Peer Attachment and Academic Procrastination in Chinese College Students: A Moderated Mediation Model of Future Time Perspective and Grit

Neural basis responsible for effect of grit on procrastination: The interaction between the self-regulation and motivation neural pathways

Procrastination has a detrimental impact on academic performance, health, and subjective well-being. Previous studies indicated that grit was negatively related to procrastination. However, the underlying neural basis of this relationship remains unclear. To address this issue, we utilized voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analysis to identify the neural substrates of how is grit linked to procrastination. Behavioral results showed that procrastination was negatively associated with grit. VBM analysis revealed that gray matter volume (GMV) in the left precuneus was positively associated with the consistency of interest (CI), a subcomponent of grit, while the right medial orbital frontal cortex (mOFC) was positively correlated with the perseverance of effort (PE), another subcomponent of grit. Moreover, the RSFC analysis indicated that both precuneus-medial superior frontal gyrus (mSFG) and precuneus-insula connectivity were positively related to CI, while the functional coupling of right mOFC with left anterior cingulate cortex (ACC) was positively related to PE. Importantly, the structural equation modeling (SEM) results were well suited for the influence of grit on procrastination via both self-regulation (mOFC-ACC) and motivation pathways (precuneus-mSFG, precuneus-insula). Together, these findings imply that self-regulation and motivation could be two neural circuits underlying the impact of grit on procrastination.

Psychometric Properties of the Chinese Version of 20-Item Zimbardo Time Perspective Inventory (C-ZTPI-20) in Chinese Adolescent Population

Background

This study assesses the psychometric properties of the Chinese version of the Zimbardo Time Perspective Inventory (C-ZTPI-20) in an adolescent population.

Methods

The investigation encompasses a sample of 2634 middle school students from China and aims to evaluate the instrument's reliability, structural validity, measurement invariance, criterion validity, and network structure attributes.

Results

First, descriptive analysis revealed satisfactory reliabilities for four out of five C-ZTPI-20 dimensions, with Present Fatalistic (PF) exhibiting relatively low reliability. Moreover, Confirmatory Factor Analysis (CFA) supported the 5-dimensional structure across all samples and sexes, albeit with a modest Tucker-Lewis Index (TLI) for girls. Furthermore, measurement invariance analysis underscores unbiased assessment across sexes. Sex differences emerge in the Present Hedonistic (PH) dimension, where boys showed higher scores. Furthermore, criteria validity analysis revealed that Past Positive (PP) and Future (F) were positively associated with extraversion, agreeableness, conscientiousness, openness, grit, and mental health, while they were negatively associated with neuroticism. Past Negative (PN) and PF showed inverse trends, while PH perspective demonstrated complex, varied correlations with these psychological traits, underscoring the multifaceted nature of time perspectives. Finally, network analysis revealed positive inter-correlations within dimensions and significant edge differences between sexes, particularly in inter-dimension connections. Despite differing rankings, the most central and marginal items remained consistent between boys and girls in network models.

Conclusion

These findings contribute to understanding the C-ZTPI-20's effectiveness in assessing adolescent time perspectives and inform interventions promoting psychological well-being and coping strategies.

Time perspectives and procrastination in university students: exploring the moderating role of basic psychological need satisfaction

BACKGROUND

Research on procrastination, regarding time perspective factors and basic psychological need satisfaction (BPNS) has placed this problem at the meeting point of individual and contextual variables. The present study focused both on the individual, given that time perspectives can be defined as a person's attitude to an object (time) at three moments (present, past, future); and on contextual aspects, because the satisfaction of basic psychological needs (competence, autonomy, relatedness) is facilitated or made difficult by social contexts. Based on this, the aim of this study was to analyse the relationships between time perspectives and inter-subject procrastination variations, testing the moderating role of BPNS in this relationship.

METHOD

A total of 1,188 undergraduate students, aged 17-50 years (M = 20.02, SD = 2.63), completed three questionnaires containing the variables of interest.

RESULTS

Regression analyses showed significant negative (thus, potentially protective) association of future time perspective with all three procrastination dimensions (decisional procrastination, implemental delay, and lateness). Conversely, past-negative time perspective showed a positive (thus, potentially adverse) association with procrastination. Satisfaction of the need for competence also showed a negative (thus, potentially protective) association with all procrastination dimensions. On eight occasions, the relationships between time perspectives and procrastination dimensions were moderated by psychological need satisfaction.

CONCLUSIONS

These findings show that BPNS may play relevant roles in the negative (favourable) relationships between procrastination dimensions and positive time perspectives, as well as in the positive (adverse) associations between negative time perspectives and procrastination dimensions. Contextual interventions fostering enhanced levels of perceived autonomy, competence, and relatedness, as well as future time perspective, are thus strong candidates to consider for use and evaluation by policy makers, pedagogues, teachers, coaches and other professionals interested in counteracting procrastination tendencies.

Future orientation and moral judgment in chinese youths: the mediating role of moral disengagement and the moderating role of self-control

Based on the self-regulation theory, this study aims to examine the relationship between youths' future orientation and judgment of their own immoral behaviors. A moderated mediation model was constructed to investigate the mediating role of moral disengagement and moderating role of self-control. Six hundred and twenty-eight Chinese youths, with an age range from 16 to 34 years (M = 23.08, SD = 2.65), were recruited to take part in an anonymous survey about future orientation, moral disengagement, self-control, and moral judgment. Results revealed that youths with high future orientation judged their own moral transgressions more harshly and that moral disengagement partially mediated the relationship between the two. Moderated mediation analysis further demonstrated that self-control moderated the relationship between future orientation and moral disengagement and the indirect effect between future orientation and youths' judgment of their own immoral behaviors. To be specific, the indirect effect was much stronger for youths with high levels of self-control. These findings not only enrich the research about how future orientation affects youths' judgment of their own immoral behaviors, but also reveal the underlying mechanisms between future orientation and moral judgment, which can provide practical guidance for implementing measures that effectively enhance youths' moral character and cultivate their ability to think positively about the future.

Future time perspective and academic procrastination among nursing students: The mediating role of mindfulness

AIM

To explore the relationship between university nursing students' academic procrastination, mindfulness, and future time perspective.

DESIGN

A cross-sectional study.

METHODS

A total of 343 university nursing students recruited from eight provinces in China have reported procrastination characteristics through fulfilling an online website link. The main instruments involved Mindfulness Attention Awareness Scale (MAAS), Zimbardo Time Perspective Scale, and Procrastination Assessment Scale (PASS).

RESULTS

Participants who self-assessed higher frequency and degree of academic procrastination tended to possess lower future time consciousness, and lower mindfulness. Mindfulness served as a mediation effect between future time perspective and academic procrastination. The study indicates that weakening an individual's procrastination can be alleviated through future time awareness and mindfulness. Concentrating on influencing factors, strengthening nursing student's future time perspective, and practicing mindfulness training could assist educators to decrease students' procrastination intentions and behaviours.

Chinese students' filial piety beliefs and procrastination in mathematics learning: The mediating role of academic emotions

This study examined the relations between Chinese students' filial piety beliefs and mathematics procrastination and the mediating role of academic emotions in the relations. Analysis of data on 1,476 primary school students in China with structural equation modeling revealed that students' reciprocal and authoritarian filial piety beliefs were positively related to academic enjoyment and anxiety, respectively. Students' procrastination in mathematics learning was positively related to anxiety and authoritarian filial piety beliefs and had negative associations with enjoyment and reciprocal filial piety beliefs. The bootstrap analysis results confirmed the mediating role of anxiety in the relation between authoritarian filial piety beliefs and procrastination. Reciprocal filial piety beliefs had negative indirect relationship with procrastination via enjoyment. The results were explained from a socio-cultural perspective. The theoretical contributions and practical implications are discussed.

Examination of non-cognitive variables affecting academic achievement: a conceptual model proposal

Psychological factors have a significant role in better understanding mechanisms that affect students' academic performance. The intense and long-term stress of the pandemic process has made it necessary to rethink the components which effect the academic achievement of pupils. The purpose of this study is to examine the variables that predict the academic achievement of university students during the pandemic process and to present a model on these variables. The study group has 241 students who continue their undergraduate education in Turkey. The data were collected with a self-description form and 6 scales. The partial Least Squares (PLS) Structural Equation Model was used to analyses the developed research model. In consequence of the study, a relationship was obtained between academic procrastination (AP) and multi-screen addiction (MSA). Covid-19 burnout has a crucial effect on AP, multiscreen addiction, and psychological well-being variables. Motivation and self regulation-attention variables are explanatory of AP. This study contributes to expanding the nomological network regarding the effects of Covid-19 on the psychological well-being and behavior of individuals.

Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.

Impact of College Students’ Learning Adaptation on Learning Conformity Behavior in Hengyang: Moderating Role of Peer Attachment

This study explored the relationships among learning adaptation, peer attachment, and learning conformity behavior among college students in Hengyang, Hunan Province, China. A total of 704 questionnaires were collected from three universities in Hengyang through purposive sampling, and 650 valid questionnaires were obtained. Structural equation models were used to test the direct and moderating effects among the variables. The research indicated that good learning adaptation in Hengyang college students had a positive impact on learning conformity behavior and that college students’ peer attachments had a positive effect on their learning conformity behavior. Compared with students with low peer attachment, students with high peer attachment were better at learning and adapting; they engaged in learning conformity behavior more frequently. College students’ peer attachment positively moderated the relationship between learning adaptation and learning conformity behavior.

Suicidal Ideation among University Students: A Moderated Mediation Model Considering Attachment, Personality, and Sex

The present study aimed to examine the link between attachment, personality traits, and suicidal ideation with consideration of the potential moderating role of age and sex. The Suicidal History Self-Rating Screening Scale, the Personality Inventory for DSM-5-Brief Form, and the Attachment Style Questionnaire were administered to 183 students. There was a significant indirect effect of need for approval on suicidal ideation via detachment. Moreover, the moderated mediation models of need for approval and preoccupation with relationships on suicidality via negative affectivity were significant in men, but not women, whereas the moderated mediation model of need for approval on suicidality via detachment was significant in women, but not men. Young men and women seem at risk for increased suicidal ideation based on specific attachment and personality characteristics, which should be considered for the development of prevention and therapeutic interventions.

Factors influencing bedtime procrastination in junior college nursing students: a cross-sectional study

Background

Sleep quality is related to physical and mental health. Though bedtime procrastination has been identified as a potentially key source of poor sleep quality, related research is scarce. The goal of our study was to determine bedtime procrastination among nursing students and identify its influencing factors.

Methods

This cross-sectional study comprised 1827 junior college nursing students. The data were collected from November to December 2021 using a mobile app-based survey. We evaluated demographic factors, Big Five personality traits, self-regulatory fatigue, future time perspective, and problematic mobile phone use. Multiple linear regression analysis was used to identify independent characteristics that influence bedtime procrastination among junior college nursing students.

Results

The mean bedtime procrastination score in junior college nursing students was 25.11 ± 6.88. Family monthly income of 3000–6000 RMB (β = 0.740; p = 0.015), as well as that of > 6000 RMB (β = 1.708; p = 0.001), and an extroverted personality (β = 0.225; p = 0.001), self-regulatory fatigue (β = 0.135; p < 0.001), and problematic mobile phone use (β = 0.078; p < 0.001) had significant positive effects on bedtime procrastination. Conscientious personality (β = − 0.284; p = 0.003), neurotic personality (β = − 0.203; p = 0.031), and future time perspective (β = − 0.141; p < 0.001) had significant negative effects on bedtime procrastination.

Conclusion

The nursing students who participated in this study had moderate levels of bedtime procrastination. Bedtime procrastination was predicted by higher monthly household income; personality traits of extroversion, conscientiousness, and neuroticism; self-regulatory fatigue; future time perspective; and problematic mobile phone use.

Practical implications

We recommend that effective measures are needed to help alleviate bedtime procrastination and improve the health and well-being of nursing students.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-022-00881-7.

Bibliometric Analysis and Visualization of Academic Procrastination

Numerous students suffer from academic procrastination; it is a common problem and phenomenon in academic settings. Many previous researchers have analyzed its relationships with other factors, such as self-regulation and academic success. This paper aims to provide a full outline of academic procrastination and explore the current hot spots and trends. Bibliometrix and VOSviewer were used to conduct quantitative analysis. The data was collected from the Web of Science core collection database, which contains 1,240 articles from the years 1938 to 2021. The analysis shows that the publication of articles on academic procrastination has been rapidly increasing since 1993. In terms of the most influential countries and institutions, the United states took a prominent lead among all countries, and the most productive institutions in this area were the University of Washington and University of California, Los Angeles. By analyzing the authors, we see that most authors like working with a few collaborators, leading to main groups of authors, such as Murat Balkis and June J. Pilcher. The most frequently cited author was Esther D. Rothblum. Based on the co-citation journals network, Personality and Individual Differences was the prolific and influential journal referring to the number of citations and articles it received. The VOSviewer tool identified the hot spots of academic procrastination, which were mainly distributed as follows: (a) procrastination, (b) academic procrastination, (c) self-regulation, (d) academic performance, and (e) motivation. Therefore, this paper is helpful for scholars and practitioners to know the trend of academic procrastination research comprehensively.

Self-Control, Consideration of Future Consequences, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Deviant Peer Affiliation

Although a large number of studies have indicated that self-control was an important predictive factor for adolescent internet addiction, the moderating and mediating mechanisms underlying this relationship remain unclear. To address this research gap, the present study, according to social learning theory and the organism–environment interaction theory, tested whether consideration of future consequences mediated the relation between self-control and adolescent internet addiction and whether deviant peer affiliation moderated the relationship between consideration of future consequences and internet addiction. Using longitudinal tracking (two-time points and the interval is 6 months). Three middle schools in Guangzhou were randomly selected. The participants were 1182 students ranging in age from 12 to 15 years (average age: 14.16, SD = 1.29) from three middle schools in Guangzhou (651 boys and 531 girls) in Guangdong Province. Results showed that consideration of future consequences mediated the relationship between self-control and internet addiction. Furthermore, the relationship between future consequence consideration and internet addiction was moderated by deviant peer affiliation. These findings highlighted the potential mediating role of consideration of future consequences in linking self-control to adolescent internet addiction. We also found high deviant peer affiliation weakens the protective effect of future consequence consideration on Internet addiction. This study may provide support for adolescent Internet addiction prevention and have some educational implications.

"To teach is to learn twice" Added value of peer learning among medical students during COVID-19 Pandemic

This article was migrated. The article was marked as recommended. In medical education, peer learning has a significant impact on deeper learning and considered an effective method of collaborative and deeper learning. This article highlights the adjustment of the final year medical students to the peer learning style during the COVID-19 pandemic. It explores the additional benefits of peer learning style and recommend key points that can help medical students to combat the current stressful situation. Adaptation to peer learning strategy may help to overcome this stressful situation and motivate each other to focus on studies. This approach can assist medical students to stay in touch with each other, collaborate, communicate, and boost each other morally. The peer learning style provides an opportunity for students to share thoughts and emotional reactions freely and friendly. This way can help to reduce stress and develop resilience. Students get rapid adaptation to technology-enhanced learning smoothly and effectively by helping each other to learn new skills. The feeling of staying connected with peers during the online sessions significantly augmented the ability to combat the crisis and augment social interactions.

"To teach is to learn twice" Added value of peer learning among medical students during COVID-19 Pandemic

This article was migrated. The article was marked as recommended. In medical education, peer learning has a significant impact on deeper learning and considered an effective method of collaborative and deeper learning. This article highlights the adjustment of the final year medical students to the peer learning style during the COVID-19 pandemic. It explores the additional benefits of peer learning style and recommend key points that can help medical students to combat the current stressful situation. Adaptation to peer learning strategy may help to overcome this stressful situation and motivate each other to focus on studies. This approach can assist medical students to stay in touch with each other, collaborate, communicate, and boost each other morally. The peer learning style provides an opportunity for students to share thoughts and emotional reactions freely and friendly. This way can help to reduce stress and develop resilience. Students get rapid adaptation to technology-enhanced learning smoothly and effectively by helping each other to learn new skills. The feeling of staying connected with peers during the online sessions significantly augmented the ability to combat the crisis and augment social interactions.

True Grit in Learning Math: The Math Anxiety-Achievement Link Is Mediated by Math-Specific Grit

In this study, we tested a possible mechanism of the association between math anxiety and math achievement: the mediating role of math-specific grit (i.e., sustaining effort in the face of adversity when learning math). In Study 1, a sample of 10th grade students (N = 222) completed a battery of personality and attitude questionnaires, and math achievement was indexed by curriculum-based examination scores. Mediation analyses indicated that math-specific grit, but not domain-general grit, mediated the relationship between math anxiety and math achievement. In Study 2, we replicated and extended the above findings with another sample of 11th grade students (N = 465). Mediation analyses indicated that math-specific grit and math-specific procrastination played sequential mediating roles in the relationship between math anxiety and math achievement. That is, individuals with higher math anxiety were less gritty in math learning, possibly further leading them to be more procrastinated in performing math work, which may finally result in worse math achievement. In summary, the current study provides the first evidence that math-specific grit may mediate the relationship between math anxiety and math achievement. Furthermore, it also demonstrated the value of math-specific grit over domain-general grit in predicting math success, which invites a broader investigation on subject-specific grit.

The Relationship Between Future Time Perspective and Psychological Violence Among Chinese College Students

Based on early experiences and current conditions, a future time perspective influences college students’ behaviors, while psychological violence critically threatens college students’ health. This study explored the relationship between a future time perspective and the psychological violence of perpetrators based on an online investigation of 1424 college students (87.1% women) aged 17 to 31 in China. The results showed that a future time perspective is significantly positively associated with psychological violence. Positive future orientation is negatively associated with psychological violence. Negative and confused future orientations are positively associated with psychological violence. These findings support the need to introduce an intervention regarding a future time perspective to reduce psychological violence among college students.

COVID-19 Infection Risk and Depressive Symptoms Among Young Adults During Quarantine: The Moderating Role of Grit and Social Support

Prior research has demonstrated that the adverse consequences of the coronavirus disease 2019 (COVID-19) pandemic may go beyond its economic hardships and physical health concerns, having a significant influence on psychological distress for individuals under quarantine. Nevertheless, relatively little attention has been paid to exploring the risk and protective factors in the link between COVID-19 infection risk and psychological distress among young adults. Following a socioecological framework, the current study examines the moderating role of grit (perseverance and consistency) and social support in the association between COVID-19 infection risk and depressive symptoms. A sample of 1,251 young adults under home quarantine (62.6% female; M age = 20.92 years, SD = 1.47; age ranged from 18 to 25 years) was involved in this study, and they were asked to complete a set of self-reported questionnaires online. Results of a linear regression analysis exhibited that COVID-19 infection risk was positively associated with depressive symptoms in young adults in quarantine. Moreover, moderation analyses showed that this association was moderated by perseverance and social support. To be specific, for those reporting higher levels of social support, this linkage was not significantly positive; in contrast, for those reporting lower levels of social support, perseverance was a significant protective factor for depressive symptoms when young adults were exposed to a high infection risk of COVID-19. The current study suggests that greater social support is essential to helping young adults deal with possible negative emotions in the context of the COVID-19 pandemic. Moreover, university-based counseling services should pay specific attention to those young adults with relatively insufficient social support resources and low levels of perseverance.

Parental Attachment and Problematic Internet Use among Chinese Adolescents: The Moderating Role of Gender and Grit

Problematic Internet use (PIU) is currently becoming a more serious public health concern, representing a deleterious effect on adolescent adaptive emotional and behavioral patterns. Given the prevalence of PIU and its deleterious impact on adolescents’ optimal functioning, it is valuable to investigate the risk and protective factors of PIU. Guided by a socio-ecological framework, the current study examines the associations of paternal attachment and maternal attachment with PIU among Chinese adolescents. Furthermore, this study investigates whether adolescents’ gender and grit moderate this association. A total of 2677 Chinese adolescents (56.5% girls; M_age = 15.56; SD = 1.57) was involved in this study. Adolescents were uniformly instructed to complete a battery of self-reported questionnaires. The results of linear regression analyses showed that paternal attachment and maternal attachment security were negatively related to PIU. Moreover, moderation analyses revealed that higher levels of grit buffered against boys’ PIU in the context of paternal attachment security and girls’ PIU in the context of paternal attachment insecurity. The current study suggests that parental attachment security plays an important role in mitigating the likelihood of Chinese adolescents’ PIU. Moreover, the buffering role of grit in PIU varies by the levels of paternal attachment security, depending on the adolescents’ gender.

A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence

Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; M _age = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of self-reported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals' adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students' growth mindset through the role of sense of coherence.

Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (M_age = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

State and Trait Anxiety Among University Students: A Moderated Mediation Model of Negative Affectivity, Alexithymia, and Housing Conditions

Objective

Starting university education is a crucial period for the mental health of students, who report higher levels of distress compared to the general population. This study sought to better understand the distress experienced by students by considering contextual facets (e.g., housing conditions) as well as stable clinical variables (e.g., negative affectivity, emotion regulation, and anxiety).

Methods

A total of 177 University students (71.2% females) aged 18-29 were administered the State-Trait Anxiety Inventory-Y, the Beck Depression Inventory-II, the Suicidal History Self-Rating Screening Scale, the Personality Inventory for DSM-5-Brief Form, and the Toronto Alexithymia Scale-20.

Results

University students showed concerning levels of distress, particularly concerning anxiety, and depression. We found that the relationship between negative affectivity and both state and trait anxiety was mediated by alexithymia but housing conditions did not act as a moderator for the indirect effect of negative affectivity on state or trait anxiety through alexithymia.

Conclusion

Undoubtedly, university lifestyle can be demanding, but experiencing distress is not inevitable nor inexplicable. The present study sought to gain insight into the anxiety experienced by Italian University students while taking into account the importance of personality and clinical characteristics that have previously been widely underestimated. We found that these characteristics can be of extreme importance for developing preventative and therapeutic interventions tailored to the clinical characteristics of students, as well taking into account their living environment.