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Dao A, Pegg S, Okland S, Green H, Kujawa A. Longitudinal associations between sense of belonging, imposter syndrome, and first-year college students' mental health. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-10. [PMID: 38810263 DOI: 10.1080/07448481.2024.2355162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 05/06/2024] [Indexed: 05/31/2024]
Abstract
Objective: The first year of college is a time of major changes in social dynamics, raising questions about ways to promote students' mental health. We examined longitudinal associations between students' sense of belonging, imposter syndrome, depressive symptoms, and well-being. Participants: Fifty-eight first-year college students at a university in the United States participated in the study. Methods: Students completed questionnaires during the first 6 months of college (T1) and at the end of the academic year (T2). Results: Greater sense of social and academic belonging was correlated with lower imposter syndrome, depression, and greater well-being at T1. Accounting for T1 measures, lower imposter syndrome predicted greater well-being but not depression at T2. Accounting for T1 mental health, belonging was not a significant predictor of depression or well-being at T2. Conclusion: Increasing sense of belonging and addressing imposter syndrome early in the transition to college may be critical in promoting mental health.
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Affiliation(s)
- Anh Dao
- Department of Psychology, University of Southern California, Los Angeles, California, USA
| | - Samantha Pegg
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Sydney Okland
- Department of Psychology, The University of Texas at Austin, Austin, Texas, USA
| | - Haley Green
- Department of Psychology, Western University, London, Ontario, Canada
| | - Autumn Kujawa
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
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Bani Issa W, Hijazi H, Radwan H, Saqan R, Al-Sharman A, Samsudin ABR, Fakhry R, Al-Yateem N, Rossiter RC, Ibrahim A, Moustafa I, Naja F, Alameddine M, Abbas N, Abdelrahim DN, Al-Shujairi A, Awad M. Evaluation of the effectiveness of sleep hygiene education and FITBIT devices on quality of sleep and psychological worry: a pilot quasi-experimental study among first-year college students. Front Public Health 2023; 11:1182758. [PMID: 37680271 PMCID: PMC10482237 DOI: 10.3389/fpubh.2023.1182758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 07/17/2023] [Indexed: 09/09/2023] Open
Abstract
Background College students report disturbed sleep patterns that can negatively impact their wellbeing and academic performance. Objectives This study examined the effect of a 4-week sleep hygiene program that included sleep education and actigraph sleep trackers (FITBITs) on improving sleep quality and reducing psychological worry without control group. Design settings and participants A pilot quasi-experimental design, participants were randomly selected medical and health sciences from a university students in the United-Arab-Emirates. Methods Students were asked to wear FITBITs and log their daily sleep data and completed the Pittsburgh Sleep Quality Index (PSQI) and Penn State Worry Questionnaire (PSWQ). Extensive sleep hygiene education was delivered via lectures, a WhatsApp group, and the Blackboard platform. In total, 50 students completed pre-and post-assessments and returned FITBIT data. Results There was a significant difference in the prevalence of good sleep postintervention compared with pre-intervention (46% vs. 28%; p = 0.0126). The mean PSQI score was significantly lower post-intervention compared with pre-intervention (6.17 ± 3.16 vs. 7.12.87; p = 0.04, Cohen's d 0.33). After the intervention, subjective sleep quality, sleep latency, and daytime dysfunction were significantly improved compared with pre-intervention (p < 0.05). In addition, FITBIT data showed total sleep time and the number of restless episodes per night were significantly improved postintervention compared with pre-intervention (p = 0.013). The mean PSWQ score significantly decreased from pre-intervention to p = 0.049, Cohen' d = 0.25. The correlation between PSQI and PSWQ scores was significant post-intervention (β = 0.40, p = 0.02). Conclusion Our results may inform university educational policy and curricular reform to incorporate sleep hygiene awareness programs to empower students and improve their sleep habits.
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Affiliation(s)
- Wegdan Bani Issa
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Heba Hijazi
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Hadia Radwan
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Roba Saqan
- Research Institute of Medical and Health Sciences University of Sharjah, Sharjah, United Arab Emirates
| | - Alham Al-Sharman
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - A. B. Rani Samsudin
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Randa Fakhry
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Nabeel Al-Yateem
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Rachel C. Rossiter
- School of Nursing, Paramedicine and Healthcare Sciences, Faculty of Science and Health, Charles Sturt University, Bathurst, NSW, Australia
| | - Ali Ibrahim
- College of Business and Economics, United Arab Emirates University, Abu Dhabi, United Arab Emirates
| | - Ibrahim Moustafa
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Farah Naja
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamad Alameddine
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Nada Abbas
- Department of Nutrition and Food Sciences, American University of Beirut, Beirut, Lebanon
| | - Dana N. Abdelrahim
- Research Institute of Medical and Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | | | - Manal Awad
- University Dental Hospital Sharjah, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Lee S, Arora IS. The effectiveness, acceptability, and sustainability of a 4-week DBT-informed group therapy in increasing psychological resilience for college students with mental health issues. J Clin Psychol 2023. [PMID: 36920177 DOI: 10.1002/jclp.23509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 01/08/2023] [Accepted: 03/01/2023] [Indexed: 03/16/2023]
Abstract
OBJECTIVE An adapted, time-limited dialectical behavior therapy (DBT) skills training group therapy can prove to be an evidence-based treatment that can easily fit the needs, demands, and limitations of University Counseling Centers to serve college students with mental disorders. The present naturalistic study investigated the effectiveness, acceptability, and sustainability of a 4-week DBT-informed group therapy in enhancing psychological resilience. METHODS Participants included 59 college students with heterogeneous mental health concerns. They attended weekly 1.5-hr DBT-informed, resilience-building group therapy for 4 weeks. Psychological resilience, mindfulness, emotional dysregulation, and overall distress were assessed at pretreatment and posttreatment, as well as at 1- and 3-month follow-ups. RESULTS Findings showed increased psychological resilience among the participants at posttreatment and follow-ups, and provided preliminary evidence for the role of mindfulness as an important contributor to enhancing psychological resilience even after controlling for risk factors, treatment dosage, pregroup psychological resilience, and changes in emotion dysregulation and overall distress. CONCLUSION A 4-week DBT-informed skills training group therapy can be utilized as a time-efficient, cost-effective, well-accepted preventative treatment with the potential longitudinal impact to boost psychological resilience for college students with mental health issues.
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Affiliation(s)
- Soonhee Lee
- Counseling Center, University of Maryland, Baltimore County (UMBC), Baltimore, Maryland, USA
| | - Ishita Sunita Arora
- Department of Human Services Psychology, University of Maryland, Baltimore County (UMBC), Baltimore, Maryland, USA
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Tian J, Zhou Y, Yu S. Evaluation of a Career Resiliency Intervention for Special Education Teachers in China: Effects of Healthy Teachers Program. Psychol Res Behav Manag 2023; 16:1425-1437. [PMID: 37124077 PMCID: PMC10143684 DOI: 10.2147/prbm.s400175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Accepted: 04/07/2023] [Indexed: 05/02/2023] Open
Abstract
Background/Objective This mixed-methods research aimed to examine the impact of the Healthy Teachers Program (HTP) on special education teacher career resilience. Methods Forty special education teachers recruited from Jilin, China, were randomly assigned to the intervention group (n =20) and the control (n =20) group. Data were collected using self-report questionnaires. The intervention group was taught eight program lessons by a school psychology teacher, which covered topics related to understanding career resilience, supporting self-awareness, changing career goals, and establishing interpersonal relationships. The researchers statistically analyzed the data collected at three-time points with repeated-measures analysis of variance and also conducted the focus group method to collect qualitative data for the social validity of HTP. Results The HTP positively influences the career resilience of special education teachers and has a high degree of social validity in the social significance of the goals and the social importance of the effects but an insufficient degree in the social appropriateness of the procedures. The findings of this study indicate the feasibility and applicability of the HTP to enhance the career resilience of teachers and its limitations in Chinese special school settings. Conclusion The health teachers program can effectively improve the career resilience of special education teachers and has a high degree of social validity.
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Affiliation(s)
- Jinlai Tian
- School of Educational Science, Beihua University, Jilin City, People’s Republic of China
| | - Yun Zhou
- School of Educational Science, Beihua University, Jilin City, People’s Republic of China
- Jilin Agricultural Science and Technology University, Jilin City, People’s Republic of China
| | - Shenggang Yu
- School of Educational Science, Beihua University, Jilin City, People’s Republic of China
- Correspondence: Shenggang Yu, School of Educational Science, Beihua University, Jilin Street 15, Jilin City, Jilin Province, 132013, People’s Republic of China, Tel/Fax +86-432-64602516, Email
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Niu H, Ren S, Li S. Characteristics of the school adaptation of college freshmen during the COVID-19 epidemic. Front Psychol 2022; 13:915403. [PMID: 36405162 PMCID: PMC9669905 DOI: 10.3389/fpsyg.2022.915403] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 10/11/2022] [Indexed: 08/08/2023] Open
Abstract
Few studies have actually explored the impact of the COVID-19 pandemic on mental health in college students, although many studies have suggested that the COVID-19 pandemic poses a great threat to people's mental health in many cohorts. Furthermore, college students may be a particularly vulnerable cohort that needs more attention and access to psychological services due to the psychological changes involved in the transition to college and the characteristics of college students' study habits and lifestyle. Therefore, investigating the basic characteristics of the impact of the COVID-19 pandemic on college freshmen is of great practical importance and has theoretical implications for the identification and provisioning of services to vulnerable cohorts. A total of 5,818 college freshmen completed the College Student Adaptability Inventory. The results suggest that the mean detection rate of the seven dimensions of undergraduate maladjustment to university is 27.13%. Specifically, livelihood self-management adaptability has the highest detection rate (48.93%), while environmental general evaluation has the lowest detection rate (9.81%). Moreover, the school adaptation of college freshmen is impacted by gender, number of siblings, and family socioeconomic status (SES). Specifically, students who are female, an only child, and have a lower SES have lower levels of school adaptation. However, the school adaptation of college freshmen is not influenced by minority status or left-behind status. The findings of the present study suggest that the maladaptation of college freshmen has been a common phenomenon in China during the COVID-19 epidemic. Prevention programs may be most helpful if they pay more attention to effective intervention efforts for students who are female, an only child, and have a lower SES.
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Affiliation(s)
- Hua Niu
- College of Marxism, Shandong University of Science and Technology, Qingdao, China
| | - Shuo Ren
- Taishan Vocational College of Nursing, Tai’an, China
| | - Shuna Li
- College of Marxism, Shandong University of Science and Technology, Qingdao, China
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Psychometric and conceptual analysis of the resilience at university scale. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-020-00995-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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7
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Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development. SUSTAINABILITY 2022. [DOI: 10.3390/su14074251] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
A mindful person is prone to be open to novelty, attentive to distinctions, sensitive to context, aware of multiple perspectives, and focused on the present. Therefore, the role of mindfulness in educational contexts is gaining ground given the great possibilities it offers in developing students’ competences in education for sustainable development (ESD). The main goal of this study is to explore how mindfulness plays a key role in the learning process in response to the need to develop students’ emotional competencies in ESD, and specifically how mindfulness has an impact on academic performance through resilience. We tested the research model with a questionnaire addressed to 497 students from three higher education institutions and one secondary school. The results of a structural equation analysis confirm the study hypotheses. We find mindfulness is positively related to resilience, which leads to better academic performance. Thus, being mindful is a key competence in ESD since it allows young people to face their education with the highest possibilities of training, experience, and personal growth. This exploratory study offers further evidence of the need to invest in mindfulness to foster resilience and academic performance and represents a first step for designing additional interventions on this line.
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Sharma G, Yukhymenko-Lescroart MA. Life Purpose as a Predictor of Resilience and Persistence in College Students During the COVID-19 Pandemic. JOURNAL OF COLLEGE STUDENT RETENTION 2022:15210251221076828. [PMCID: PMC8883129 DOI: 10.1177/15210251221076828] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The aim of this study was to investigate the extent to which life purpose explained the variance in college students’ levels of resilience and persistence amidst COVID-19 pandemic. This study utilized a cross-sectional design and focused upon the three dimensions of life purpose: awareness of purpose, awakening to purpose, altruistic purpose. Structural equation modeling showed that both resilience and persistence were predicted positively by awakening to purpose when a traditional three-correlated factors model was used to specify the measure of life purpose. When a bifactor model was used, the general factor of purpose emerged as a positive predictor of both resilience and persistence. Additionally, awakening to purpose emerged as a positive predictor of resilience above and beyond the general factor of purpose. Practical implications of this study lie in supporting students to actively explore and fulfill their life’s purpose since doing so might strengthen their resilience and intent to persevere.
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Affiliation(s)
- Gitima Sharma
- Department of Counselor Education and Rehabilitation, California State University, Fresno
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McLean L, Gaul D, Penco R. Perceived Social Support and Stress: a Study of 1st Year Students in Ireland. Int J Ment Health Addict 2022; 21:1-21. [PMID: 35103049 PMCID: PMC8791695 DOI: 10.1007/s11469-021-00710-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/10/2021] [Indexed: 12/30/2022] Open
Abstract
Social support is consistently associated with positive outcomes for students, in terms of wellbeing and academic achievement. For first year students, social support offers a way to deal with stressors associated with the challenge of transitioning to university. The current research was conducted with a range of first year students (n = 315) early in their first semester in university. Both male and female students reported moderate levels of social support and perceived stress, while those with higher levels of social support reported lower levels of stress. Gender differences were apparent in both the levels and sources of social support that students perceived as available to them. Female students reported higher levels of social support and stress than males, suggesting that university initiatives for enhancing social support and dealing with stress may require a gender-specific focus. The results are discussed in terms of recommendations for developing students' social supports during first year, in order to mitigate for the experience of stress and to enhance student experience of their educational journey.
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Affiliation(s)
- Lavinia McLean
- Department of Humanities, Technological University Dublin, Blanchardstown Campus, Dublin 15, Ireland
| | - David Gaul
- Department of Business, Technological University Dublin, Blanchardstown Campus, Dublin 15, Ireland
| | - Rebecca Penco
- Department of Humanities, Technological University Dublin, Blanchardstown Campus, Dublin 15, Ireland
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10
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Lohner MS, Aprea C. The Resilience Journal: Exploring the Potential of Journal Interventions to Promote Resilience in University Students. Front Psychol 2021; 12:702683. [PMID: 34690862 PMCID: PMC8526970 DOI: 10.3389/fpsyg.2021.702683] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 09/10/2021] [Indexed: 01/07/2023] Open
Abstract
Given the prevalence of mental health issues among university students, they must be regarded as a vulnerable population. Resilience interventions offer one potential means of strengthening students' capacity to overcome academic challenges and external threats. This is all the more urgent in light of the additional difficulties caused by the current COVID-19 pandemic, such as the demands of remote learning. The present study is a first step toward designing and evaluating an appropriate dynamic resilience intervention for students. The design of the Resilience Journal intervention draws on insights from expressive writing and positive writing research and focuses on reflection on daily challenges. In this online intervention, 100 business school students (66% female, M age = 23.74) at a German university were randomly assigned to two groups and completed two different versions of the Resilience Journal for 5 days. The two versions focused, respectively on broadening attention to challenges and priming attention to mastered challenges. In a pre-post design, two resilience measures and one measure of life satisfaction were used to assess intervention outcomes. Additionally, a newly developed rating scale was used for daily monitoring of dynamic resilience. While both groups showed a significant increase in resilience as measured by the Brief Resilience Scale, that increase could not be attributed directly to the intervention, as there were no group differences, and the design did not include a control group. The other resilience and life satisfaction measures showed no significant change. This first implementation confirms the potential of the Resilience Journal and indicates directions for the development of dynamic resilience interventions and measures in future studies. To further study the potential of such a positive psychology intervention, future research necessitates the inclusion of control groups.
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Ersöz Çakir O, Işmen Gazioğlu AE. The role of psychological and academic variables in predicting transition from primary to secondary education exam achievement in Turkey. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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12
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Antunes‐Alves S, Langmuir T. Evaluating a combined intervention targeting at‐risk post‐secondary students: When it comes to graduating, mental health matters. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021. [DOI: 10.1002/capr.12390] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Moeller RW, Seehuus M, Simonds J, Lorton E, Randle TS, Richter C, Peisch V. The Differential Role of Coping, Physical Activity, and Mindfulness in College Student Adjustment. Front Psychol 2020; 11:1858. [PMID: 32849091 PMCID: PMC7417773 DOI: 10.3389/fpsyg.2020.01858] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 07/07/2020] [Indexed: 02/06/2023] Open
Abstract
Research has examined the function of stress management techniques, including coping, physical activity, and mindfulness on college students’ adjustment. The present study examined the differential contributions of three stress management techniques to students’ maladaptation (perceived stress, depression, anxiety, and loneliness) and adaptation (self-esteem). Undergraduate students (N = 1185) responded to an online survey. Hierarchical linear regression results indicated that all three stress management techniques – coping, physical activity, and mindfulness – were related to the five outcomes as predicted. Higher levels of disengagement coping strategies were related to higher perceived stress, anxiety, and depression. Components of mindfulness emerged as a strong predictor of adaptation.
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Affiliation(s)
- Robert W Moeller
- Department of Psychology, Middlebury College, Middlebury, VT, United States
| | - Martin Seehuus
- Department of Psychology, Middlebury College, Middlebury, VT, United States.,Department of Psychological Science, College of Arts and Sciences, The University of Vermont, Burlington, VT, United States
| | - Jack Simonds
- Department of Psychology, Middlebury College, Middlebury, VT, United States
| | - Eleanor Lorton
- Department of Psychology, Middlebury College, Middlebury, VT, United States
| | | | - Cecilia Richter
- Department of Psychology, Middlebury College, Middlebury, VT, United States
| | - Virginia Peisch
- Department of Psychological Science, College of Arts and Sciences, The University of Vermont, Burlington, VT, United States
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Kasky Hernández LM, Kahn JH. Maternal attachment and trajectories of emotional and social adjustment during the college transition. COUNSELLING PSYCHOLOGY QUARTERLY 2020. [DOI: 10.1080/09515070.2018.1553143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
| | - Jeffrey H. Kahn
- Department of Psychology, Illinois State University, Normal, Illinois, USA
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Malone ED, Root Kustritz MV, Rendahl A, Molgaard LK. Monitoring the Curriculum through the Student Perspective. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:177-192. [PMID: 31009299 DOI: 10.3138/jvme.0418-038r1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Student input was deliberately included as part of the curriculum implementation and assessment plan at the University of Minnesota College of Veterinary Medicine. The new curriculum included design features to encourage deeper learning such as a spiral curriculum with cross-course integration, increased open time, and more active learning. Student well-being was seen as a simultaneous need. To gather overall perceptions of workload and well-being, student volunteers from each cohort were surveyed weekly starting in 2013. Survey questions asked about out-of-class work time, level of integration, extracurricular activities, student well-being habits, paid employment, and other factors. Survey questions were combined with course data to get a full picture of week quality, total course work time, extracurricular activities, and the effects of integration. Many of our hypotheses about curricular and extracurricular impacts on week quality were disproven. Week quality was most positively affected by student factors of sleep and exercise, whereas the curricular factors of out-of-class work time, total course work time, and examination hours had the strongest negative effects. A surprising finding was that open time, in-class hours, and paid employment hours had a minimal effect on week quality. Students identified excessively heavy semesters and uneven semester workloads that resulted in early revisions to the new curriculum. Student feedback provided a view of the curriculum that was not otherwise available and resulted in early and significant impacts on the new curriculum, and they provided insight into whether planned changes had occurred and how effective various factors were in reaching the curricular goals.
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Affiliation(s)
- Erin D Malone
- Department of Veterinary Population Medicine, University of Minnesota College of Veterinary Medicine
| | - Margaret V Root Kustritz
- Department of Veterinary Clinical Sciences, University of Minnesota College of Veterinary Medicine
| | - Aaron Rendahl
- Department of Veterinary Biological Sciences, University of Minnesota College of Veterinary Medicine
| | - Laura K Molgaard
- Department of Veterinary Population Medicine, University of Minnesota College of Veterinary Medicine
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West CL, Dreeben SJ, Busing K. The Development of the Widowhood Resilience Scale. OMEGA-JOURNAL OF DEATH AND DYING 2019; 83:958-975. [PMID: 31510858 DOI: 10.1177/0030222819873489] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Widowhood researchers have been increasingly interested in the construct of resilience and identifying factors which contribute to adaptive responses to conjugal loss. Available measures of general resilience were validated on nonwidowed samples and broadly lack face validity for use with widowed people. This article reports the development and validation of a resilience scale specific to widowhood, the Widowhood Resilience Scale. Initially, qualitative responses from 744 widowed people were analyzed and cross-referenced with existing literature on resilience to develop 49 items. The 49 items were tested on a sample of 1,188 widowed people, resulting in a 6-factor, 25-item scale.
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Meneghel I, Martínez IM, Salanova M, Witte H. Promoting academic satisfaction and performance: Building academic resilience through coping strategies. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22253] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Isabella Meneghel
- WANT Research Team, Department of Social PsychologyUniversitat Jaume ICastellón de la Plana Spain
| | - Isabel M. Martínez
- WANT Research Team, Department of Social PsychologyUniversitat Jaume ICastellón de la Plana Spain
| | - Marisa Salanova
- WANT Research Team, Department of Social PsychologyUniversitat Jaume ICastellón de la Plana Spain
| | - Hans Witte
- WOPP‐O2L, Faculty of Psychology & Educational SciencesKU LeuvenLeuven Belgium
- Optentia Research Focus AreaNorth West UniversityPotchefstroom South Africa
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Lee S, Mason M. Effectiveness of Brief DBT-informed Group Therapy on Psychological Resilience: A Preliminary Naturalistic Study. JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY 2018. [DOI: 10.1080/87568225.2018.1425646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Soonhee Lee
- University of Maryland, Baltimore County (UMBC), Baltimore, Maryland, USA
| | - Mark Mason
- University of Delaware, Newark, Delaware, USA
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Albright JN, Hurd NM. Constellations of social support among underrepresented college students: Associations with mental health. APPLIED DEVELOPMENTAL SCIENCE 2017. [DOI: 10.1080/10888691.2017.1287568] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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20
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Eisenberg D, Lipson SK, Posselt J. Promoting Resilience, Retention, and Mental Health. ACTA ACUST UNITED AC 2016. [DOI: 10.1002/ss.20194] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Depression, Anxiety and Symptoms of Stress among Baccalaureate Nursing Students in Hong Kong: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2016; 13:ijerph13080779. [PMID: 27527192 PMCID: PMC4997465 DOI: 10.3390/ijerph13080779] [Citation(s) in RCA: 113] [Impact Index Per Article: 14.1] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Revised: 07/22/2016] [Accepted: 07/29/2016] [Indexed: 02/06/2023]
Abstract
This study examines the prevalence of depression, anxiety and symptoms of stress among baccalaureate nursing students in Hong Kong. Recent epidemiological data suggest that the prevalence of mild to severe depression, anxiety and stress among qualified nurses in Hong Kong stands at 35.8%, 37.3% and 41.1%, respectively. A total of 661 nursing students were recruited to participate in our cross-sectional mental health survey using the Depression, Anxiety and Stress Scale 21. Multiple logistic regression was used to determine significant relationships between variables. Working in general medicine, being in financial difficulty, having sleep problems, not having leisure activity and perceiving oneself in poor mental health were significant correlates of past-week depression, anxiety and stress. Year of study, physical inactivity and family crisis in the past year correlated significantly with depression. Imbalanced diets significantly correlated with anxiety. Stress was significantly associated with a lack of alone time. This is the first study to confirm empirically that clinical specialty, financial difficulties and lifestyle factors can increase nursing students’ levels of depression and anxiety and symptoms of stress. Prevention, including the early detection and treatment of mental disorder, promises to reduce the prevalence of these indicators among this group.
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Sart ZH, Börkan B, Erkman F, Serbest S. Resilience as a Mediator Between Parental Acceptance-Rejection and Depressive Symptoms Among University Students in Turkey. JOURNAL OF COUNSELING AND DEVELOPMENT 2016. [DOI: 10.1002/jcad.12076] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Zeynep Hande Sart
- Department of Educational Sciences; Boğaziçi University; İstanbul Turkey
| | - Bengü Börkan
- Department of Educational Sciences; Boğaziçi University; İstanbul Turkey
| | - Fatoş Erkman
- Department of Educational Sciences; Boğaziçi University; İstanbul Turkey
| | - Sevla Serbest
- Department of Educational Sciences; Boğaziçi University; İstanbul Turkey
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23
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Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students. ACTA ACUST UNITED AC 2013. [DOI: 10.1017/jgc.2013.29] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Students making the transition from high school to university often encounter many stressors and new experiences. Many students adjust successfully to university; however, some students do not, often resulting in attrition from the university and mental health issues. The primary aim of the current study was to examine the effects that optimism, self-efficacy, depression, and anxiety have on an individual's life stress and adaptation to university. Eighty-four first-year, full-time students from the Queensland University of Technology (60 female, 24 male) who had entered university straight from high school completed the study. Participants completed a questionnaire assessing their levels of optimism, self-efficacy, depression, anxiety, perceived level of life stress and adaptation to university. In line with predictions, results showed that optimism, depression, and anxiety each had a significant relationship with students’ perceived level of stress. Furthermore, self-efficacy and depression had a significant relationship with adaptation to university. We conclude that students with high levels of optimism and low levels of depression and anxiety will adapt better when making the transition from high school to university. In addition, students with high levels of self-efficacy and low levels of depression will experience less life stress in their commencement year of university. The implications of this study are outlined.
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DeRosier ME, Frank E, Schwartz V, Leary KA. The Potential Role of Resilience Education for Preventing Mental Health Problems for College Students. Psychiatr Ann 2013. [DOI: 10.3928/00485713-20131206-05] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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