Emotional support received moderates academic stress and mental well-being in a sample of Afghan university students amid COVID-19

The way to relieve college students' academic stress: the influence mechanism of sports interest and sports atmosphere

BACKGROUND AND RESEARCH OBJECTIVES

Given the enduring popularity of higher education, there has been considerable attention on the correlation between college students' engagement in sports and their academic stress levels. This study seeks to delve deeply into how university physical education fosters academic performance by influencing students' sports interests, particularly in enhancing their psychological resilience to mitigate academic pressure. Through this investigation, the aim is to offer both theoretical underpinnings and empirical evidence to support the holistic enhancement of higher education.

RESEARCH METHODS

Initially, this study undertakes an analysis of the fundamental relationship between college students' physical activities and their experience of academic stress. Subsequently, utilizing a structural equation model, specific research models and hypotheses are formulated. These are then examined in detail through the questionnaire method to elucidate the mechanism by which college sports interests alleviate academic stress.

RESEARCH FINDINGS

The study reveals a significant positive correlation between psychological resilience and academic stress, indicating that a robust psychological resilience can effectively diminish academic pressure. Furthermore, both the sports atmosphere and sports interest are found to exert a notable positive impact on academic stress, mediated by the variable of psychological toughness. This underscores the pivotal role of physical education in fostering positive psychological traits and enhancing academic achievement.

CONCLUSION

This study underscores the central importance of cultivating and nurturing college students' sports interests, as well as fostering a conducive sports atmosphere, in fortifying psychological resilience and mitigating academic pressure. By offering novel perspectives and strategies for alleviating the academic stress faced by college students, this study contributes valuable theoretical insights and practical experiences to the broader development of higher education.

Sex Differences in the Relationship Between Emotional Support and Self-rated Health among Chinese Elderly

PURPOSE

This study aimed to explore sex differences in the association between emotional support and self-rated health among the elderly.

DESIGN

This was a cross-sectional survey based on the sub-project of China's National Basic Public Health Service Project-Health Management Services for the Elderly.

SETTING

Participants were recruited from ten rural townships in Jingyuan County, Gansu Province, Northwestern China.

SUBJECTS

1405 subjects aged 60 or above.

METHODS

Emotional support (consisting of 5 items) and self-rated health (evaluated by EQ-VAS) were investigated in this study. Multiple linear regression was conducted to consider the potential relationship.

RESULTS

The frequency of children visit and the number of providers of emotional support were positively associated with self-rated health among older women (β = 1.13, 95%CI = 0.25-2.02; β = 1.80, 95%CI = 1.01-2.58), whereas the number of close friends had a positive association with self-rated health among older men (β = 1.11, 95%CI = 0.20-2.01). The number of close relatives and the frequency of seeking emotional support were not found to be associated with self-rated health among both older men and older women.

CONCLUSION

The study has found that the relationship between emotional support and self-rated health was differed by sex, calling attention to the need for sex-specific interventions.

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

Introduction

The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students' concern about returning to face-to-face classes post COVID-19.

Methods

This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed.

Results

The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117-5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018-3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic.

Conclusion

According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.

Art-of-Living Intervention Imparted Through a Blended Learning Approach to Nurture Positivity Among Pakistan's University Students During COVID-19: A Growth Curve Analysis

Art-of-living allows individuals to live a contemplative, mindful, and active life to attain well-being. This study demonstrates the development and implementation of an art-of-living training intervention to nurture positivity among Pakistan's university students during COVID-19. To ensure the efficacy of teaching and learning during the second wave of the pandemic, the intervention was imparted through a blended learning approach comprising two modes: (1) online learning and (2) offline personal and collaborative learning. This approach was based on the emotionalized learning experiences (ELE) format to make learning more engaging, permanent, and gratifying. The study comprised 243 students randomly assigned to an experimental group (n = 122) and a wait-list control group (n = 121). Growth curve analysis indicated that positivity together with the components of art-of-living-self-efficacy, savoring, social contacts, physical care, and meaning-and overall art-of-living increased at a greater rate in the experimental group than in the control group from pretest to posttest and from posttest to follow-up measurement. The analysis provided an all-encompassing view of how positivity developed in the two groups over time. There were significant variations in participants' initial status (intercepts) and growth trajectories (slopes). The influence of participants' initial positivity scores suggested that students with high initial positivity scores had a slower increase in linear growth, whereas those with low initial positivity scores had a faster increase in linear growth over time. The success of the intervention may be attributed to the dimensions of ELE-embodied in the two modes-and fidelity to intervention for effectively implementing the blended learning approach.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10902-023-00664-0.

A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition-A role-playing library system case

Introduction

This study examines the emotional support offered by the non-player characters (NPCs) in an interactive learning environment, as well as the effects of the perceived playfulness of the interactive system on German language learning.

Method

We developed a role-playing library system to serve this purpose. 2,377 Chinese Internet users were surveyed using online questionnaire.

Results

A theoretical model of emotion- driven learning (ELM) was proposed based on the analysis results of valid recovered data. Additionally, NPCs were found to be effective in improving learning outcomes through emotional support.

Discussion

An interactive education system may be able to enhance the perceived playfulness of learning in order to enhance the learning experience.

Understanding the serial mediating effects of career adaptability and career decision-making self-efficacy between parental autonomy support and academic engagement in Chinese secondary vocational students

This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and Mplus. The results revealed that parental autonomy support was positively associated with students’ academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development.

Need Satisfaction and Depressive Symptoms Among University Students in Hong Kong During the COVID-19 Pandemic: Moderating Effects of Positive Youth Development Attributes

As studies on the mental health status of university students during the COVID-19 pandemic are almost non-existent in Hong Kong, we examined four research questions in this paper: What is the prevalence of depressive symptoms in university students in Hong Kong? What are the socio-demographic correlates of depressive symptoms? Do need satisfaction and positive youth development (PYD) attributes, including beliefs about adversity, psychosocial competence (resilience and emotional competence) and family functioning predict depression? Do PYD attributes moderate the predictive effect of need satisfaction on depression? We examined the above research questions using the Centre for Epidemiologic Studies Depression Scale Revised (CESD-R) in 1,648 university students in Hong Kong. For PYD attributes, we utilized validated measures of Chinese beliefs about adversity, psychosocial competence (resilience and emotional competence), and family functioning. For need satisfaction, we used a measure derived from two focus group interviews involving university students. Results showed that 48.4% of the respondents (95% confidence interval = [45.9%, 51.1%]) scored 16 or above (i.e., "at-risk" for clinical depression). As predicted, age, gender, student status (local vs. international), and family financial hardship were significant socio-demographic correlates of depressive symptoms. Besides, need satisfaction and PYD attributes negatively predicted depression scores. Finally, multiple regression analyses controlling for gender, age, and student status as covariates showed that all PYD attributes moderated the impact of need satisfaction on depression. The findings reinforce the theoretical proposition that PYD attributes serve as important factors in protecting the mental health of university students during the pandemic.

Personal growth initiative moderates the mediating effect of COVID-19 preventive behaviors between fear of COVID-19 and satisfaction with life

This study focused on a moderated mediation model. First, it determined the mediating effect of COVID-19 preventive behaviors between fear of COVID-19 and satisfaction with life. Next, it examined whether personal growth initiative moderated the mediation effect. The study comprised 461 Pakistani university students (52% men and 48% women) between 18 and 35 years (M = 24.66, SD = 3.51). Results indicated that higher levels of fear of COVID-19 were linked to greater adherence to COVID-19 preventive behaviors, which in turn were related to higher levels of satisfaction with life (mediation model). With regard to the hypothesized moderated mediation model, results showed that personal growth initiative moderated the mediating path from fear of COVID-19 to satisfaction with life and from COVID-19 preventive behaviours to satisfaction with life. Further, results suggested that fear of COVID-19 and COVID-19 preventive behaviours had stronger effects on satisfaction with life when personal growth initiative was high, but not when it was low or moderate. It was therefore concluded that personal growth initiative may play a protective role in buffering the negative effect of higher levels of fear of COVID-19 on satisfaction with life and an enabling role in strengthening the relationship between COVID-19 preventive behaviors and satisfaction with life. Theoretical contribution and practical implications of the results are discussed as well as the study limitations and future research prospects.

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

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

Testing the Career Construction Model of Adaptation in a Sample of Afghanistan’s Working Adults: A Longitudinal Study

This study tested the Career Construction Model of Adaptation (CCMA) in a sample of Afghanistan’s working adults amid the COVID-19 pandemic. The measures of adaptation were applied at three time points, that is, positive orientation toward future (adaptive readiness) at Time 1, career adaptability (adaptability resources) and competence need satisfaction at work (adapting responses) at Time 2, and meaningful work (adaptation result) at Time 3. Testing the model through Structural Equation Modeling (SEM) indicated that the indirect effect of positive orientation toward future at Time 1 on meaningful work at Time 3 via the combination of career adaptability and competence need satisfaction at work at Time 2 was significant and positive. Results support Afghan employees’ career construction over time. Theoretical contribution of the results and strategies for assisting Afghan employees in crafting their careers in the current political situation are discussed. Study limitations and prospects for future research are also discussed.