1
|
Liu Y. Multilayer perceptron-based literature reading preferences predict anxiety and depression in university students. Front Psychol 2024; 15:1425471. [PMID: 39144589 PMCID: PMC11322452 DOI: 10.3389/fpsyg.2024.1425471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2024] [Accepted: 07/15/2024] [Indexed: 08/16/2024] Open
Abstract
Objective This study aims to precisely model the nonlinear relationship between university students' literature reading preferences (LRP) and their levels of anxiety and depression using a multilayer perceptron (MLP) to identify reading-related risk factors affecting anxiety and depression among university students. Methods In this cross-sectional study, an internet-based questionnaire was conducted among 2,092 undergraduate students (aged 18-22, 62.7% female, from seven provinces in China). Participants completed a customized questionnaire on their LRP, followed by standardized assessments of anxiety and depression using the Generalized Anxiety Disorder 7-item Scale and the Beck Depression Inventory, respectively. An MLP with residual connections was employed to establish the nonlinear relationship between LRP and anxiety and depression. Results The MLP model achieved an average accuracy of 86.8% for predicting non-anxious individuals and 81.4% for anxious individuals. In the case of depression, the model's accuracy was 90.1% for non-depressed individuals and 84.1% for those with depression. SHAP value analysis identified "Tense/Suspenseful-Emotional Tone," "War and Peace-Thematic Content," and "Infrequent Reading-Reading Habits" as the top contributors to anxiety prediction accuracy. Similarly, "Sad-Emotional Tone Preference," "Emotional Depictions-Thematic Content," and "Thought-Provoking-Emotional Tone" were the primary contributors to depression prediction accuracy. Conclusion The MLP accurately models the nonlinear relationship between LRP and mental health in university students, indicating the significance of specific reading preferences as risk factors. The study underscores the importance of literature emotional tone and themes in mental health. LRP should be integrated into psychological assessments to help prevent anxiety and depression among university students.
Collapse
Affiliation(s)
- Yamei Liu
- School of Languages and Cultures, Shanghai University of Political Science and Law, Shanghai, China
| |
Collapse
|
2
|
Liu Z, Bao T, Yang Z, Ruan Y, Gao C, Wu J. Longitudinal Relationship Between Psychological Capital and Anxiety in College Students: The Mediating Effect of Emotion Reregulation Strategy and Moderating Effect of Parent-Child Relationship. Psychol Res Behav Manag 2024; 17:2641-2652. [PMID: 39006891 PMCID: PMC11246642 DOI: 10.2147/prbm.s462202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 06/19/2024] [Indexed: 07/16/2024] Open
Abstract
Objective Based on Conservation of resources theory, process model of emotion regulation and attachment theory, the present study examined how psychological capital affects anxiety through the mediation of emotion regulation strategies and explored the moderating role of parent-child relationship. Methods Using a longitudinal study method, 962 college students were surveyed twice at one-year intervals. Results (1) College students' emotion regulation strategies (including cognitive reappraisal and expressive suppression) partially mediated psychological capital and anxiety mood; (2) parent-child relationship moderated the pathways of psychological capital and expressive suppression on anxiety, respectively. Conclusion College students with higher levels of parent-child relationship had stronger predictive effects of psychological capital and weaker predictive effects of expressive suppression on anxiety mood. The research findings clarify the combined effects of emotion regulation and parent-child relationships on anxiety among college students, providing valuable reference for the design and implementation of interventions to promote individual psychological well-being.
Collapse
Affiliation(s)
- Zijun Liu
- The Second Affiliated Hospital of Kunming Medical University, Kunming, Yunnan, People's Republic of China
| | - Tianhao Bao
- Affiliated Mental Health Center of Kunming Medical University, Kunming, Yunnan, People's Republic of China
| | - Zhilan Yang
- Affiliated Mental Health Center of Kunming Medical University, Kunming, Yunnan, People's Republic of China
| | - Ye Ruan
- Affiliated Mental Health Center of Kunming Medical University, Kunming, Yunnan, People's Republic of China
| | - Changqing Gao
- Affiliated Mental Health Center of Kunming Medical University, Kunming, Yunnan, People's Republic of China
| | - Jie Wu
- Affiliated Mental Health Center of Kunming Medical University, Kunming, Yunnan, People's Republic of China
| |
Collapse
|
3
|
Liu X, Zhu C, Dong Z, Luo Y. The Relationship between Stress and Academic Self-Efficacy among Students at Elite Colleges: A Longitudinal Analysis. Behav Sci (Basel) 2024; 14:537. [PMID: 39062360 PMCID: PMC11274126 DOI: 10.3390/bs14070537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2024] [Revised: 06/17/2024] [Accepted: 06/24/2024] [Indexed: 07/28/2024] Open
Abstract
Stress and academic self-efficacy are crucial factors in the psychological health of college students. Previous research has shown that stress is associated with academic self-efficacy, but their longitudinal relationships among students at elite colleges remain unclear. This study aimed to explore the longitudinal relationships between stress and academic self-efficacy among students from five elite colleges in China. Descriptive statistics indicated that students experienced a slight reduction in stress accompanied by a marginal increase in academic self-efficacy from the junior year to the senior year. Correlation analysis revealed that stress was negatively correlated with academic self-efficacy. According to cross-lagged models, heightened stress significantly predicted lower levels of academic self-efficacy. However, greater academic self-efficacy did not significantly predict lower stress. In conclusion, stress exhibited a unidirectional negative prediction on academic self-efficacy over time among students at elite colleges. The results of this study suggested that elite colleges should pay more attention to the mental health of students and provide appropriate guidance, such as establishing a positive mental health atmosphere in the educational environment and employing advanced technological means.
Collapse
Affiliation(s)
- Xinqiao Liu
- School of Education, Tianjin University, Tianjin 300350, China
| | - Chen Zhu
- School of Education, Tianjin University, Tianjin 300350, China
| | - Zifei Dong
- College of Art and Science, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA
| | - Yunfeng Luo
- School of Public Administration, University of Electronic Science and Technology of China, Chengdu 611731, China
| |
Collapse
|
4
|
Zhao M, Wang R, Zhao Z, Li L, Luo H, Wu L. The relationship between boredom proneness, the behavioral inhibition system, and anxiety in college students: variable-centered and person-centered analytic approaches. Front Psychol 2024; 15:1414736. [PMID: 38984283 PMCID: PMC11232595 DOI: 10.3389/fpsyg.2024.1414736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2024] [Accepted: 06/10/2024] [Indexed: 07/11/2024] Open
Abstract
Objective To explore the relationship among boredom proneness, the behavioral inhibition system, and anxiety among college students based on variable-centered and person-centered analytic approaches. Methods A questionnaire survey was conducted on 1,102 college students from a university in Hebei Province using the Boredom Proneness Questionnaire (BPQ) for College Students, the Behavioral Inhibition System Scale (BIS), and the General Anxiety Disorder-7 scale (GAD-7). Results The results reveal that boredom proneness was negatively correlated with scores on the behavioral inhibition system (r = -0.100, p < 0.01), and positively correlated with anxiety (r = 0.457, p < 0.001), while the behavioral inhibition system was positively correlated with anxiety (r = 0.086, p < 0.01). In the variable-centered analyses study, it was found that the behavioral inhibition system partially mediated the association between boredom proneness and anxiety. In the person-centered analyses study, three subtypes were identified: the high boredom-low inhibition group (9.35%), the moderate boredom-inhibition group (66.70%), and the low boredom-high inhibition group (23.95%). Individuals in these subtypes showed significant differences in anxiety scores (F = 4.538, p < 0.05), with the low boredom-high inhibition group scoring the highest. Conclusion The results showed that the behavioral inhibition system partially mediates the relationship between boredom proneness and anxiety in college students; boredom proneness and the behavioral inhibition system exhibit group heterogeneity, with distinct classification features closely related to anxiety.
Collapse
Affiliation(s)
| | | | | | - Lina Li
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, China
| | - Hongge Luo
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, China
| | - Lei Wu
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, China
| |
Collapse
|
5
|
Deng Y, Wang X. The impact of physical activity on social anxiety among college students: the chain mediating effect of social support and psychological capital. Front Psychol 2024; 15:1406452. [PMID: 38957885 PMCID: PMC11217649 DOI: 10.3389/fpsyg.2024.1406452] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Accepted: 06/03/2024] [Indexed: 07/04/2024] Open
Abstract
Objective As a topic of widespread concern in the fields of mental health and public health, social anxiety has many negative impacts on the physical and mental health of contemporary college students. Therefore, this study aims to provide new ideas for solving the problem of social anxiety among college students by exploring the potential mediating role of social support and psychological capital in the relationship between physical activity and social anxiety. Methods A cross-sectional survey was conducted on 874 college students from five universities in Shandong Province. Various self-report tools such as physical activity rating scale, social support scale, positive psychological capital scale, and social anxiety scale were used to collect information needed for this study. Related data. Use this to conduct descriptive statistical analysis, correlation analysis, and mediation effect analysis. Results The results showed that physical activity was significantly positively correlated with college students' social support (r = 0.354, p < 0.01) and psychological capital (r = 0.448, p < 0.01), and social support was significantly positively correlated with psychological capital (r = 0.556, p < 0.01), the above three are significantly negatively correlated with social anxiety (r = -0.326, -0.381, -0.432, p < 0.01); the mediation effect analysis shows that physical activity has a significant direct effect on college students' social anxiety The effect value is -0.136, accounting for 43.31% of the total effect; social support and psychological capital both play a separate mediating role between physical activity and social anxiety among college students, with effect values of -0.064 and -0.073 respectively, accounting for the total effect. 20.38, 23.25%, and also played a chain intermediary role, with an effect value of -0.041, accounting for 13.05% of the total effect. Conclusion Current research shows that physical activity can not only directly reduce social anxiety among college students, but also indirectly alleviate social anxiety among college students by increasing the level of social support and psychological capital. This has important reference significance for helping college students in China and even around the world overcome social anxiety.
Collapse
Affiliation(s)
| | - Xianliang Wang
- School of Physical Education, Shandong University, Jinan, China
| |
Collapse
|
6
|
Cao X, Liu X. Self-esteem as a predictor of anxiety and academic self-efficacy among Chinese university students: a cross-lagged analysis. CURRENT PSYCHOLOGY 2024; 43:19628-19638. [DOI: 10.1007/s12144-024-05781-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/19/2024] [Indexed: 07/26/2024]
|
7
|
Liu X, Yuan Y, Gao W, Luo Y. Longitudinal trajectories of self-esteem, related predictors, and impact on depression among students over a four-year period at college in China. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS 2024; 11:615. [DOI: 10.1057/s41599-024-03136-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Accepted: 04/29/2024] [Indexed: 07/26/2024]
Abstract
AbstractSelf-esteem plays a crucial role in the psychological development of college students. Based on four-wave longitudinal data, this study empirically investigated the longitudinal trajectories of self-esteem, related predictors, and the impact on depression in a sample of Chinese college students. Piecewise growth mixture modeling was utilized to identify potential self-esteem trajectories. Furthermore, multinomial logistic regression models were employed along with the Kruskal‒Wallis test to analyze the factors that influence self-esteem development trajectories and assess variations in depression. The results showed that college students’ self-esteem trajectories can be divided into three categories: slowly decreasing (81.04%), rising then falling (16.94%), and falling then rising (2.02%). Various personal factors (e.g. ethnicity, family residence, self-reported health status, extroversion) and socioeconomic factors (e.g. closeness with classmates, family economic level, family social status, and the mother’s educational level) can influence the classification of students’ self-esteem development trajectories. Moreover, notable differences in depression were observed among students in different self-esteem trajectory groups. The results emphasize the imperative of implementing interventions to enhance self-esteem among college students.
Collapse
|
8
|
Liu X, Ji X, Zhang Y. More romantic or more realistic: trajectories and influencing factors of romantic love among Chinese college students from entering college to graduation. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS 2024; 11:582. [DOI: 10.1057/s41599-024-03107-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 04/25/2024] [Indexed: 07/26/2024]
Abstract
AbstractCollege is a significant transition in the growth of individuals, and romantic relationships play an important role in the future development of individuals. Understanding young people’s attitudes toward love is helpful for formulating strategies to guide them to form correct attitudes toward love, promote the formation of positive and healthy attitudes toward marriage and life. This study aimed to explore the trajectories of college students’ attitudes toward love, reveal the development law of their attitudes toward love, and identify the influencing factors that lead to changes in their attitudes toward love. Descriptive and correlation analyses were performed on participants’ attitudes toward love, followed by utilization of a growth mixture model to explore latent trajectory classes and a multinomial logistic regression model to analyze influencing factors across trajectories.The results indicated that romantic attitudes could be divided into three groups: “high-increasing”, “low-decreasing” and “low-increasing”, and realistic attitudes could be divided into three groups: “high-increasing”, “low-increasing” and “high-decreasing”. Gender, major, extroversion, and hometown location were factors influencing whether students fell into different trajectory classes. Overall, society and colleges should pay more attention to changes in college students’ attitudes toward love, provide timely intervention and guidance, and prevent them from suffering from behavioral, physical, and psychological problems.
Collapse
|
9
|
Tao Y, Wu J, Huang L, Zheng K, Liu H, Tian H, Peng L. The relationship between health-promoting behaviors and negative emotions in college freshmen: a cross-lagged analysis. Front Public Health 2024; 12:1348416. [PMID: 38737866 PMCID: PMC11088242 DOI: 10.3389/fpubh.2024.1348416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2023] [Accepted: 04/02/2024] [Indexed: 05/14/2024] Open
Abstract
Background The prevalence of mental health issues has been gradually increasing among college students in recent years. Improvements in mental health can be achieved through changes in daily behavior and the use of psychological counseling. This study aims to investigate the relationship between health-promoting behaviors and negative emotions among college freshmen as they enter the university. It also examines the impact of various sub-dimensions of health-promoting behaviors and other factors on the negative emotions (stress, anxiety, and depression) experienced by college freshmen. Methods Using the Negative Emotion and Health-Promoting Behavior scales, a 7-month longitudinal study was conducted on 4,252 college freshmen, with collection of data at two time points (T1: November 12, 2021; T2: June 17, 2022). Out of this longitudinal study, 3,632 valid samples were obtained. This research aimed to explore the association and impact between negative emotions and the level of health-promoting behaviors among college students during their time at the university. Results ① There were significant differences in the levels of health-promoting behaviors and negative emotions over the course of 7 months (P < 0.05). Health-promoting behaviors were found to have a significant negative correlation with negative emotions (P < 0.05). ② Negative emotions at T1 significantly negatively predicted health-promoting behaviors at T2 (β = -0.11, P < 0.01), while health-promoting behaviors at T1 significantly negatively predicted negative emotions at T2 (β = -0.12, P < 0.001). ③ Stress management (β = -0.104, P < 0.05; β = -0.087, P < 0.05), self-actualization (β = -0.282, P < 0.01; β = -0.260, P < 0.05), health responsibility (β = -0.057, P < 0.05; β = -0.088, P < 0.05), and interpersonal relations (β = 0.068, P < 0.01; β = 0.138, P < 0.05) were important components in improving stress and anxiety. Self-actualization (β = -0.437, P < 0.001), exercise (β = 0.048, P < 0.001), nutrition (β = 0.044, P < 0.001), and interpersonal relations (β = 0.065, P < 0.001) were important components in improving depression. ④ Gender, place of household registration, and whether the individual is the only child were significant factors affecting negative emotions in college freshmen. Conclusion The level of health-promoting behaviors is an important indicator for assessing the negative emotional states of college freshmen. Enhancing health-promoting behaviors across various dimensions can help alleviate different types of negative emotions. Gender, place of household registration, and being the only child are significant factors that influence negative emotions.
Collapse
Affiliation(s)
- YunFei Tao
- College of Physical Education, Southwest University, Chongqing, China
| | - JinLong Wu
- College of Physical Education, Southwest University, Chongqing, China
| | - Li Huang
- College of Physical Education, Southwest University, Chongqing, China
| | - KangYong Zheng
- Department of Rehabilitation Sciences Institute, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
| | - HaoWei Liu
- College of Physical Education, Southwest University, Chongqing, China
| | - HaoDong Tian
- College of Physical Education, Southwest University, Chongqing, China
| | - Li Peng
- College of Physical Education, Southwest University, Chongqing, China
| |
Collapse
|
10
|
Liu XQ, Wang X. Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs. World J Psychiatry 2024; 14:494-506. [PMID: 38659598 PMCID: PMC11036461 DOI: 10.5498/wjp.v14.i4.494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Revised: 01/24/2024] [Accepted: 03/26/2024] [Indexed: 04/17/2024] Open
Abstract
Adolescents are considered one of the most vulnerable groups affected by suicide. Rapid changes in adolescents' physical and mental states, as well as in their lives, significantly and undeniably increase the risk of suicide. Psychological, social, family, individual, and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct, indirect, or combined pathways. Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide. When deliberately cultivated, fostered, and enhanced, self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making, as the five core competencies of social-emotional learning, can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support. Among numerous suicide intervention methods, school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents. The characteristics of school-based interventions based on social-emotional competence, including their appropriateness, necessity, cost-effectiveness, comprehensiveness, and effectiveness, make these interventions an important means of addressing the crisis of adolescent suicide. To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide, additional financial support should be provided, the combination of social-emotional learning and other suicide prevention programs within schools should be fully leveraged, and cooperation between schools and families, society, and other environments should be maximized. These efforts should be considered future research directions.
Collapse
Affiliation(s)
- Xin-Qiao Liu
- School of Education, Tianjin University, Tianjin 300350, China
| | - Xin Wang
- School of Education, Tianjin University, Tianjin 300350, China
| |
Collapse
|
11
|
Liu Y. The Relationship Between Resilience, Interactive Distance, and College Students' Online Mathematics Learning Engagement: A Longitudinal Study. Psychol Res Behav Manag 2024; 17:1129-1138. [PMID: 38505351 PMCID: PMC10949388 DOI: 10.2147/prbm.s449871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 01/29/2024] [Indexed: 03/21/2024] Open
Abstract
Introduction Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners' online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Methods Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Results Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. Discussion The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students' online learning engagement by fostering their psychological resilience.
Collapse
Affiliation(s)
- Yanhan Liu
- School of Education, University of Glasgow, Glasgow, UK
| |
Collapse
|
12
|
Xie Z, Wang Z. Longitudinal Examination of the Relationship Between Virtual Companionship and Social Anxiety: Emotional Expression as a Mediator and Mindfulness as a Moderator. Psychol Res Behav Manag 2024; 17:765-782. [PMID: 38434960 PMCID: PMC10906104 DOI: 10.2147/prbm.s447487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 02/08/2024] [Indexed: 03/05/2024] Open
Abstract
Purpose As the interweaving of human interaction and Artificial Intelligence (AI) intensifies, understanding the psychological impact, especially regarding social anxiety, of engaging with AI-driven virtual companionship becomes crucial. While a substantial body of research on social anxiety has concentrated on interactions between individuals, both online and offline, there is a noticeable deficit in explorations concerning how human-computer interactions influence social anxiety. This study offers a comprehensive, longitudinal examination of this underinvestigated relationship, intricately dissecting the roles of emotional expression and mindfulness within the context of AI-based interactions. Methods We use social support theory and emotion regulation theory as our theoretical foundation. Data were collected from 618 undergraduate students in Eastern China over two intervals (May 15, 2023 and September 15, 2023). We utilized SPSS 26.0 to conduct descriptive statistics, while AMOS 25.0 facilitated multi-group confirmatory factor analysis (CFA) and the cross-lagged panel modeling. Results Our findings indicate that as the frequency of virtual companionship use increases, there's a decline in online social anxiety but a rise in offline social anxiety. Emotional expression emerges as a significant mediator, with heightened emotional expression leading to reduced social anxiety in both contexts. Mindfulness serves as a potent moderator, suggesting its protective role against the potential pitfalls of frequent virtual interactions. Conclusion This research not only deepens our theoretical understanding of the dynamics between virtual interactions and social anxiety but also serves as a cornerstone for future endeavors aimed at optimizing AI and devising therapeutic interventions tailored for the digital generation.
Collapse
Affiliation(s)
- Zehang Xie
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
| | - Zeyu Wang
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, People’s Republic of China
| |
Collapse
|
13
|
Wang JX, Liu XQ. Climate change, ambient air pollution, and students' mental health. World J Psychiatry 2024; 14:204-209. [PMID: 38464763 PMCID: PMC10921291 DOI: 10.5498/wjp.v14.i2.204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Revised: 12/29/2023] [Accepted: 01/23/2024] [Indexed: 02/06/2024] Open
Abstract
The impact of global climate change and air pollution on mental health has become a crucial public health issue. Increased public awareness of health, advancements in medical diagnosis and treatment, the way media outlets report environmental changes and the variation in social resources affect psychological responses and adaptation methods to climate change and air pollution. In the context of climate change, extreme weather events seriously disrupt people's living environments, and unstable educational environments lead to an increase in mental health issues for students. Air pollution affects students' mental health by increasing the incidence of diseases while decreasing contact with nature, leading to problems such as anxiety, depression, and decreased cognitive function. We call for joint efforts to reduce pollutant emissions at the source, improve energy structures, strengthen environmental monitoring and gover-nance, increase attention to the mental health issues of students, and help student groups build resilience; by establishing public policies, enhancing social support and adjusting lifestyles and habits, we can help students cope with the constantly changing environment and maintain a good level of mental health. Through these comprehensive measures, we can more effectively address the challenges of global climate change and air pollution and promote the achievement of the United Nations Sustainable Development Goals.
Collapse
Affiliation(s)
- Jing-Xuan Wang
- School of Education, Tianjin University, Tianjin 300350, China
| | - Xin-Qiao Liu
- School of Education, Tianjin University, Tianjin 300350, China
| |
Collapse
|
14
|
Liu X, Li Y, Cao X. Bidirectional reduction effects of perceived stress and general self-efficacy among college students: a cross-lagged study. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS 2024; 11:271. [DOI: 10.1057/s41599-024-02785-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2023] [Accepted: 01/31/2024] [Indexed: 07/26/2024]
Abstract
AbstractPerceived stress and general self-efficacy are important issues closely related to the mental health and academic performance of college students. Previous studies have explored the correlation between perceived stress and general self-efficacy, but the understanding of the reciprocal effects of these two factors is still limited. Based on two-wave longitudinal data, this study investigated the bidirectional relationship between perceived stress and general self-efficacy in a sample of Chinese college students. The correlation results showed that perceived stress was significantly negatively correlated with general self-efficacy. Furthermore, by cross-lagged analysis, it was found that perceived stress can significantly negatively predict subsequent general self-efficacy and that general self-efficacy can significantly negatively predict subsequent perceived stress. Bidirectional reduction effects between perceived stress and general self-efficacy are observed among Chinese college students. The results emphasize the necessity of timely stress intervention for college students and the establishment of measures to enhance general self-efficacy.
Collapse
|
15
|
Liu X, Wang Z, Zhang C, Xu J, Shen Z, Peng L, Mi Y, Xu H. Psychological Capital and Its Factors as Mediators Between Interpersonal Sensitivity and Depressive Symptoms Among Chinese Undergraduates. Psychol Res Behav Manag 2024; 17:429-441. [PMID: 38348156 PMCID: PMC10860822 DOI: 10.2147/prbm.s452993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 01/31/2024] [Indexed: 02/15/2024] Open
Abstract
Purpose Current interpersonal sensitivity among college students is easily linked to mood disorders such as anxiety, depression and other mood disorders. This study aims to examine the mediating role of psychological capital and its dimensions in the relationship between interpersonal sensitivity and depressive symptoms among undergraduates. Methods The cross-sectional survey was conducted by using cluster stratified random sampling method across six Chinese universities between November and December 2022. The questionnaire consists of the Interpersonal Sensitivity sub-scale, the Patient Health Questionnaire, the Psychological Capital Questionnaire and the Socio-Demographic Feature Questionnaire. Results A total of 2580 respondents participated in the survey, with the majority being females (69.73%) and an average age of 19.22±1.28 years. Descriptive and correlation analyses were performed using SPSS v24.0, while direct and indirect effects were analyzed using PROCESS v3.4 macro. The findings revealed that interpersonal sensitivity had a significant direct effect on depression symptoms among undergraduates (β =0.416, 95% Boot CI [0.380, 0.453], p < 0.001) Additionally, psychological capital and its components were found to be negatively correlated with depression (p < 0.001). Further analysis demonstrated that hope, optimism, and resilience significantly mediated the association between interpersonal sensitivity and depressive symptoms (indirect effect: hope = 0.056, optimism = 0.074, resilience = 0.099; p < 0.001 for all). Conclusion These results suggest that psychological capital, including its dimensions of hope, optimism, and resilience plays a crucial role in mitigating the negative effects of interpersonal sensitivity on depressive symptoms among undergraduates.
Collapse
Affiliation(s)
- Xin Liu
- School of Management, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
- Center for Mental Health Education and Research, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
- Research Center for Psychological Crisis Prevention and Intervention of College Students in Jiangsu Province, Xuzhou medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Zhen Wang
- School of Management, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Chaoran Zhang
- School of Management, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Jingwen Xu
- The Second Clinical Medical School, Xuzhou medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Ziheng Shen
- The Second Clinical Medical School, Xuzhou medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Lixin Peng
- School of Management, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Yanyan Mi
- Center for Mental Health Education and Research, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
- Research Center for Psychological Crisis Prevention and Intervention of College Students in Jiangsu Province, Xuzhou medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| | - Haibo Xu
- School of Management, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
- Center for Mental Health Education and Research, Xuzhou Medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
- Research Center for Psychological Crisis Prevention and Intervention of College Students in Jiangsu Province, Xuzhou medical University, Xuzhou, Jiangsu, 221004, People’s Republic of China
| |
Collapse
|
16
|
Liu X, Zhang Y, Cao X. Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-023-00764-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 10/28/2023] [Accepted: 11/12/2023] [Indexed: 07/26/2024]
|