Effects of anxiety and sleep on academic engagement among university students

Are "night owls" or "morning larks" more likely to delay sleep due to problematic smartphone use? a cross-lagged study among undergraduates

Sleep is an important physiological process, but staying up late has become a worldwide problem, particularly among university students. Sleep procrastination has been found to associated with sleep biorhythms and problematic smartphone use ("PSU") in previous studies. This two-wave study examines the longitudinal reciprocal relationship between PSU and sleep procrastination, together with the moderating role of sleep biorhythms. Participants comprised 1,423 Chinese university students. The results revealed that PSU and sleep procrastination are reciprocally related. Additionally, sleep biorhythms moderated this relationship, as PSU at T1 significantly predicted sleep procrastination at T2 for the morning larks group but not the night owls group. Accordingly, both PSU and sleep biorhythms should be considered when developing interventions for sleep procrastination.

Social media addiction relationship with academic engagement in university students: The mediator role of self-esteem, depression, and anxiety

This research analyzed how addiction to social media relates to academic engagement in university students, considering the mediating role of self-esteem, symptoms of depression, and anxiety. A quantitative methodology was used with a non-experimental-relational design. A set of questionnaires was applied to a non-probabilistic sample of 412 students enrolled at the National Autonomous University of Honduras. On average, participants use 4.83 different social media platforms at least once a week. Instagram and TikTok users report significantly higher levels of social media addiction, symptoms of depression, and anxiety compared to non-users. Directly, social media addiction does not significantly influence academic engagement scores. However, there are significant indirect inverse effects on academic engagement. Symptoms of depression and self-esteem mediate these effects. Social media addiction increases symptoms of depression, which in turn decreases academic engagement scores. Social media addiction decreases self-esteem, which serves as a variable that significantly increases academic engagement. Overall, findings suggest that social media addiction has a total inverse effect on academic engagement; symptoms of depression and self-esteem mediate this relationship. The implications of these findings are discussed.

Insomnia is associated with conspiracy mentality, psychological distress, and psychological well-being

RATIONALE

Conspiracy theories are frequently encountered as they exist across all domains of life, from interpersonal issues in the workplace to global events. Research has primarily focused on uncovering the antecedents of conspiracy beliefs; meanwhile, little research has examined the impacts of possessing a conspiracy mentality.

OBJECTIVE

In the current research, we examined the relationships of conspiracy mentality with perceived control, insomnia, psychological well-being (i.e., positive emotions, engagement, relationships, meaning, and achievement), and psychological distress (i.e., anxiety and depression).

METHODS

Participants (N = 388) reported their conspiracy mentality at Time 1 and then completed measures assessing perceived control, insomnia, psychological well-being, and psychological distress 1 month later at Time 2. We conducted regression analyses, structural equation modeling, and bootstrapping analyses to test our predictions that conspiracy mentality predicts insomnia through thwarted perceived control and that this relationship carries direct implications for psychological well-being and distress.

RESULTS

As predicted, regression analyses showed that conspiracy mentality is negatively associated with perceived control and indicators of psychological well-being, and positively associated with insomnia and indicators of psychological distress 1 month later. The results of structural equation modeling and bootstrapping analyses provided empirical support to our theoretical model that perceived control and insomnia serially mediate the relationship between conspiracy mentality and both psychological well-being and psychological distress.

CONCLUSIONS

These findings offer important contributions to the literature on conspiracy beliefs. Practically, they offer potential routes of intervention to weaken insomnia and psychological distress and enhance psychological well-being.

Investigating the factors influencing students' academic enthusiasm for a shift of paradigm among education managers shaping academic pedagogy

BACKGROUND

Education managers are among the most important determinants of a university's academic pedagogy and plans to improve the quality of education. To improve the quality of education and academic enthusiasm of students in a medical university, it might be necessary to improve the university's pedagogy paradigm through people who shape this pedagogy. This study aimed to investigate the factors that influence the academic enthusiasm of students in a medical university with the purpose of improving the university's pedagogy paradigm.

METHODS

This cross-sectional descriptive-correlational study was conducted on the students of Alborz University of Medical Sciences in the academic year 2021-2022 (3180 students). The sample size was calculated to be 343 using Cochran's formula. The participants were recruited by stratified random sampling with respect to the proportion of students in different faculties, disciplines, and education levels. The data collection tool was a researcher-made questionnaire. Data were analyzed by one-sample t-test and confirmatory factor analysis using SMART-PLS and SPSS26.

RESULTS

The developed model consisted of 3 dimensions (academic, individual and social), 10 components (teaching-learning environment, culture, extracurricular activities, facilities and equipment, attitude, knowledge, skill, classmate, family, relatives and friends) and 64 indicators.

CONCLUSION

The developed model can help medical universities take a step towards improving the academic productivity and performance of their students and gain a competitive advantage in this respect.

A serial mediation model of social media addiction and college students' academic engagement: the role of sleep quality and fatigue

BACKGROUND

It has been documented that social media addiction (SMA) has a detrimental effect on college students' academic engagement. However, the mechanisms underlying this association are not well understood. This study aimed to determine the serial mediation effects of sleep quality and fatigue on the relationship between SMA and academic engagement among college students.

METHODS

A cross-sectional survey was conducted with 2661 college students (43.3% males, mean age = 19.97 years). The participants completed the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, the Pittsburgh Sleep Quality Index, and the Fatigue Assessment Scale. The serial mediation effects were examined using Model 6 in the Hayes' PROCESS macro for SPSS.

RESULTS

The results showed that SMA among college students had a direct negative relationship with their academic engagement (Effect = - 0.051, 95% CI: -0.087 to - 0.015). In addition, sleep quality and fatigue mediated the relationship between SMA and academic engagement both independent and serially, with the independent mediation effect of sleep quality being - 0.031 (95% CI: -0.048 to - 0.016), the independent mediation effect of fatigue being - 0.109 (95% CI: -0.133 to - 0.088), and the serial mediation effect of sleep quality and fatigue being - 0.080 (95% CI: -0.095 to - 0.066). The total indirect effect of the three mediation paths was 80.9%.

CONCLUSIONS

Decreased academic engagement caused by SMA can be aggravated by poor sleep quality and fatigue. Strengthening supervision and intervention in social media use among college students, supplemented by attention to psychosomatic health, including sleep quality and fatigue could promote their engagement in academic work.

Üniversite Öğrencilerinde Vücut Kompozisyonu ve Antropometrik Ölçümlerin Uyku Süresi ve Uyku Kalitesiyle İlişkisi

Amaç: Bu çalışmada üniversite öğrencilerinde vücut kompozisyonu ve antropometrik ölçümlerin uyku süresi ve uyku kalitesiyle ilişkisinin incelenmesi amaçlanmıştır.Yöntem: Kesitsel tipteki çalışma bir fakültede öğrenim gören, araştırmaya katılmayı kabul eden ve dahil edilme kriterlerini karşılayan Bandırma Onyedi Eylül Üniversitesi Sağlık Bilimleri Fakültesinin 310 öğrencisiyle yürütülmüştür. Araştırmanın verileri Tanıtıcı Bilgi Formu ve Pittsburg Uyku Kalitesi İndeksi’ni içeren anket formu kullanılarak yüz yüze görüşme yöntemiyle toplanmıştır. Öğrencilerin vücut kompozisyonlarının belirlenmesinde Biyoelektrik İmpedans Analizi (BİA) ile yağsız vücut kütlesi, vücut yağ ve kas kütlesi incelenmiş, Beden Kütle İndeksi (BKİ), bel çevresi, Bel Kalça Oranı (BKO), Bel Boy Oranı (BBO) ve triseps, supskapular, biseps, suprailiak Deri Kıvrım Kalınlıkları (DKK) değerlendirilmiştir. Verilerin analizinde sayı, yüzde, ortalama, standart sapma, Student’s t testi ve Pearson korelasyon analizi kullanılmıştır.Bulgular: Öğrencilerin uyku süresi ortalama 7,10±1,66 saattir, %74,8’i kötü uyku kalitesine sahiptir. Her iki cinsiyette yağsız vücut kütlesi (kg) ve vücut kas kütlesi (kg) ile uyku kalitesi skoru arasında istatistiksel olarak anlamlı, negatif yönlü zayıf ilişki, erkek öğrencilerde ise suprailiak DKK ve biseps DKK ile uyku kalitesi arasında istatistiksel olarak anlamlı, pozitif yönlü zayıf ilişki saptanmıştır (p<0,05).Sonuç: Üniversite öğrencilerinin uyku süreleri önerilen düzeydedir, buna karşın öğrencilerin dörtte üçü kötü uyku kalitesine sahiptir. Kız ve erkek öğrencilerde yağsız vücut kütlesi (kg) ve vücut kas kütlesi (kg) azaldıkça uyku kalitesi kötüleşmekte, erkek öğrencilerde ise suprailiak DKK ve biseps DKK arttıkça uyku kalitesi kötüleşmektedir.  

Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners

Introduction

The present research investigates the causal explanation of academic enthusiasm based on the interaction between teachers and English learners: self-regulation, academic hope, and academic engagement among English language learners.

Methods

The implementation method of this descriptive research and research design was structural equation correlation. The research's statistical population included intermediate Zanjan city learners (50,977 people) who were studying in the academic year 2021-2022. This research used multi-stage cluster random sampling to test the proposed model. The following questionnaires were used to collect data: Academic enthusiasm (Fredericks et al.); Teacher-student interaction questionnaire (Moray and Zurich); Academic hope questionnaire (Khormai and Kameri); Self-Regulation Questionnaire (Bouffard) and academic engagement (Zarang). Lisrel software was used for data analysis and evaluation of the proposed model using structural equation modeling.

Results

The results of the present study showed that teacher-student interaction, academic self-regulation, academic engagement, and academic hope are related to students' academic enthusiasm. The results of the present study also support the role of mediators of academic self-regulation, academic engagement, and academic hope in the causal relationships between teacher-student interaction and academic enthusiasm.

Discussion

Based on this, it can be concluded that with the improvement of teacher-student interaction, the level of academic self-regulation, academic engagement, and academic hope of students increases, and these factors together increase their academic enthusiasm. Therefore, it is suggested that to increase academic engagement, academic self-regulation, and academic hope in the students in the education system, attention should be paid to the position of the students' academic enthusiasm.

The Predictive Effects of Family and Individual Wellbeing on University Students' Online Learning During the COVID-19 Pandemic

The COVID-19 pandemic has significantly changed university students' life routines, such as prolonged stay at home and learning online without prior preparation. Identifying factors influencing student online learning has become a great concern of educators and researchers. The present study aimed to investigate whether family wellbeing (i.e., family support and conflict) would significantly predict university students' online learning effectiveness indicated by engagement and gains. The mediational role of individual wellbeing such as life satisfaction and sleep difficulties was also tested. This study collected data from 511 undergraduate students (Mean age = 20.04 ± 1.79 years, 64.8% female students) via an online survey. Structural equation modeling analysis revealed positive effects of family support on students' learning engagement and gains through the mediational effects of life satisfaction and sleep difficulties. In contrast to our expectation, family conflict during the pandemic also positively predicted students' learning gains, which, however, was not mediated by individual wellbeing. The findings add value to the existing literature by delineating the inter-relationships between family wellbeing, individual wellbeing, and online learning effectiveness. The study also sheds light on the unique meaning of family conflict, which needs further clarification in future studies.

Anxiety and Sleep Quality Amelioration in College Students: A Comparative Study between Team Sports and Individual Sports

Background: Anxiety is one of the most common mental disorders and is often accompanied by sleep disturbances. Studies have focused on the ameliorative effect of sports games on anxiety and its subsidiary issues. However, the effect on the improvement of such mental and physical disorders between individual sports and team group sports is not yet clear, especially regarding their effects on anxiety and sleep quality improvement. Therefore, this paper explores the improvement effects of individual sports and team sports participation on anxiety symptoms and sleep quality amelioration. Objective: To explore the effects of individual and team group sports participation on ameliorating college students’ anxiety symptoms and sleep quality. Methods: A total of 197 college students were sampled in the study. The self-rating anxiety scale (SAS) and Pittsburgh sleep quality index (PSQI) were used to assess the severity of anxiety symptoms and level of sleep quality. Participants were randomly divided into three groups: team sports, individual sports, and control groups. The distribution ratio of these groups was 1:1:1. Results: Generally, compared with the control group, the subjects in the team sports group and individual sports group had greater improvements in anxiety amelioration and sleep quality improvements. Specifically, the improvement effect between individual and team sports groups was different. To assess the resulting differences, improvements in anxiety symptoms and sleep quality were compared between the team sports group and the individual sports group with reference to the mean change in the control group. In the corrected model, the odds advantage ratio (OR) of anxiety symptom improvement after individual sports was 3.18 (CI 2.87–11.21), and the advantage OR of anxiety symptom improvement after team sports was 4.99 (CI 4.06–14.87). The advantage OR of sleep quality improvement after individual sports was 7.32 (CI 5.53–18.22), and the advantage OR of anxiety symptom improvement after team sports was 7.98 (CI 6.69–19.98). Conclusion: After 6 weeks of intervention, it was found that both team sports and individual sports improved anxiety symptoms and sleep quality with different effects. Team sports were better at improving anxiety, while individual sports and team sports shared the same improvement effect with no significant difference in sleep quality improvement.

Somatic Symptoms, Anxiety, and Depression Among College Students in the Czech Republic and Slovakia: A Cross-Sectional Study

Studying in college can be a challenging time for many students, which can affect their mental health. In addition to academic pressure and stressful tasks, another aggravating factor in student life is the ongoing coronavirus disease 2019 (COVID-19) pandemic. The aim of the study was to examine the prevalence of anxiety, depression, and somatic symptoms in Czech and Slovak college students during the COVID-19 pandemic and to evaluate possible socio-demographic determinants of mental health problems. A total of 3,099 respondents participated in this cross-sectional study (Czech Republic: 1,422, Slovakia: 1,677). The analyzes included the Patient Health Questionnaire for somatic symptoms (PHQ-15), the Generalized Anxiety Disorder instrument (GAD-7), and the Patient Health Questionnaire for depression (PHQ-9). Socio-demographic factors were gender, age, family structure, marital status, form of study, degree of study, year of study, field of study, distance between home and college, residence, and housing during the semester. Among Czech students, prevalence of somatic complaints, anxiety and depression was 72.2, 40.3, and 52%, respectively. Among Slovak students, prevalence of somatic complaints, anxiety and depression was 69.5, 34.6, and 47%, respectively. During the COVID-19 pandemic, the most severe mental health problems were identified in a non-negligible part of the sample (Czech Republic: PHQ-15 = 10.1%, GAD-7 = 4.9%, PHQ-9 = 3.4%; Slovakia: PHQ-15 = 7.4%, GAD-7 = 3.5%, PHQ-9 = 2.7%). Regarding the differences between the analyzed countries, a significantly higher score in somatic symptoms, anxiety, and depression was identified in the Czech Republic. Significant differences in mental disorders were found in most socio-demographic characteristics. The main results of the logistic regression analysis revealed that risk factors for mental health disorders in Czech and Slovak students were female gender, younger age, third degree of study, and study of Informatics, Mathematics, Information and Communication Technologies (ICT). Especially in the case of these high-risk groups of students, public policies should consider a response to impending problems. The findings are an appeal for a proactive approach to improving the mental health of students and for the implementation of effective prevention programs, which are more than necessary in the Czech and Slovak college environment.