceptions of control and reported use of self-regulated behaviour.

Feasibility and effectiveness of a web-based positive psychology program for youth mental health: randomized controlled trial

BACKGROUND

Youth mental health is a significant public health concern due to the high prevalence of mental health problems in this population and the low rate of those affected seeking help. While it is increasingly recognized that prevention is better than cure, most youth prevention programs have utilized interventions based on clinical treatments (eg, cognitive behavioral therapy) with inconsistent results.

OBJECTIVE

This study explores the feasibility of the online delivery of a youth positive psychology program, Bite Back, to improve the well-being and mental health outcomes of Australian youth. Further aims were to examine rates of adherence and attrition, and to investigate the program's acceptability.

METHODS

Participants (N=235) aged 12-18 years were randomly assigned to either of two conditions: Bite Back (n=120) or control websites (n=115). The Bite Back website comprised interactive exercises and information across a variety of positive psychology domains; the control condition was assigned to neutral entertainment-based websites that contained no psychology information. Participants in both groups were instructed to use their allocated website for 6 consecutive weeks. Participants were assessed pre- and postintervention on the Depression Anxiety Stress Scale-Short form (DASS-21) and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS).

RESULTS

Of the 235 randomized participants, 154 (65.5%) completed baseline and post measures after 6 weeks. Completers and dropouts were equivalent in demographics, the SWEMWBS, and the depression and anxiety subscales of the DASS-21, but dropouts reported significantly higher levels of stress than completers. There were no differences between the Bite Back and control conditions at baseline on demographic variables, DASS-21, or SWEMWBS scores. Qualitative data indicated that 49 of 61 Bite Back users (79%) reported positive experiences using the website and 55 (89%) agreed they would continue to use it after study completion. Compared to the control condition, participants in the Bite Back condition with high levels of adherence (usage of the website for 30 minutes or more per week) reported significant decreases in depression and stress and improvements in well-being. Bite Back users who visited the site more frequently (≥3 times per week) reported significant decreases in depression and anxiety and improvements in well-being. No significant improvements were found among Bite Back users who demonstrated low levels of adherence or who used the website less frequently.

CONCLUSIONS

Results suggest that using an online positive psychology program can decrease symptoms of psychopathology and increase well-being in young people, especially for those who use the website for 30 minutes or longer per week or more frequently (≥3 times per week). Acceptability of the Bite Back website was high. These findings are encouraging and suggest that the online delivery of positive psychology programs may be an alternate way to address mental health issues and improve youth well-being nationally.

TRIAL REGISTRATION

Australian New Zealand Clinical Trials Registry: ACTRN1261200057831; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=362489 (Archived by Webcite at http://www.webcitation.org/6NXmjwfAy).

Having mentors and campus social networks moderates the impact of worries and video gaming on depressive symptoms: a moderated mediation analysis

BACKGROUND

Easy access to the internet has spawned a wealth of research to investigate the effects of its use on depression. However, one limitation of many previous studies is that they disregard the interactive mechanisms of risk and protective factors. The aim of the present study was to investigate a resilience model in the relationship between worry, daily internet video game playing, daily sleep duration, mentors, social networks and depression, using a moderated mediation analysis.

METHODS

6068 Korean undergraduate and graduate students participated in this study. The participants completed a web-based mental health screening questionnaire including the Beck Depression Inventory (BDI) and information about number of worries, number of mentors, number of campus social networks, daily sleep duration, daily amount of internet video game playing and daily amount of internet searching on computer or smartphone. A moderated mediation analysis was carried out using the PROCESS macro which allowed the inclusion of mediators and moderator in the same model.

RESULTS

The results showed that the daily amount of internet video game playing and daily sleep duration partially mediated the association between the number of worries and the severity of depression. In addition, the mediating effect of the daily amount of internet video game playing was moderated by both the number of mentors and the number of campus social networks.

CONCLUSIONS

The current findings indicate that the negative impact of worry on depression through internet video game playing can be buffered when students seek to have a number of mentors and campus social networks. Interventions should therefore target individuals who have higher number of worries but seek only a few mentors or campus social networks. Social support via campus mentorship and social networks ameliorate the severity of depression in university students.

Sleep quality and body mass index in college students: the role of sleep disturbances

OBJECTIVE

Obesity and its comorbidities have emerged as a leading public health concern. The aim of this study was to explore the relationship between body mass index (BMI) and sleep patterns, including duration and disturbances.

METHODS

A convenience sample of 515 college students completed an online survey consisting of the Pittsburgh Sleep Quality Index (PSQI), and self-reported height and weight to calculate BMI. Univariate and multivariate logistic regression analyses were performed using components of the PSQI as predictors of overweight (BMI ≥ 25).

RESULTS

One-third of the participants had BMI ≥ 25, and 51% were poor-quality sleepers (PSQI > 5). Controlling for age and sex, only sleep disturbances were associated with overweight (odds ratio = 1.66, 95% confidence interval [1.08, 2.57]).

CONCLUSIONS

Sleep disturbances, rather than sleep duration, predicted overweight among young adults; this is consistent with the most recent evidence in the literature. These findings support expanding the scope of wellness programs to promote healthy sleep among students.

Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students

Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism, self-efficacy, depression, and anxiety have on an individual's life stress and adaptation to university. Eighty-four first-year, full-time students from the Queensland University of Technology (60 female, 24 male) who had entered university straight from high school completed the study. Participants completed a questionnaire assessing their levels of optimism, self-efficacy, depression, anxiety, perceived level of life stress and adaptation to university. In line with predictions, results showed that optimism, depression, and anxiety each had a significant relationship with students’ perceived level of stress. Furthermore, self-efficacy and depression had a significant relationship with adaptation to university. We conclude that students with high levels of optimism and low levels of depression and anxiety will adapt better when making the transition from high school to university. In addition, students with high levels of self-efficacy and low levels of depression will experience less life stress in their commencement year of university. The implications of this study are outlined.

Post disaster resilience: Racially different correlates of depression symptoms among hurricane Katrina-Rita volunteers

The present analyses examined the differential risks of and protective factors against depressive symptoms of African American and Non-Hispanic White American student volunteers, respectively after Hurricanes Katrina and Rita (H-KR). A total sample of 554 student volunteers were recruited from mental health professional programs at five universities located in the Deep South, namely areas severely impacted by H-KR during fall semester 2005. The response rate was 91% (n = 505). African American respondents (n = 299) and Non-Hispanic White Americans (n = 206) completed the survey questionnaires. Respondents retrospectively provided information on peritraumatic emotional reactions and previous trauma that were recalled by H-KR and H-KR stressors. African American respondents reported higher levels of depressive symptoms (65.2%) than their Non-Hispanic White counterparts (34.8%). Hierarchical regression analyses revealed that disaster related stressors affected African Americans (p < 0.001), but not Non-Hispanic Whites. However, African Americans who experienced peritraumatic positive emotions had lower depression levels. Lower rates of recollection of prior traumas during H-KR were reported by African American respondents, whereas previous trauma recollections predicted symptoms among Non-Hispanic White Americans (p < 0.05). Exhibiting more optimism had lower depression levels among Non-Hispanic White Americans. Peritraumatic negative emotion was the only shared risk for depressive symptoms of both groups. Findings underscore racially different levels of depressive symptoms that may contribute to varying degrees of resilience among student volunteers. Future research and practice may address these racial differences by understanding the risk factors for depressive symptoms to develop appropriate interventions for racial groups, and cultivating the protective factors that contribute to resilience from traumatic experiences.

The effect of optimism on depression: the mediating and moderating role of insomnia

This article aims to clarify if insomnia exerts a mediating or moderating effect on the optimism-depression association in Chinese college students. 529 Chinese college students completed the Beck Depression Inventory (BDI-II), the Pittsburgh Sleep Quality Index (PSQI), the Revised Life Orientation Test (LOT-R) and the Multidimensional Scale of Social Support (MSPSS). The results failed to show any moderating effect but after adjustment for age, gender and social support, a mediating effect was observed. In conclusion, insomnia qualifies as a mediator, suggesting considerable variance in depressive symptoms of college students could be due to change in their sleep status.

Later life health optimism, pessimism and realism: psychosocial contributors and health correlates

Prior research has established positive outcomes of health optimism (appraising one's health as good despite poor objective health (OH)) and negative outcomes of health pessimism (appraising health as poor despite good OH), yet little is known about their contributors. We examined the role of psychosocial factors (life event stress, depression, dispositional optimism, perceived social support) in health realism (appraising health in accordance with OH), optimism and pessimism among 489 older men and women. We then accounted for the psychosocial factors when examining multiple health correlates of health realism, optimism and pessimism. Controlling for age, gender and income, regression results indicate that depression and social support were associated with less health optimism, while dispositional optimism was associated with greater health optimism among those in poor OH. Dispositional optimism was associated with less health pessimism and life event stress was associated with greater pessimism among those in good OH. Beyond the effects of the psychosocial factors, structural equation model results indicate that health optimism was positively associated with healthy behaviours and perceived control over one's health; health pessimism was associated with poorer perceived health care management. Health optimism and pessimism have different psychosocial contributors and health correlates, validating the health congruence approach to later life well-being, health and survival.

Optimism, self-esteem, and social support as mediators of the relationships among workload, stress, and well-being in veterinary students

Optimism, self-esteem, satisfaction with social support, and coping strategies were examined in relation to study-related subjective workload, stress, and life satisfaction. Questionnaires were distributed to students in the second, third, and fourth years of the five-year BVSc program at Massey University. One hundred fifty usable responses were received. Most respondents were female. Students with more optimism and self-esteem were less stressed than those who were more pessimistic or lower in self-esteem. Students who reported having heavy subjective workloads were more stressed, whereas students with higher self-esteem experienced more well-being. Men and women did not differ on any of the study variables, and there were no differences between students in different years of study. Recommendations include retaining initiatives to build well-being that are already in place. Support resources exist within the university, but students are often reluctant to seek help, so staff need to continue to identify students in need of additional help who might benefit from referral to a health practitioner. Where practicable, support service providers may be able to contribute actively to teaching. As well as helping students build effective social and coping strategies, this approach will provide students with additional information about the services that are available. Students may not see workshops on interpersonal skills or stress management as relevant unless they are linked to their immediate concerns.