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Wang C, Li S, Wang Y, Li M, Tao W. Growth mindset and well-being in social interactions: countering individual loneliness. Front Public Health 2024; 12:1368491. [PMID: 38983253 PMCID: PMC11231918 DOI: 10.3389/fpubh.2024.1368491] [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: 01/10/2024] [Accepted: 06/13/2024] [Indexed: 07/11/2024] Open
Abstract
Introduction Loneliness is a prevalent negative emotion experienced by college students. This study explores the relationship between a growth mindset and loneliness among college students. Methods A total of 560 college students completed the Growth Mindset Scale (GMS), UCLA Loneliness Scale (UCLA), Interpersonal Relationships Assessment Scale (IRS), and two measures assessing distinct facets of well-being the Satisfaction with Life Scale (SWLS) and the revised Positive Affect and Negative Affect Scale (PANAS). Results and discussion The results found a significant negative correlation between a growth mindset and loneliness. A growth mindset negatively predicted loneliness through the chain-mediated effects of interpersonal distress and well-being. These findings underscore the important role of a growth mindset in influencing loneliness, providing teachers and practitioners a new perspective to understand and intervene college students' psychological challenges.
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Affiliation(s)
- Chao Wang
- School of Teacher Education, Huzhou University, Huzhou, China
- Department of Psychology, Neuroscience and Behaviour, Faculty of Science, McMaster University, Hamilton, ON, Canada
| | - Shanshan Li
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Yilin Wang
- School of Medicine and Nursing, Huzhou University, Huzhou, China
| | - Mengxia Li
- School of Teacher Education, Huzhou University, Huzhou, China
| | - Weidong Tao
- School of Teacher Education, Huzhou University, Huzhou, China
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Xiang J, Gao J, Gao Y. The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship. Front Psychol 2024; 15:1292203. [PMID: 38449758 PMCID: PMC10914978 DOI: 10.3389/fpsyg.2024.1292203] [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: 09/11/2023] [Accepted: 01/22/2024] [Indexed: 03/08/2024] Open
Abstract
Background Anxiety disorder is a significant concern in the context of mental health among university students. This study aimed to examine the impact of subjective exercise experience on anxiety disorder in freshmen and verify the mediating role of self-efficacy and interpersonal relationships between them. Methods A total of 1,308 Chinese freshmen underwent an investigation using the Subjective Exercise Experience Scale (SEES), Generalized Anxiety Disorder Scale (GAD-7), General Self-Efficacy Scale (GSES), and Interpersonal Relationship Comprehensive Diagnostic Scale (IRIDS). Results The outcomes of this study are as follows: (1) Boys exhibited marginally greater performance in physical activity assessments compared to girls while displaying somewhat lower scores than girls in measures of anxiety disorders, self-efficacy, and interpersonal relationship tests. Of these, 63.39% were diagnosed with mild anxiety, 51.73% were diagnosed with moderate anxiety, and 10% were diagnosed with severe anxiety; (2) The subjective exercise experience had a significant negative correlation with an anxiety disorder (r = -0.36, p < 0.01), and the subjective exercise experience had a direct negative impact on anxiety disorder (β = -0.112, t = -11.776, p < 0.01). Furthermore, subjective exercise experience positively predicted self-efficacy (β = 0.125, t = 13.236, p < 0.01) and interpersonal relationship (β = 0.395, t = 12.359, p < 0.01). Self-efficacy had a substantial impact on interpersonal relationships (β = 0.724, t = 12.172, p < 0.01) and anxiety disorders (β = -0.148, t = -8.387, p < 0.01). Interpersonal relationships had a significant positive predictive effect on anxiety disorder (β = -0.081, t = -10.441, p < 0.01); (3) Self-efficacy and interpersonal relationships were identified as important mediators between subjective exercise experience and anxiety disorder. The intermediary effect accounted for 18.84% of the total effect. Specifically, subjective exercise had a direct impact on anxiety disorders through self-efficacy mediators (2.90%), interpersonal mediators (1.45%), and self-efficacy and interpersonal chain mediators (14.49%). Conclusion Subjective exercise experience has a significant positive predictive effect on university students' self-efficacy, interpersonal relationships, and anxiety disorder. Moreover, self-efficacy and interpersonal interactions serve as intermediaries between subjective exercise experiences and anxiety disorders. These findings have immense importance in advancing the mental well-being of freshmen and serve as a theoretical foundation for formulating intervention strategies. However, the study had certain limitations, such as the specificity of the sample and the use of self-reported data. Further research could enhance the sample size and utilize various assessment techniques to validate these findings.
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Affiliation(s)
- Jun Xiang
- School of Physical Education and Health, Zhaoqing University, Zhaoqing, China
| | - Jia Gao
- School of Physical Education and Health, Zhaoqing University, Zhaoqing, China
| | - Yun Gao
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai, China
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Brown BA, Rottenberg J, Goodman FR. Social anxiety and interpersonal risk for suicidal ideation: A longitudinal daily diary analysis. Suicide Life Threat Behav 2023; 53:968-980. [PMID: 37638764 DOI: 10.1111/sltb.12996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 07/24/2023] [Accepted: 08/17/2023] [Indexed: 08/29/2023]
Abstract
INTRODUCTION Social anxiety is associated with elevated suicidal ideation (SI). One potential explanation is that socially anxious persons experience frequent interpersonal stressors that elicit SI. Longitudinal designs with temporal ordering are needed to adequately test this hypothesis. Therefore, this study leveraged a longitudinal design combining trait and daily reports. METHODS Two hundred eleven community adult participants with elevated levels of depression and/or social anxiety completed social anxiety and SI measures at baseline and again at a 1.5-month follow-up. Between these assessments, participants completed a 14-day diary study that assessed three forms of interpersonal distress: unfavorable social comparisons, perceived barriers to seeking social support, and loneliness. RESULTS As predicted, simple mediation models revealed that baseline social anxiety had a significant indirect effect on SI severity at 1.5 months postbaseline via unfavorable social comparisons (indirect effect: β = 0.07, p < 0.05) and barriers to seeking support (indirect effect: β = 0.08, p < 0.05); however, social anxiety did not have a significant indirect effect on SI severity through loneliness. CONCLUSION Study results are consistent with the proposition that increases in interpersonal distress may explain socially anxious persons' vulnerability to SI. Implications of these findings for the research, assessment, and treatment of suicidality in social anxiety are discussed.
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Affiliation(s)
- Bradley A Brown
- Department of Psychology, University of South Florida, Tampa, Florida, USA
| | | | - Fallon R Goodman
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC, USA
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Harrison TJ, Docherty AR, Finsaas MC, Kotov R, Shabalin AA, Waszczuk MA, Katz BA, Davila J, Klein DN. Examining the relationship between genetic risk for depression and youth episodic stress exposure. J Affect Disord 2023; 340:649-657. [PMID: 37591353 PMCID: PMC10958668 DOI: 10.1016/j.jad.2023.08.088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 07/24/2023] [Accepted: 08/14/2023] [Indexed: 08/19/2023]
Abstract
BACKGROUND Offspring of depressed mothers have elevated risk of developing depression because they are exposed to greater stress. While generally assumed that youth's increased exposure to stress is due to the environmental effects of living with a depressed parent, youth's genes may influence stress exposure through gene-environment correlations (rGEs). To understand the relationship between risk for depression and stress, we examined the effects of polygenic risk for depression on youth stress exposure. METHODS We examined the relations of a polygenic risk score (PRS) for depression (DEP-PRS), as well as PRSs for 5 other disorders, with youth stress exposure. Data were from a longitudinal study of a community sample of youth and their parents (n = 377) focusing on data collected at youth's aged 12 and 15 assessments. RESULTS Elevated youth DEP-PRS was robustly associated with increased dependent stress, particularly interpersonal events. Exploratory analyses indicated that findings were driven by major stress and were not moderated by maternal nor paternal history of depression, and of the 5 additional PRSs tested, only elevated genetic liability for bipolar I was associated with increased dependent stress-particularly non-interpersonal events. LIMITATIONS Like other PRS studies, we focused on those of European ancestry thus, generalizability of findings is limited. CONCLUSION Polygenic risk contributes to youth experiencing stressful life events which are dependent on their behavior. This rGE appears to be specific to genetic risk for mood disorders.
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Affiliation(s)
- Thomas J Harrison
- Department of Psychology, Stony Brook University, United States of America.
| | - Anna R Docherty
- Department of Psychiatry, University of Utah School of Medicine, United States of America
| | - Megan C Finsaas
- Department of Epidemiology, Columbia University, United States of America
| | - Roman Kotov
- Department of Psychiatry, Stony Brook University, United States of America
| | - Andrey A Shabalin
- Department of Psychiatry, University of Utah School of Medicine, United States of America
| | - Monika A Waszczuk
- Department of Psychology, Rosalind Franklin University of Science and Medicine, United States of America
| | - Benjamin A Katz
- Department of Psychology, Stony Brook University, United States of America
| | - Joanne Davila
- Department of Psychology, Stony Brook University, United States of America
| | - Daniel N Klein
- Department of Psychology, Stony Brook University, United States of America
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Beltzer ML, Daniel KE, Daros AR, Teachman BA. Examining social reinforcement learning in social anxiety. J Behav Ther Exp Psychiatry 2023; 80:101810. [PMID: 37247976 PMCID: PMC10227359 DOI: 10.1016/j.jbtep.2022.101810] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 10/31/2022] [Accepted: 11/12/2022] [Indexed: 05/31/2023]
Abstract
BACKGROUND AND OBJECTIVES Reinforcement learning biases have been empirically linked to anhedonia in depression and theoretically linked to social anhedonia in social anxiety disorder, but little work has directly assessed how socially anxious individuals learn from social reward and punishment. METHODS N = 157 individuals high and low in social anxiety symptoms completed a social probabilistic selection task that involved selecting between pairs of neutral faces with varying probabilities of changing to a happy or angry face. Computational modeling was performed to estimate learning rates. Accuracy in choosing the more rewarding face was also analyzed. RESULTS No significant group differences were found for learning rates. Contrary to hypotheses, participants high in social anxiety showed impaired punishment learning accuracy; they were more accurate at choosing the most rewarding face than they were at avoiding the most punishing face, and their punishment learning accuracy was lower than that of participants low in social anxiety. Secondary analyses found that high (vs. low) social anxiety participants were less accurate at selecting the more rewarding face on more (vs. less) punishing face pairs. LIMITATIONS Stimuli were static, White, facial images, which lack important social cues (e.g., movement, sound) and diversity, and participants were largely non-Hispanic, White undergraduates, whose social reinforcement learning may differ from individuals at different developmental stages and those holding more marginalized identities. CONCLUSIONS Socially anxious individuals may be less accurate at learning to avoid social punishment, which may maintain negative beliefs through an interpersonal stress generation process.
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Affiliation(s)
- Miranda L Beltzer
- Department of Psychology, University of Virginia, USA; Center for Behavioral Intervention Technologies, Northwestern University Feinberg School of Medicine, USA.
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Goodman FR, Birg JA, Daniel KE, Kashdan TB. Stress generation in social anxiety and depression: A two-study community assessment. J Affect Disord 2023; 329:285-292. [PMID: 36801422 PMCID: PMC10062494 DOI: 10.1016/j.jad.2023.02.053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 02/09/2023] [Accepted: 02/12/2023] [Indexed: 02/21/2023]
Abstract
BACKGROUND Stress generation theory suggests that people engage in certain behaviors that causally generate "dependent" stressful life events. Stress generation has primarily been studied in the context of depression with limited consideration of anxiety. People with social anxiety exhibit maladaptive social and regulatory behaviors that may uniquely generate stress. METHOD Across two studies, we examined if people with elevated social anxiety experienced more dependent stressful life events than those lower in social anxiety. On an exploratory basis, we examined differences in perceived intensity, chronicity, and self-blame of stressful life events. As a conservative test, we examined whether observed relationships held after covarying depression symptoms. Community adults (Ns = 303; 87) completed semi-structured interviews about recent stressful life events. RESULTS Participants with higher social anxiety symptoms (Study 1) and social anxiety disorder (SAD; Study 2) reported more dependent stressful life events than those with lower social anxiety. In Study 2, healthy controls rated dependent events as less impactful than independent events; those with SAD rated dependent and independent events as equally impactful. Regardless of social anxiety symptoms, participants placed greater blame on themselves for the occurrence of dependent than independent events. LIMITATIONS Life events interviews are retrospective and preclude conclusions about short-term changes. Mechanisms of stress generation were not assessed. CONCLUSIONS Results provide initial evidence for the role of stress generation in social anxiety that may be distinct from depression. Implications for assessing and treating unique and shared features of affective disorders are discussed.
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Affiliation(s)
- Fallon R Goodman
- George Washington University, Department of Psychological and Brain Sciences, United States of America.
| | - Jessica A Birg
- University of South Florida, Department of Psychology, United States of America
| | - Katharine E Daniel
- University of Virginia, Department of Psychology, United States of America
| | - Todd B Kashdan
- George Mason University, Department of Psychology, United States of America
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Harrison TJ, Ginsburg GS, Smith IC, Orlando CM. Youth stress generation: an examination of the role of anxiety, anxiety symptoms and cognitive distortions. ANXIETY, STRESS, AND COPING 2023; 36:304-319. [PMID: 35576123 PMCID: PMC9666622 DOI: 10.1080/10615806.2022.2076083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 04/26/2022] [Accepted: 05/03/2022] [Indexed: 10/18/2022]
Abstract
INTRODUCTION Stress generation suggests a reciprocal relationship between depression and prospective stressful life events. However, the applicability of stress generation to anxiety disorders has been understudied, particularly among youth. We address this gap by examining stress generation in youth at high-risk of developing anxiety disorders. METHODS Participants were one-hundred thirty-six at-risk youth (M age = 8.69, 84.6% Caucasian; 55.9% female), each of whom had a parent with an anxiety disorder. We examined the role of an anxiety disorder diagnosis, anxiety symptoms, and cognitive distortions in youth's prospective one and six-year stressful life events (i.e., stress generation). RESULTS Anxiety symptoms and cognitive distortions were significant predictors of one-year total dependent stress. Anxiety diagnosis and anxiety symptoms were significant predictors of one-year dependent interpersonal stress. Anxiety diagnosis and anxiety symptoms were significant predictors of six-year independent stress. CONCLUSION Support for the stress generation model was found in high-risk youth, but only over a one-year period. This suggests important effects of anxiety and cognitive distortions on stress generation, though their implications might be time-capped.
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Affiliation(s)
| | | | - Isaac C. Smith
- University of Connecticut Health Center, Department of Psychiatry
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Wang D, Tian L, Hou ZJ, Zhou JP, Zhao A, Zhang H. The Development of an Interpersonal Stressors Scale: Identifying Self-Imposed and Other-Imposed Interpersonal Stressors. Psychol Rep 2023; 126:502-526. [PMID: 34596458 DOI: 10.1177/00332941211043458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
While there has been research focused on interpersonal relationships and their impact on stress and well-being, no instrument has been developed to comprehensively evaluate interpersonal stressors. This research sought to develop and validate an Interpersonal Stressors Scale (ISS) for Chinese college students through three studies. Focus groups were used to generate the initial item pool (Study 1). Then two large samples (N1 = 511; N2 = 330) were collected to explore the factor structure of the ISS and subsequently examine its reliability and validity estimates (study 2 and 3). Initial results indicated a model with 27 items and five first-order factors (interaction difficulty, behaving as expected, social criticism, relationship maintenance, and indebtedness avoidance) as well as two second-order factors (self-imposed stressors and other-imposed stressors) with strong psychometric properties. Criterion-related validity estimates indicated these two kinds of stressors were both associated with stress while having different relationships with general anxiety, depression, social anxiety, interpersonal satisfaction, and self-efficacy in social interactions. The nature and function of the structure for the ISS were discussed as well as the practical and research implications.
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Affiliation(s)
- Danni Wang
- Faculty of Psychology, 47836Beijing Normal University, Beijing, China
| | - Lu Tian
- Department of Applied Psychology and Counsellor Education, 3604University of Northern Colorado, Greeley, CO, USA
| | | | - Jiang-Ping Zhou
- Faculty of Psychology, 47836Beijing Normal University, Beijing, China
| | - Adam Zhao
- Department of Applied Psychology and Counsellor Education, 3604University of Northern Colorado, Greeley, CO, USA
| | - Hang Zhang
- Faculty of Psychology, 47836Beijing Normal University, Beijing, China
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Saul MA, He X, Black S, Charles F. A Two-Person Neuroscience Approach for Social Anxiety: A Paradigm With Interbrain Synchrony and Neurofeedback. Front Psychol 2022; 12:568921. [PMID: 35095625 PMCID: PMC8796854 DOI: 10.3389/fpsyg.2021.568921] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 12/06/2021] [Indexed: 12/11/2022] Open
Abstract
Social anxiety disorder has been widely recognised as one of the most commonly diagnosed mental disorders. Individuals with social anxiety disorder experience difficulties during social interactions that are essential in the regular functioning of daily routines; perpetually motivating research into the aetiology, maintenance and treatment methods. Traditionally, social and clinical neuroscience studies incorporated protocols testing one participant at a time. However, it has been recently suggested that such protocols are unable to directly assess social interaction performance, which can be revealed by testing multiple individuals simultaneously. The principle of two-person neuroscience highlights the interpersonal aspect of social interactions that observes behaviour and brain activity from both (or all) constituents of the interaction, rather than analysing on an individual level or an individual observation of a social situation. Therefore, two-person neuroscience could be a promising direction for assessment and intervention of the social anxiety disorder. In this paper, we propose a novel paradigm which integrates two-person neuroscience in a neurofeedback protocol. Neurofeedback and interbrain synchrony, a branch of two-person neuroscience, are discussed in their own capacities for their relationship with social anxiety disorder and relevance to the paradigm. The newly proposed paradigm sets out to assess the social interaction performance using interbrain synchrony between interacting individuals, and to employ a multi-user neurofeedback protocol for intervention of the social anxiety.
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Affiliation(s)
- Marcia A. Saul
- Faculty of Media and Communication, Centre for Digital Entertainment, Bournemouth University, Poole, United Kingdom
| | - Xun He
- Department of Psychology, Faculty of Science and Technology, Bournemouth University, Poole, United Kingdom
- *Correspondence: Xun He
| | - Stuart Black
- Applied Neuroscience Solutions Ltd., Frimley Green, United Kingdom
| | - Fred Charles
- Department of Creative Technology, Faculty of Science and Technology, Bournemouth University, Poole, United Kingdom
- Fred Charles
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Huang ZP, Huang F, Wang MJ, Tang CZ, Huang JP, Ling J, Li SE, Wei SQ, Lei HH, Li JJ, Lan X. Lifestyle and Social Factors Exacerbated on the Prevalence of Mood Disorders and Functional Dyspepsia Among Neonatal Nurses in China. Front Psychiatry 2022; 13:905401. [PMID: 35651823 PMCID: PMC9148953 DOI: 10.3389/fpsyt.2022.905401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Accepted: 04/25/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Nursing is a high-stress occupation that can have an impact on mental health, particularly for neonatal nurses. Job-related stress factors and work-related behaviors have played a critical role in nurses' mental health. This study aimed to explore the prevalence of mood disorders and the impact of social factors, lifestyle on mood disorders among neonatal nurses. METHODS A total of 260 participants comprising neonatal nurses and nurses who work in neonatal intensive care units (NICU) were recruited. Data were collected using a validated generalized anxiety disorder questionnaire, patient health questionnaire-9, Pittsburgh sleep quality index, and social factors and lifestyle assessments. RESULTS In total, 49.23% of neonatal nurses exhibited mood disorders, particularly a combination of depression and anxiety. Female, poor interpersonal relationships and unhappy marital status, preference for smoking, alcohol, irregular diet, and poor sleep were common in neonatology nurses who exhibited mood disorders; preference for coffee and tea were lower in neonatology nurses without mood disorders (all P < 0.05). Interpersonal relationships, marital status, irregular diet, and poor sleep were independent factors associated with mood disorders among neonatal nurses (all P < 0.05). Mood disorders presented as functional dyspepsia (FD) among 50.78% of the participants (P < 0.05). Poor sleep and preference for smoking were common among neonatal nurses who had FD with mood disorders (all P < 0.05). Furthermore, the preference for sugary beverages was lower in participants with FD and mood disorders (P < 0.05). Poor sleep was independently associated with FD with mood disorders in neonatology nurses (P < 0.05). CONCLUSION Prevalence of anxiety and depression was higher among neonatal nurses. Furthermore, most cases of mood disorders presented as FD. Thus, social factors and lifestyle have an impact on mood disorders which can manifest through somatic symptoms.
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Affiliation(s)
- Zhen-Peng Huang
- Faculty of Nursing, Guangxi University of Chinese Medicine, Nanning, China
| | - Fang Huang
- Department of Neonatology, Nanning Maternal and Child Health Hospital, Nanning, China.,Faculty of Nursing, Guangxi University of Chinese Medicine, Nanning, China
| | - Mei-Jun Wang
- Department of Neonatology, Nanning Maternal and Child Health Hospital, Nanning, China
| | - Chuan-Zhuang Tang
- Department of Neonatology, Nanning Maternal and Child Health Hospital, Nanning, China
| | - Jiang-Ping Huang
- Department of Community, Nanning Maternal and Child Health Hospital, Nanning, China
| | - Juan Ling
- Department of Neonatology, Guangxi Zhuang Autonomous Region Maternal and Child Health Hospital, Nanning, China
| | - Shan-E Li
- Department of Neonatology, The Second Nanning People's Hospital, Nanning, China
| | - Su-Qiao Wei
- Department of Neonatology, The Second Nanning People's Hospital, Nanning, China
| | - Hai-Hua Lei
- Department of Neonatology, Guangxi International Zhuang Medicine Hospital, Nanning, China
| | - Jing-Jing Li
- Department of Neonatology, The First People's Hospital of Nanning, Nanning, China
| | - Xiu Lan
- Department of Neonatology, Nanning Maternal and Child Health Hospital, Nanning, China
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The Development and Validation of a Measure to Assess COVID-19 Stress among College Students for Sustainable Education. SUSTAINABILITY 2021. [DOI: 10.3390/su13179828] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
The impact of the COVID-19 pandemic on students’ personal, academic, and social life has been quite stressful. The threat to life from the virus, social isolation, and the need to shift from face-to-face learning to online mode has been challenging. Thus, the purpose of the present study was to develop and validate a self-administered tool to assess the source of COVID-19 pandemic stress among college students. The data was collected online using google forms in two phases. The data collected from 173 participants from phase one was analyzed using exploratory factor analysis (EFA). The second phase data of 216 participants were analyzed to validate the factor structure using confirmatory factor analysis (CFA). The standardized factor loadings, Composite Reliability (CR), and AVE of factors were assessed to determine the convergent validity of the scale. Similarly, discriminant validity and concurrent predictive validity were assessed through the HTMT ratio of correlations and ROC curves, respectively. A succession of Exploratory Factor Analysis yielded a five-factor solution, explaining 73.83 percent variance with 13 indices. CFA via maximum likelihood with bootstrapping indicated a good fit for the five-factor model (SRMR = 0.037, RMSEA = 0.049, CFI = 0.981). The standardized factor loadings, Composite Reliability (CR), and AVE of factors together suggest acceptable convergent validity. Further, the ROC curve results to assess stress indicated an acceptable AUC, with a magnitude of 0.79, p < 0.01, indicating concurrent predictive validity for the five-factor Student COVID-19 Stress Scale (SCSS). HTMT ratio of correlations <0.85 indicated discriminant validity for the factor structure. The CR > 0.70 for the dimensions indicated acceptable reliability. Thus, the SCSS can be an effective instrument to assess the source of pandemic stress among students so that tailor-made timely interventions can be provided to prevent long-term adverse effects.
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Shu K. The effect of cognitive behavioral therapy on the release of interpersonal stress. Work 2021; 69:625-636. [PMID: 34120940 DOI: 10.3233/wor-213504] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
BACKGROUND interpersonal communication in workplace is a problem that is faced by every employee. It is common in all industries and increasingly lethal. When they are unable to bear such overload of psychological pressure, they tend to suffer from anxiety, irritability, depression, and other psychological disorders and even mental diseases. It is urgent to explore how to help employees relieve psychological stress. OBJECTIVE the study aimed to analyze the effects of cognitive behavioral therapy (CBT) on workplace interpersonal stress, and provide help for professionals, especially newcomers, to relieve social pressure. METHODS 125 employees of Internet enterprises were given multi-baseline designed CBT (with baseline phase, treatment phase, and post-baseline phase). 43 subjects who did not finish the therapist program were set as the control group and 82 subjects who finished the treatment program were set as the experimental group. First, the differences of interpersonal stress of subjects with different gender, age, educational background, and monthly salary were analyzed. Then, social avoidance, distress, anxiety, and depression scores in baseline, treatment, and post-baseline periods were compared. Finally, the effects of gender, age, educational background, and monthly salary on social avoidance, distress, anxiety, and depression scores of the experimental group were analyzed by multiple regression. and the influence paths of the workplace interpersonal pressure was constructed. RESULTS Social avoidance, distress, anxiety, and depression of employees earning 10000 or more per month were less than those earning 10000 or more per month. Social avoidance, distress, anxiety, and depression of employees aged 30-50 were higher than those aged < 30 and > 50 (P < 0.05). Social avoidance, social distress, and depression in males were lower than those in females (P < 0.05). Social distress, anxiety, and depression of employees with master's degree or above were less than those with bachelor's degree or junior college degree. There were significant differences between the two groups in the post baseline phase. The monthly salary had the greatest influence on the social avoidance and distress, anxiety, and depression scores of the employees after treatment, with the path coefficients of -0.183, -0.169, and -0.184, respectively. CONCLUSIONS CBT can effectively relieve social avoidance and distress of workplace employees and can improve the symptoms of anxiety and depression. Educational level, age, and monthly salary had a certain influence on the improvement of social avoidance, distress, anxiety and depression.
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Affiliation(s)
- Kunyao Shu
- School of Marxism, Wuhan University of Technology, Hubei, Wuhan, China.,Social Science Division, North China University of Water Resources and Electric Power, Zhengzhou, Henan, China. E-mail:
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College students' stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PLoS One 2021; 16:e0246676. [PMID: 33566824 PMCID: PMC7875391 DOI: 10.1371/journal.pone.0246676] [Citation(s) in RCA: 89] [Impact Index Per Article: 29.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Accepted: 01/23/2021] [Indexed: 02/06/2023] Open
Abstract
The COVID-19 pandemic has unhinged the lives of people across the globe. In particular, more than 30 million Chinese college students are home-schooling, yet there is little understanding of how academic workload, separation from school, and fears of contagion lead to a decrease in their health. This study examined the relationships between Chinese college students' three critical stressors and two types of health in the COVID-19 pandemic context. We used a three-wave lagged design with a one-week interval. All the constructs were assessed by self-report in anonymous surveys during the COVID-19 pandemic. College students were asked to report their demographic information, academic workload, separation from school, fears of contagion, perceived stress, and health. The results of this study showed that academic workload, separation from school, and fears of contagion had negative effects on college students' health via perceived stress. In the COVID-19 crisis, multiple prevention and control measures focusing on college students may lead them to have different degrees of stress and health problems. Our results enrich the literature on stress and health and offer novel practical implications for all circles of the society to ensure students' health under the context of the COVID-19 epidemic.
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Belmans E, Bastin M, Raes F, Bijttebier P. Temporal associations between social anxiety and depressive symptoms and the role of interpersonal stress in adolescents. Depress Anxiety 2019; 36:960-967. [PMID: 31437332 DOI: 10.1002/da.22939] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 05/02/2019] [Accepted: 06/15/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Adolescence is characterized by an increased vulnerability for internalizing psychopathologies such as depression and anxiety. A positive association between anxiety and depression has consistently been found in research. However, the specific direction of this association is less clear. In this study, we investigated the temporal associations between (social) anxiety and depressive symptoms. Furthermore, the role of dependent interpersonal stress as a potential mediating factor in these temporal associations was examined. METHODS Data were part of a larger longitudinal study on the emotional development of adolescents, which was initiated in February 2013. The total sample consisted of 2011 adolescents between the ages of 11 and 19. Data were analyzed using cross-lagged models. RESULTS Bidirectional positive associations were found between social anxiety symptoms and depressive symptoms. However, dependent interpersonal stress was not a mediator in the link between social anxiety and depression. Our results indicate that dependent interpersonal stress seems to be particularly related to depressive symptoms and not to social anxiety symptoms. CONCLUSIONS Findings suggest that bidirectional associations between social anxiety and depressive symptoms exist. This implies that clinicians should be specifically vigilant for the development of depressive symptoms in socially anxious adolescents and the development of social anxiety symptoms in depressed adolescents. Our findings further highlight the importance of targeting dependent interpersonal stress in the context of depression.
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Affiliation(s)
- Eline Belmans
- Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Margot Bastin
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Filip Raes
- Centre for the Psychology of Learning and Experimental Psychopathology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Patricia Bijttebier
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
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