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Tang Y, He W. Depression and academic engagement among college students: the role of sense of security and psychological impact of COVID-19. Front Public Health 2023; 11:1230142. [PMID: 37601170 PMCID: PMC10436546 DOI: 10.3389/fpubh.2023.1230142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Accepted: 07/24/2023] [Indexed: 08/22/2023] Open
Abstract
Background The negative consequences of depression in college students have garnered global attention, especially in relation to academic achievement during the COVID-19 pandemic, which need critical assessment. Aim This study investigated whether a sense of security mediated the relationship between depression and academic engagement among college students during the pandemic and whether the moderating psychological impact of COVID-19 has a moderating effect on this relationship. Methods In this cross-sectional study, we recruited 466 college students from 30 provincial-level administrative regions in China via the Internet and used established scales to measure depression, academic engagement, a sense of security, and the psychological impact of COVID-19. The mediating and moderating effects were tested using the bootstrap method. Results Depression was found to negatively influence academic engagement, with a sense of security partially mediating this relationship. Moreover, the psychological impact of COVID-19 was shown to have a moderating effect on this mediating process. Conclusion This study could aid in crafting pertinent strategies to mitigate the adverse effects of depression on learning amid unexpected public health crises and foster better mental health among college students.
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Affiliation(s)
| | - Weiguang He
- College of Social Sciences, Shenzhen University, Shenzhen, China
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Gaxiola Romero JC, Pineda Domínguez A, Gaxiola Villa E, González Lugo S. Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak. SCHOOL PSYCHOLOGY INTERNATIONAL 2021; 43:111-134. [PMID: 35619892 PMCID: PMC9123840 DOI: 10.1177/01430343211066461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The COVID-19 pandemic has altered the family dynamics of most people worldwide as
well as the mode in which students take classes. The impact of such changes on
students’ well-being, academic engagement, and general distress remains unknown.
Therefore, this study aims to test the structural relations among positive
family environment (a measure of Positive Home-Based Parent Involvement [HBI]),
subjective well-being (SWB), general distress, and academic engagement, focusing
on Mexican high school students. A longitudinal study was conducted covering two
time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502
students answered questionnaires in T1 whereas 111 did so in T2. Analyses were
conducted using Mplus software. Principal results showed that the positive and
significant association between positive family environment and SWB did not
substantially change from T1 to T2, whereas the relation between positive family
environment and academic engagement became stronger. Data revealed that a
positive family environment can play an important role in promoting academic
engagement among adolescent students despite the risks brought about by sanitary
lockdowns and the increase of family interactions. Results are discussed
highlighting the importance of positive family environments and HBI on academic
outcomes for Mexican high school students.
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Affiliation(s)
| | - Antonio Pineda Domínguez
- Postgraduate in Regional Development, Research Center in Food and Development, Col. La Victoria, México
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Lutz-Kopp C, Luka-Krausgrill U, Honsbrok B, Meinhardt-Injac B, Gropalis M. Development, Implementation and First Evaluation of an Online Portal to Promote the Mental Health of University Students (me@JGU). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:1179. [PMID: 33525749 PMCID: PMC7908504 DOI: 10.3390/ijerph18031179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Revised: 01/20/2021] [Accepted: 01/25/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND University students encounter various stressors such as exam preparation, workload and economic concerns. Having to deal with a multitude of stressors can lead to mental health problems and have a negative impact on academic outcomes in students attending university. This paper describes the development and usability evaluation of an open and easily accessible online portal (me@JGU) designed to help students build skills they need to cope with common stressors and manage their own mental health. METHODS We developed a website that addresses the most common stressors among university students and offers strategies for dealing with difficult situations. Initial evaluation results were collected using website statistics and a short anonymous survey regarding the attractiveness and usability of the website. RESULTS Over an eight-month period, there were 5739 visitors, a total of 16,495 page views and 3748 downloads. The survey results indicate that me@JGU covers relevant topics and that the students like the layout. CONCLUSIONS Online interventions promoting mental health of university populations are easily accessible and cost effective for large populations. They may prevent study difficulties, inform students about mental health and offer possible solutions. In addition, at-risk students can receive information about other relevant resources, and feel encouraged to access support and treatment.
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Affiliation(s)
- Caroline Lutz-Kopp
- Mental Health Services for Students, Johannes Gutenberg University, 55122 Mainz, Germany; (U.L.-K.); (B.H.); (M.G.)
| | - Ursula Luka-Krausgrill
- Mental Health Services for Students, Johannes Gutenberg University, 55122 Mainz, Germany; (U.L.-K.); (B.H.); (M.G.)
| | - Bettina Honsbrok
- Mental Health Services for Students, Johannes Gutenberg University, 55122 Mainz, Germany; (U.L.-K.); (B.H.); (M.G.)
| | - Bozana Meinhardt-Injac
- Department of Psychology, Catholic University of Applied Sciences Berlin, 10318 Berlin, Germany;
| | - Maria Gropalis
- Mental Health Services for Students, Johannes Gutenberg University, 55122 Mainz, Germany; (U.L.-K.); (B.H.); (M.G.)
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Shinn AK, Cawkwell PB, Bolton K, Healy BC, Karmacharya R, Yip AG, Öngür D, Pinder-Amaker S. Return to College After a First Episode of Psychosis. SCHIZOPHRENIA BULLETIN OPEN 2020; 1:sgaa041. [PMID: 32984820 PMCID: PMC7503481 DOI: 10.1093/schizbullopen/sgaa041] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Abstract
A first episode of psychosis (FEP) can derail a patient’s educational goals, including attainment of a college education, and this can have lasting ramifications for socioeconomic and health outcomes. Despite this, few studies have examined return to college, which is an important index of real-world educational success after a FEP. In this study, we conducted a longitudinal medical record review of patients in a transdiagnostic outpatient FEP program and performed survival analysis, setting return to college as the endpoint, among the subset of patients whose college education was interrupted. We found that 82% (93/114) of college-enrolled FEP individuals experienced disruptions to their education after FEP, but that return to college also occurred in a substantial proportion (49/88, 56%) among those on leave who had follow-up data. In this sample, the median time to college return was 18 months. When separated by baseline diagnostic category, FEP patients with affective psychotic disorders (FEAP, n = 45) showed faster time to college return than those with primary psychotic disorders (FEPP, n = 43) (median 12 vs 24 mo; P = .024, unadjusted). When adjusted for having no more than 1 psychiatric hospitalization at intake and absence of cannabis use in the 6 months prior to intake (which were also significant predictors), differences by diagnostic category were more significant (hazard ratio 2.66, 95% CI 1.43–4.94, P = .002). Participation in education is an important outcome for stakeholders, and students with FEP can be successful in accomplishing this goal.
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Affiliation(s)
- Ann K Shinn
- Psychotic Disorders Division, McLean Hospital, Belmont, MA
- Department of Psychiatry, Harvard Medical School, Boston, MA
| | | | - Kirsten Bolton
- Psychotic Disorders Division, McLean Hospital, Belmont, MA
| | - Brian C Healy
- Ann Romney Center for Neurologic Diseases, Brigham & Women’s Hospital, Boston, MA
- Department of Neurology, Harvard Medical School, Boston, MA
| | - Rakesh Karmacharya
- Psychotic Disorders Division, McLean Hospital, Belmont, MA
- Department of Psychiatry, Harvard Medical School, Boston, MA
| | - Agustin G Yip
- Psychotic Disorders Division, McLean Hospital, Belmont, MA
- Department of Psychiatry, Harvard Medical School, Boston, MA
| | - Dost Öngür
- Psychotic Disorders Division, McLean Hospital, Belmont, MA
- Department of Psychiatry, Harvard Medical School, Boston, MA
| | - Stephanie Pinder-Amaker
- Department of Psychiatry, Harvard Medical School, Boston, MA
- College Mental Health Program, McLean Hospital, Belmont, MA
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