The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

Assessing well-being of university students and evaluation of its determinants

BACKGROUND

Our study aimed to examine the well-being of students studying at the three (non-medical) faculties of Semmelweis University Budapest, to analyse the relationships between well-being, stress, emotional support, sleep patterns, sport, and further variables like smoking, consumption of sleeping pills, sedatives, psychoactive agents, energy drinks, and exam anxiety.

METHODS

In our cross-sectional study, we asked 561 students of the Semmelweis University of Budapest; two internationally recognised instruments were used: the WHO-5 well-being index and the Perceived Stress Scale.

RESULTS

The mean WHO-5 well-being index was 42.62 ± 20.51 on a scale ranging from 0 to 100. We saw an inverse correlation between student well-being and years of study. The average anxiety level regarding oral exams and assessments was 7.63 ± SD = 2.04, while the mean level was lower concerning written exams and assessments 5.74 ± SD = 2.09. The result of a linear regression model indicates that the best level of explaining power by the regression model was with following variables combination: grade average + anxiety before written exam + academic year + stress.

CONCLUSION

Our data indicate that some students have poor or very poor well-being, which fluctuates over the study period. The worst state was found in the first and final academic year. The students' well-being level is positively correlated with emotional support, physical activity, and quality of sleep and correlates negatively with anxiety before exams. Our results suggest that well-being could be improved when universities play an active role, supporting influential activities and offering help regarding coping with stress, like stress management, as well as by providing information on learning methods and techniques.

Prevalence and characteristics of headache among medical students in Egypt: a multicentric cross-sectional study

Background

Headaches are one of the most common neurological disorders, ranging in severity from mild discomfort to a severe, debilitating condition. Headaches are particularly prevalent among medical students, which can be attributed to various factors such as psychological stressors, extensive studying, long hours of clinical rotations and high-pressure examination. This study aims to ascertain the prevalence of different types of headaches, along with analysing their associated clinical characteristics among medical students in Egypt.

Methods

A multicentric, descriptive questionnaire-based cross-sectional study was conducted across five governmental faculties of medicine in Egypt from November 2022 to March 2023. Using a multistage random sampling method, 600 undergraduate students were selected to participate. Headache was diagnosed based on the International Classification of Headache Disorders.

Results

A total of 493 responses were included in the analysis; the prevalence of headache disorder was 264 (53.5%), with tension-type headaches (TTH) frequent episodic being the highest 89 (33.7%), while TTH chronic and migraine with aura were the least prevalent, accounting for 10 (3.8%) and 31 (11.7%), respectively. Women exhibited a higher overall headache prevalence (69.4%) compared with men (44.4%). A positive family history was found in 120 (45.5%) of students with headache. Lack of sleep and stress were the most frequently reported potential triggers for headaches. Out of 264 medical students, 171 (65%) took analgesics. Only 42 (24.6%) had a medical consultation, while most students 129 (75.4%) took over-the-counter medications.

Conclusion

Notably, headaches were prevalent in 264 (53.5%) of the respondents. TTH frequent and infrequent emerged as the most common headaches among medical students, followed by migraine without aura then migraine with aura. Participants were statistically different according to sex, faculty, academic year and living conditions. Alarmingly, despite the substantial prevalence, only 42 (24.6%) students sought medical consultation.

Latent profiles of emotion regulation among university students: links to repetitive negative thinking, internet addiction, and subjective wellbeing

Recent years have seen a deterioration in the mental health of university students and notable surge in the need for psychological support. Due to its links to psychopathology and high-risk behaviors, difficulty in emotion regulation frequently serves as a transdiagnostic dimension. This cross-sectional study used a person-centered analytical approach (latent profile analysis; LPA) to identify groups of Portuguese university students with similar profiles of emotion regulation difficulties (N = 261; Mage = 22.5 ± 1.2 years; n = 213 female) and describe how these groups differ in their presentation of repetitive negative thinking, internet addiction, and subjective wellbeing. The analyses identified four latent profiles: 14.5% of students showed global dysregulation (the Low Emotion Regulation Profile), 23% were moderately dysregulated with elevated problems in goal-directed behavior (the Moderate Emotion Regulation Profile), 8% showed specific difficulties with low emotional awareness and clarity (the Low Insight Profile), and 54.4% showed adaptive emotion regulation (the High Emotion Regulation Profile). As anticipated, the Low Emotion Regulation Profile had the lowest subjective wellbeing and the highest prevalence of repetitive negative thinking and internet addiction. Students with a Low Insight Profile also showed low subjective wellbeing, but less repetitive negative thinking compared to the Low Emotion Regulation Profile. Our findings suggest that interventions aimed at improving health and wellbeing among university students should consider each student's unique set of emotion regulation difficulties, rather than focusing on particular strategies. Further research may help determine whether emotion regulation profiles can serve as predictive indicators of varying mental health trajectories and subjective wellbeing in university students.

Relationship between Psychosocial Factors and Physical Activity among Undergraduate Students from a South African University

Psychosocial factors such as mental health, motivation, and social support are key determinants of behavior that play a significant role in physical activity participation. Limited studies have investigated the relationship between psychosocial factors and physical activity among university students in Africa. The aim of this study was to determine the relationship between psychosocial factors and physical activity participation among undergraduate university students at a historically disadvantaged university (HDU) in South Africa. This was a cross-sectional study that used convenience sampling (n = 534, majority female, 53.6% with a mean age of 20.69). The study was conducted through an online, self-administered, and hard-copy, valid questionnaire in September 2022. Data on sociodemographic information were collected. Psychosocial factors were assessed using the Depression, Anxiety, and Stress-21 Scale for mental health, the Physical Activity and Leisure Motivation Scale for motivation, and the Perceived Social Support Scale for social support. Physical activity (calculated as MET-min/week) was assessed using the international physical activity questionnaire in short form. Results revealed that almost a third (29%) of undergraduate students were physically inactive, 31.1% were minimally active, and 39.9% were in the health-enhancing category. Physical activity was positively related to stress (r = 0.11, p < 0.05) and anxiety (r = 0.10, p < 0.05). Motivational factors were positively related to psychological condition and others' expectations (r = 0.10, p < 0.05), and depression and others' expectations (r = 0.11, p < 0.05). Results from this study highlighted that psychosocial factors were related to physical activity participation among undergraduate university students. Psychosocial factors should be considered a coping mechanism when implementing health-promoting strategies.

A blended future? A cross-sectional study demonstrating the impacts of the COVID-19 pandemic on student experiences of well-being, teaching and learning

INTRODUCTION

The COVID-19 pandemic necessitated emergency changes to teaching, learning and assessment across higher education. Healthcare courses were particularly affected because of their interdependence with overstretched health services. We used this unprecedented situation to provide insight into how students react to unexpected crises and how institutions can most effectively support them.

MATERIALS AND METHODS

This cohort study explored students' experiences of the pandemic across programmes and stages from five schools (medicine, dentistry, biomedical sciences, psychology and health professions) in a health faculty in a UK university. We carried out an inductive thematic analysis on the data collected.

RESULTS

Many students reported fluctuating emotions and struggled to adapt to home working. Students' changes in motivation and coping strategies varied, many found structure, recreation and social interaction important. Opinions on how well online learning worked relative to face-to-face diverged across programmes.

CONCLUSION

A one-size-fits-all blended learning response is unlikely to be appropriate. Our study shows students across one faculty, within one institution, responded diversely to an emergency affecting them all. Educators need to be flexible and dynamic in delivering curricula and supporting students responding to an unexpected crisis during their higher education.

Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement

Psychological well-being of students is an area of concern in higher education institutes across the world. Although several studies have explored the factors associated with students' psychological well-being, limited research has focused on the relation between the overall support for students and psychological well-being. Students of higher education may get formal support, in the form of team environment and institutional support; and informal support, in the form of family and friends' support. The purpose of this study is to examine the relation of these four kinds of support with psychological well-being of management students. We also examine the intervening role of academic engagement in this relationship. Analysis using structural equation modeling and hierarchical regression on data collected from 309 management students from Indian universities, shows that positive internal team environment, and institutional and family support positively relate to students' psychological well-being. Academic engagement partially mediates the relation between positive internal team environment and psychological well-being, and family support and psychological well-being. Also, academic engagement fully mediates the relation between institutional support and psychological well-being. The study highlights the significance of internal team environment and institutional support for students' academic engagement and psychological well-being, and the role of academic engagement in determining well-being. Based on these findings, we suggest interventions that can be undertaken by educational institutions to enhance psychological well-being of students. Theoretical implications and research avenues are discussed.

Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement

Objective

This study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships.

Methods

A sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model.

Results

Structural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement.

Conclusion

This study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.

The Relationship Between Defenses and Learning: The Mediating Role of Procrastination and Well-Being Among Undergraduate Students

ABSTRACT

This study investigates the relationship among defense styles and learning through academic procrastination and psychological well-being. The sample comprises 628 social science students from a Greek university. Path analysis is used to explore associations and interactions among the variables. The results show that academic procrastination and psychological well-being mediate the relationship between defense styles and approaches to learning, indicating the expected direct and indirect effects. Defense styles are directly related to approaches to learning. Mature defense styles are associated with learning through psychological well-being in a positive way, and immature defense styles are associated with learning through academic procrastination in a negative way. This study supports the current line of research in associations between defense styles and learning and the importance of linking mental health variables with learning.

Effect of acute exercise intensity on cognitive inhibition and well-being: Role of lactate and BDNF polymorphism in the dose-response relationship

Introduction

There is evidence in the literature that acute exercise can modify cognitive function after the effort. However, there is still some controversy concerning the most effective exercise modality to improve cognitive function in acute interventions. Regarding these different exercise modalities, the dose-response relationship between exercise intensity and cognitive response is one of the most challenging questions in exercise and cognition research.

Methods

In this study, we tested the impact of moderate-intensity (MICT), high-intensity (HIIT) exercise sessions, or control situation (CTRL) on cognitive inhibition (measured with the Stroop Test). Thirty-six young college students participated in this study, where a within-subject repeated measure design was used.

Results

ANOVA 2×3 demonstrated that HIIT improved the acute cognitive response to a higher degree when compared to MICT or CTRL (p < 0.05). The cognitive improvements correlated with lactate release, providing a plausible molecular explanation for the cognitive enhancement (r < -0.2 and p < 0.05 for all the Stroop conditions). Moreover, a positive trend in wellbeing was observed after both exercise protocols (HIIT and MICT) but not in the CTRL situation. Genetic BDNF single nucleotide polymorphism did not influence any interactions (p < 0.05).

Discussion

In this sense, our results suggest that exercise intensity could be a key factor in improved cognitive function following exercise in young college students, with no additional impact of BDNF polymorphism. Moreover, our results also provide evidence that exercise could be a useful tool in improving psychological wellbeing.

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

Introduction

Motivational intensity is the effort learners make in language learning. It is an essential component and a direct measurement of L2 motivation. Few studies have distinguished motivational intensity from motivation and explored its role in learning English as a foreign language (EFL).

Methods

This study examined 208 university students from Hong Kong to investigate the factors that affect motivational intensity and explored the relationship between motivational intensity and learning motivation using structural equation modeling (SEM).

Results and discussion

The students' motivational intensity was affected by personal factors (daily English-learning time and stage of English learning), family factors (monthly household income and parental attitudes), and school factors (English learning engagement and satisfaction). The differences in personal factors, school factors and monthly household income of family factors among different motivational intensity groups were significant whereas the difference in parental attitudes (family factors) between the high- and the low-motivational intensity groups was insignificant. As for the relationship between motivational intensity and motivation, motivational intensity indirectly affected students' intrinsic interest through their attitudes toward native English speakers (β = 0.16, p = 0.041 < 0.05). The significant path coefficient from the learning situation to attitudes toward native speakers was negative (p < 0.05), indicating that attitudes toward native speakers decline even when the learning situation improves. This study enriched the theoretical study of motivation theory and provided teaching suggestions for improving EFL learning.

Different Exercise Types Produce the Same Acute Inhibitory Control Improvements When the Subjective Intensity Is Equal

Twenty-eight active older people (67.19 ± 4.91 years) who engaged in physical exercise activity twice a week were recruited to participate in a counterbalanced experimental protocol. The participants performed three different exercise sessions on three different days, one based on aerobic activities, one based on strength exercises with elastic bands, and one based on stationary balance games. During all three sessions, they were encouraged to maintain a moderate subjective intensity (5-6 on the RPE10 scale), and their heart rate was recorded. In addition, all of the participants took a digital version of the Stroop test before and after each session. The study aimed to compare the acute cognitive impacts of different types of exercise sessions in older adults. The participants' heart rate differed between the exercise sessions, but they maintained the RPE intensity. There was a significant improvement in inhibitory control (Stroop test) after all sessions, with no differences between exercise sessions. Moreover, some participants agreed to be genotyped to record the single nucleotide polymorphism of BDNF rs6265. There were no differences between Val/Val and Met carriers at the beginning or end of the exercise sessions. The present study showed similar cognitive improvements with different exercise type sessions when the subjective intensity was maintained.

Physical Exercise and Cognitive Function

Cognitive skills are relevant predictors of academic achievement, employability, socioeconomic success, health, and longevity [...]

On the Relationship Between Student Well-Being and Academic Achievement

Abstract. Student well-being is considered as both an enabling condition for positive learning outcomes and an essential educational outcome itself. Previous studies have investigated the relationship between student well-being and academic achievement cross-sectionally, leaving unclear the direction of causality. Employing 3 waves of data spaced 1 year apart, this longitudinal study used a random intercept cross-lagged panel model (RI-CLPM) to account for between-person effects and segregate within-person effects between positive and negative dimensions of student well-being and academic achievement. Participants were 404 secondary school students in Switzerland in grades 7–9. The RI-CLPMs suggested that over 1-year time intervals students’ academic achievement may positively influence positive dimensions of student well-being (i.e., positive attitudes toward school, enjoyment in school, positive academic self-concept) within secondary school students. Negative dimensions of student well-being (i.e., worries in school, physical complaints, and social problems) were not associated with academic achievement.

Promotion of Meaning in Life and Wellbeing Among University Students During the COVID-19 Pandemic via a Service-Learning Subject

Utilizing the principle of “learning by doing,” service-learning (SL) course provides a platform for university students to apply academic knowledge in serving the community, reflecting on the serving experiences, deepening their understanding of the knowledge, and further improving their competence, responsibility, wellbeing, and meaning in life (MIL). This study reported university students' changes in psychological wellbeing (positive youth development attributes), subjective wellbeing (life satisfaction), and MIL after taking a SL subject during the COVID-19 pandemic through a one-group pretest-posttest design. Based on the data collected from 229 students (mean age = 20.86 ± 1.56 years, 48.0% females), repeated-measures multivariate general linear model (GLM) analyses revealed that students showed significant positive changes in wellbeing and MIL. In addition, pretest MIL scores positively predicted posttest scores of the two wellbeing measures but not vice versa. As predicted, improvement in MIL among students was closely associated with the positive changes in both psychological and subjective wellbeing measures. These findings suggest that SL participation during the pandemic may promote students' life meaning and foster their wellbeing. Furthermore, MIL and wellbeing may improve simultaneously, and MIL enhancement may further contribute to improvement in psychological and subjective wellbeing. The findings further prove that SL is an effective pedagogy in higher education settings in promoting youth positive development.

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.

Academic Success, Emotional Intelligence, Well-Being and Resilience of First-Year Forestry Students

Academic success is conceptualized as a multifactor model, achievement and persistence after the first year of study being considered the main learning outcomes. In this area, the findings are inconsistent, depending on the academic context, individual characteristics and diversity of psychological measures. Here, we conducted two related correlational studies to analyze variables of the emotional domain, as emotional intelligence (2017–2019), emotions, well-being and resilience (2018–2020), dropout intention, perceived barriers to completion at the beginning of first years of study in forestry, academic performance and real dropout at the end of the first year of study and several socio-demographic variables. The two studies focused on undergraduate students and included 367 and 227 participants, respectively. Forestry students with higher academic performance report higher accomplishment and engagement and feel weak negative emotions concerning aversive academic assessment compared with students with lower academic performance and students that abandoned their studies. Female students and students with full ECTS load at the end of the first year use their emotions more effectively, have reported lower dropout intention and lower perception of barriers to completion of study, and have higher GPA admission and expected GPA. Performance at the end of the first year is explained by GPA admission, relationships with high school teachers, expected GPA, gender, and academic resilience. Dropout intention is explained by barriers to completion of studies, general negative emotions and negative affect related to threatened assessment situations, and managing others’ emotions. Our findings may help develop intervention measures at the individual and organizational level.

NoiBene, a Group Intervention for Promoting Mental Health Among University Students: A Study Protocol for a Randomized Controlled Trial

University students’ mental health has become a public health issue since increasingly students report high levels of psychological distress. Mental health difficulties influence students’ lives, such as academic performance, relationships satisfaction, and quality of life. Moreover, different kinds of obstacles often hinder help-seeking behavior. Such evidence strongly suggests the need to implement prevention and promotion strategies to increase health and well-being in educational contexts. This article presents a study protocol for implementing and evaluating NoiBene, an evidence-based group intervention that aims to promote mental health and well-being, improve a series of transversal competencies (e.g., emotional awareness, commitment to values, assertiveness, goal setting), and decrease dysfunctional transdiagnostic mechanisms (i.e., perfectionism, repetitive thinking, experiential avoidance). A randomized controlled trial will be conducted to evaluate the protocol’s efficacy. Participants will be assigned to one of the three conditions: the NoiBene Group condition (NB-G), the NoiBene guided web-based condition (NB-WB), or the waiting list condition (WLC). The NB-G intervention consists of six face-to-face group meetings, each dedicated to specific issues related to well-being or vulnerabilities. Every meeting includes an explanation of the theoretical contents, individual and group exercises, and role-plays. The NB-WB intervention covers the same topic addressed in the NB-G intervention. In this case, participants carry out a series of online modules, including theoretical explanations, practical exercises, useful activities, and self-monitoring tools. Students will individually meet the Tutor once every 2 weeks. The primary outcome will include an increase in mental health and well-being. Secondary outcomes will include changes in emotional awareness, assertiveness, perfectionism, rumination, worry, self-criticism, experiential avoidance, and academic performance and satisfaction. We expect that participants in both NoiBene conditions will show these outcomes. However, we hypothesized that the NB-G conditions will be more effective than the NB-WB in improving assertiveness. Besides treatment efficacy, we expect that students can benefit from the NB-G or NB-WB differently based on their specific behavioral and motivational patterns. Outcomes will be assessed at pre-, post-intervention and 6-months follow-up. In conclusion, we believe that NoiBene is a promising tool that can improve students’ well-being, and it could have positive implications for preventing mental health disorders among students.

Assessment of Subjective Well-Being in a Cohort of University Students and Staff Members: Association with Physical Activity and Outdoor Leisure Time during the COVID-19 Pandemic

Time spent outdoors and physical activity (PA) promote mental health. To confirm this relationship in the aftermath of COVID-19 lockdowns, we explored individual levels of anxiety, depression, stress and subjective well-being (SWB) in a cohort of academic students and staff members and tested their association with sport practice, PA at leisure time and time spent outdoors. Our cross-sectional study collected data during the COVID-19 outbreak (April−May 2021) on 939 students and on 238 employees, who completed an online survey on sociodemographic and lifestyle features, depression, anxiety, stress, and SWB. Results showed that the students exhibited higher levels of anxiety, depression, and stress, and lower levels of SWB (p < 0.001 for all domains) compared to the staff members. Correlation analysis confirmed that PA and time spent in nature were associated to high mental health scores among staff and, more consistently, among students. Finally, mediation analyses indicated that the time spent in nature, social relationships, and levels of energy play a mediator role in the relationship between sport practice and SWB. Our evidence reinforces the protective role of time spent in nature in improving mental health, and provides support for policymakers to make appropriate choices for a better management of COVID-19 pandemic consequences.

The "Trade-Off" of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being

Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-being and two subjects, namely, Chinese and Mathematics. It is interesting to note that the other five dimensions of well-being were significantly associated with any subjects and English was not significantly related to any dimensions of well-being in this study. Our findings suggested that policymakers and other stakeholders should avoid an “all or nothing” mindset on practice when considering well-being as a multidimensional construct.

Defense Styles, Academic Procrastination, Psychological Wellbeing, and Approaches to Learning: A Person-Oriented Approach

ABSTRACT

This study investigates the relationships among defense styles, academic procrastination, psychological well-being, and approaches to learning. The questionnaires Defense Style Questionnaire-88, Procrastination Assessment Scale Questionnaire, Flourishing Scale, and HowULearn are used to measure the aforementioned variables, respectively. Social science students (N = 628) take part in the study. A hierarchical cluster analysis is used for clustering students into homogeneous groups. Three groups of students are identified: "psychologically stable and adaptive" (n = 285), "immature and unstable at risk" (n = 134), and "defensively dissonant" (n = 209) students. A decision tree model is used with the grade point average (GPA) score as an outcome variable to further examine interactions between the three clusters and the years of study on GPA. "Psychologically stable and adaptive" students report the highest GPA. Our findings bridge mental health variables with learning shedding light on our understanding of the use of defense styles when it comes to learning.

Whole-Person Development of Undergraduate Nursing Students: A Multi-University Study

AIM

This study examines how nursing students in Saudi Arabia view their holistic development during university study and the association between their perceptions and academic performance.

BACKGROUND

Holistic nursing education fosters broad development and emphasizes students' cognitive, emotional, social, physical, and spiritual potentials.

METHOD

This descriptive and correlational study utilizes the Whole Person Development Inventory to collect data from 998 student nurses enrolled in six governmental universities in Saudi Arabia.

RESULTS

The professional dimension recorded the highest mean, followed by the intellectual, spiritual, physical, and psychological dimensions. The social dimension received the lowest overall mean. Intellectual, psychological, social, and spiritual development has an association with high academic performance.

CONCLUSION

This study encourages policymakers and various stakeholders concerned with nursing education in the country and worldwide to be intentional and systematic in adapting the whole-person development approach in nursing education.

The Impact of COVID-19 on the Lifestyles of University Students: A Spanish Online Survey

The present study aimed to investigate the perceived changes in lifestyle behaviors among Spanish university students during COVID-19-related confinement. An observational, descriptive, and cross-sectional survey study was conducted during April 2020. Sociodemographic and anthropometric data were then obtained. The FANTASTIC questionnaire was used to assess the lifestyles of the 488 participants who took part in the study. Of the participants, 76.3% were female. Overall, the lifestyles of university students significantly deteriorated during the period of confinement caused by the COVID-19 pandemic in Spain. University female students were especially affected compared to their male fellows (p = 0.010). For women, social and family relationships (p < 0.001), personality (p < 0.001), interior (p < 0.001), and career (p < 0.001) were the aspects that worsened during confinement. For men, lack of physical exercise (p < 0.001), social and family relationships (p < 0.001), and career (p = 0.002) were affected to a greater extent. In both cases, confinement was a protective factor against the consumption of tobacco, toxins (p < 0.001), and alcohol (p < 0.001). Gender (p = 0.008) and obesity (p = 0.044) were the two factors that most affected the change in the score of the FANTASTIC questionnaire. Spanish university students’ lifestyles worsened during the lockdown caused by the COVID-19 pandemic, especially those of women, who were the most affected. Some aspects, such as those related to social and emotional behaviors, were deeply affected, while confinement could be a protective factor against previous toxic habits.

The Lack of Academic Social Interactions and Students’ Learning Difficulties during COVID-19 Faculty Lockdowns in Croatia: The Mediating Role of the Perceived Sense of Life Disruption Caused by the Pandemic and the Adjustment to Online Studying

The emergence of the COVID-19 pandemic caused significant disruptions and changes to the educational process worldwide, and higher education institutions rapidly shifted from onsite to online education. This study aimed to explore the association between a perceived lack of academic social interactions in the online learning environment and learning and self-regulation difficulties experienced during online studying. More specifically, the mediating role of students’ senses of life disruption caused by the pandemic and their general adjustment to online studying in the previously described association was explored. A total number of 464 university students from Croatia took part in an online questionnaire. The results revealed that students who perceive a greater lack of academic social interactions also report more learning and self-regulation difficulties during online studying. Further, the perceived lack of academic social interactions affects students’ perceptions of life disruption caused by the pandemic and adjustment to online studying. Both of these mediators, in turn, affect the level of experienced learning and self-regulation difficulties. The obtained results can be helpful for introducing certain measures that could support students’ learning and reduce the possibility of adverse effects of the pandemic.

Migraine prevalence, clinical characteristics, and health care-seeking practice in a sample of medical students in Egypt

Introduction

Migraine is a common disabling primary headache disorder with significant personal and socio-economic impacts. Medical students usually have multiple triggers for migraine, particularly stress and irregular sleep.

Objective

To assess the prevalence, characteristics, and degree of disability of migraine in a sample of Egyptian medical students and to study their health care-seeking practice when having migraine

Patients and methods

A descriptive cross-sectional, questionnaire-based study included 631 undergraduate medical students enrolled in the Faculty of Medicine. Participants’ sociodemographic data, migraine prevalence, characteristic, migraine disability, and health care-seeking practice were evaluated. By using the MIDAS test in the questionnaire, we assessed the impact of migraine headache on the daily activities of the students. The severity of headache was assessed using the visual analog scale (VAS) scores.

Results

Prevalence of migraine in medical students was found to be 17.9% causing moderate disability. Migraine was significantly more prevalent and caused more disability among female students compared to males (p value 0.001 and 0.001). Only 35.4% of the migraineurs had already seen doctors for their migraine, and self-prescription of medications for migraine was practiced by 58.4%. Statistically significant positive correlation was found between migraine frequency, migraine severity, and low academic performance (p value 0.001 and 0.003 respectively).

Conclusion

Migraine is highly prevalent among medical students with predominant female prevalence and has a negative impact on their academic performance and other activities.

The effect of a culturally sensitive mental well-being module on Pakistani nursing students' knowledge and beliefs regarding their own mental health and illness

This study examined the effect of a mental well-being module on undergraduate nursing students' knowledge and beliefs regarding causes and treatment of mental health and illness, and explored the relationship between these variables and depression and anxiety. The one group design incorporated pre-intervention, intervention and post-intervention phases, in a consecutive sample of 246 students in a 4-year BScN programme in Pakistan. A culturally sensitive, interactive mental well-being module of four hours length was delivered to three groups of approximately 40 students per group. Repeated measures ANOVA was performed to assess the difference in the mean knowledge scores. Paired t-tests investigated between-group differences on the factor scores. A total of 112 students screened positive for anxiety and depression symptoms. Repeated measures ANOVA showed a significant difference in the mean knowledge scores regarding mental illness (P < 0.001). Factor analysis resulted in four factors for the aetiology items. Paired t-test showed significant differences (P < 0.001) between psycho-social and environmental factors, supernatural and religious beliefs, and neuro-genetics. For treatment, significant differences (P < 0.001) were found between all factors - Professional and Help from others, Religiosity and Socialization, and Alternative and Medical Treatment. There was a significant and positive change in students' mental health knowledge, beliefs and mental health-seeking behaviour and diminished stigmatized beliefs. Based on the findings, it is highly recommended to incorporate the mental well-being program in the curriculum.

The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students' performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students' life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

The Impact of Positive Youth Development Attributes and Life Satisfaction on Academic Well-Being: A Longitudinal Mediation Study

While research studies revealed that positive youth development (PYD) attributes have beneficial impact on adolescent developmental outcomes, whether and how PYD qualities are related to academic well-being (such as academic stress and academic satisfaction) are unclear. Based on a longitudinal study (N = 2,312 secondary school students; Mage = 12.54 ± 0.68; 51% female) in Hong Kong, the present study tested a longitudinal mediation model in which it was hypothesized that PYD qualities predicted life satisfaction, academic stress, and academic satisfaction, with satisfaction with life mediating the influence of PYD qualities on academic well-being. Results showed that PYD qualities positively predicted academic satisfaction but negatively predicted academic stress over time. While life satisfaction partially mediated the influence of PYD attributes on academic satisfaction, it fully mediated the influence of PYD attributes on academic stress. The present study supports the proposed conceptual model and underscores the role of PYD qualities in academic well-being through the mediation of life satisfaction.

Emotional Well-Being, Cognitive Load and Academic Attainment

This article was migrated. The article was marked as recommended. This opinion piece examines some of the literature on the impact of emotional wellbeing on cognitive load and the impact this might have on educational attainment. It discusses cognitive load theory and outlines a brief history of its evolution to our current understanding. The literature on the degree to which negative emotions contribute to cognitive load is explored, followed by the association between cognitive load and educational attainment in the context of cognitive load theory. The article concludes by making a case for increased awareness, highlighting the need for more empirical research and briefly examining the role of some potential interventions to optimise cognitive load in the context of emotional wellbeing and their potential impact on educational attainment.

The early experiences of Physician Associate students in the UK: A regional cross-sectional study investigating factors associated with engagement

BACKGROUND

The number of physician associates (PAs) training and working in the UK has increased over the last few years following the proliferation of postgraduate courses. Understanding early experiences and what impacts on engagement is important if we are to appropriately support this relatively new professional group.

METHODS

This paper reports on a cross-sectional analysis of the first year of data from a prospective 10-year longitudinal cohort study. First year PA students (n = 89) were enrolled from five universities in one UK region where the training programmes were less than 2 years old. Data collected were: demographic information, wellbeing, burnout and engagement, expectations, placement experience, performance and caring responsibilities. Pearson's correlations were used to examine relationships between variables and to select variables for a hierarchical regression analysis to understand which factors were associated with engagement. Descriptive statistics were calculated for questions relating to experience.

RESULTS

The experiences of PA students during their first 3-6 months were mixed. For example, 78.7% of students felt that there were staff on placement they could go to for support, however, 44.8% reported that staff did not know about the role and 61.3% reported that staff did not know what clinical work they should undertake. Regression analysis found that their level of engagement was associated with their perceived career satisfaction, overall well-being, and caring responsibilities.

CONCLUSIONS

The support systems required for PAs may need to be examined as results showed that the PA student demographic is different to that of medical students and caring responsibilities are highly associated with engagement. A lack of understanding around the PA role in clinical settings may also need to be addressed in order to better support and develop this workforce.

Effectiveness of school-based mental well-being interventions among adolescents: A systematic review

AIMS

This systematic review aimed to identify school-based interventions for ensuring mental health and well-being of adolescents, synthesize existing interventions, and summarize the quality of identified studies.

DESIGN

A systematic review, analysis, and synthesis were performed.

DATA SOURCES

Search was performed in Cochrane Library, PsychARTICLES, Web of Science, CINAHL, and Medline.

REVIEW METHODS

Literature search was performed in March 2019 using inclusion and exclusion criteria. PRISMA guidelines were followed. Identified records were reviewed by title, abstract, and by the full text by two independent researchers. Three authors independently made a quality assessment of the included studies. Included studies were extracted and synthesized. A systematic review was registered in PROSPERO (CRD42019128919).

RESULTS

The initial search yielded 1,199 articles. Of them, 57 articles were included in the final analysis and synthesis. Only four studies were assessed as high quality. Identified themes were mental health and well-being, positive psychology, problem-solving and stress reduction, mindfulness, and physical activity. More than half (N = 32, 56.14%) interventions showed a positive outcome after implementation. Most of those interventions focused on positive psychology and mindfulness.

CONCLUSION

Mental well-being is important for the healthy development of adolescents. Countries are aware that healthy adolescents will become healthy adults who will contribute to his/her community and will lower costs of the absence of work and treatments. Thus, they support and invest in interventions that prevent mental disorders. There is a need for developing multidimensional mental well-being interventions that are effective in low- and secondary-income countries.

IMPACT

This study ensured rigorous methodology, followed PRISMA recommendations and evaluated quality of identified literature using the GRADE guidelines. A critical synthesis was performed to produce an integrated conceptualization of the evidence. The synthesis represents a list of effective school interventions for the promotion of adolescents' mental well-being.