10,875 research outputs found

    Processes Underlying Black American College Students’ Mental Health: Examining the Roles of Mental Health Literacy, Ethnic-Racial Identity, and Mental Health-Related Behaviors

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    Addressing the mental health of college students is a persistent and increasing priority (Auerbach et al., 2018), especially among Black American individuals. Given prevalent mental health disparities, it is critical to understand the association between Black American emerging adults’ mental health literacy (MHL) and mental health outcomes including promotive mental health-related behaviors (MHRBs) and symptoms (i.e., anxiety and depressive symptoms), and the modifiable underlying factors that inform them. Guided by the Theory of Planned Behavior (Ajzen, 1991) and the Identity-based Motivation theory (Oyserman & Yoder, 2007), the present study aimed to examine the relation between mental health literacy and mental health outcomes (i.e., promotive MHRBs and symptoms). Mediation analysis was used to examine whether each promotive MHRB mediates the relation between MHL and anxiety and depressive symptoms. Direct paths were included as part of the mediation analyses. To test whether ERI functions as a moderator between MHL and each promotive MHRBs the hypothesized models included interaction terms between each dimension of ERI (i.e., affirmation, exploration, resolution, centrality) and MHL predicting mental health symptoms via each promotive MHRBs. Findings indicated promotive benefits of resolution as a moderator of the relation between MHL and promotive MHRBs (i.e., psychological, emotional and spiritual selfcare). Additionally, greater MHL predicted fewer mental health symptoms via promotive MHRBs (i.e., emotional selfcare, mental health help-seeking intention). Overall, findings highlight the promotive benefits of ERI on the association between MHL and mental health outcomes (i.e., promotive MHRBs and mental health symptoms), and the importance of promotive MHRBs in strengthening the association between MHL and positive mental health outcomes among Black American college students

    An Examination of Whether Grit, Belonging and Institutional Compassion Contribute to Emerging Adult Goal Pursuits and Reduce Pandemic-Related Stress

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    ABSTRACTAN EXAMINATION OF WHETHER GRIT, BELONGING AND INSTITUTIONAL COMPASSION CONTRIBUTE TO EMERGING ADULT GOAL PURSUITS AND REDUCE PANDEMIC-RELATED STRESS by Cynthia A. M. Schmahl The University of Wisconsin-Milwaukee, May 2021Under the Supervision of Professor Jacqueline Nguyen, Ph.D. This dissertation examines the merits of grit and belonging for emerging adults’ collegiate goal pursuits and the influence of institutional compassion amid COVID-19 challenges and stress. Participants were traditional full-time, undergraduate students ages 18-24, recruited from a national sample using Qualtrics, an online survey tool (N = 258; 60% women; 47.31% White, 18.46% Black/African American, 17.31% Asian, 10.77% Hispanic/Latino/a/x). Participants completed a survey including two measures developed for this study—institutional compassion and goal progress—and measures of grit, belonging, and pandemic-related stress.Grit and sense of belonging predicted goal progress. Grit subscales had differentiated results—adaptability to situations and perseverance of effort predicted goal progress; consistency of interest did not. Independently, sense of belonging was a stronger predictor of goal progress than grit. Participants with weaker sense of belonging exhibited more pandemic-related stress; participants higher in grit had lower pandemic-related stress overall. Institutional compassion strongly associated with grit, sense of belonging, and stress; in particular, as institutional compassion increased, sense of belonging increased, and pandemic-related stress decreased. Grit, belonging, and institutional compassion are important to students’ perceptions of goal progress and stress. Keywords: belonging, grit, goal pursuits, institutional compassion, pandemic stres

    Coronavirus disease (Covid-19): psychoeducational variables involved in the health emergency

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    This monograph has allowed us to present a psychoeducational view of the effects of the COVID-19 pandemic. We confirm here that research in education contributes its own evidence and specific models for identifying this problem

    The Effect of the COVID-19 Pandemic on how Social Media Use Influences Eating Disorders and Exercise Motivation

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    The COVID-19 pandemic has drastically impacted the life of every individual. Stay-at-home orders imposed to control the spread of the virus have only led to an increase in social media use to stay connected with others. College students were particularly affected by the measures put in place to control the spread of COVID-19 due to geographical, social, and economic changes (Aristovnik et al., 2020). The stress caused by these changes can increase eating disorder symptoms (Lacey et al., 1986) and exercise behaviors (Kim & McKenzie, 2014). The aim of the study is to observe the impact of the COVID-19 pandemic on how social media use influences eating disorders and exercise behaviors. The current study proposed that due to the pandemic, increased social media use will lead to increased eating disorder symptoms and affect exercise motivation. One hundred and ninety primarily Caucasian (n = 114), female (n = 169) students aged 18-45 were assessed on social media use and responded to the Eating Disorders Examination Questionnaire 6.0, the Exercise Motivation Inventory 2, the Fear of COVID-19 Scale, the Perceived Stress Scale, and the U.S. Household Food Security Scale. The results revealed that fear of COVID-19, EDE-Q score, and exercise motivation did not differ between high and low Instagram users. Furthermore, fear of COVID-19 did not moderate the relationship between Instagram use and EDE-Q score or exercise motivation. Although non-significant, these results indicate that there is a need for further investigation, specifically in the US, for how the pandemic has impacted the lives of college students

    Differential responses to academic stress during the COVID-19 pandemic, transition, and the new normal period

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    This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p 0.05) and the data between the pandemic and the new normal (t = -1.426, p 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times

    Exploring the Impact of Cultural Event Attendance on Undergraduate Students\u27 Perceived Sense of Community at a Dual-Mission University, Post COVID: A Predictive Correlational Study

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    The purpose of this quantitative predictive correlational study was to determine how accurately a sense of community (the criterion variable) can be predicted from cultural event attendance (predictor variable) for undergraduate students at a dual-mission university, post-COVID. This study is grounded in the Sense of Community Theory and is significant to students and other higher education stakeholders in determining where to focus efforts regarding student involvement that promotes a sense of community. This research utilized the Sense of Community Index-2 to gather data through a convenience sampling method, recruiting 84 participants from a large dual-mission university in the western United States. The results of a bivariate regression revealed a statistically significant positive correlation between cultural event attendance and students’ perceived sense of community. The findings suggest that each additional event attended per semester is associated with an estimated 2.84-point increase in students\u27 sense of community score. While the pandemic and the evolving nature of higher education have presented numerous challenges to students’ sense of community, this research strongly establishes on-campus cultural events as a pivotal community-building mechanism, and a practical method for increasing students’ sense of community within the contemporary higher education setting. The research includes limitations and implications of the findings, along with suggestions for prospective research endeavors

    Health science students’ well-being during distance learning: a qualitative interview study

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    Abstract The recent shift from face-to-face learning to distance learning has affected students’ well-being, which could impact commitment to studies and lead to delays or interruptions. The aim of this study was to describe health science students’ experiences of well-being during the distance learning and social isolation resulting from the COVID-19 pandemic. A qualitative descriptive interview study was conducted with virtual semi-structured individual interviews. A total of 15 first-year health science students participated. Content analysis was used to analyse the data. The study identified six main categories of well-being: social relationships; healthy lifestyle; versatile everyday life; psychophysical well-being; the physical living environment; and adaptation to a new situation. The participants mainly reported satisfactory well-being, but they needed support to maintain it. The study showed that students’ well-being and resilience increased when distance learning lasted longer. In the future, it will be important to study how to combine the flexibility of distance learning with the communality of contact teaching.Abstract The recent shift from face-to-face learning to distance learning has affected students’ well-being, which could impact commitment to studies and lead to delays or interruptions. The aim of this study was to describe health science students’ experiences of well-being during the distance learning and social isolation resulting from the COVID-19 pandemic. A qualitative descriptive interview study was conducted with virtual semi-structured individual interviews. A total of 15 first-year health science students participated. Content analysis was used to analyse the data. The study identified six main categories of well-being: social relationships; healthy lifestyle; versatile everyday life; psychophysical well-being; the physical living environment; and adaptation to a new situation. The participants mainly reported satisfactory well-being, but they needed support to maintain it. The study showed that students’ well-being and resilience increased when distance learning lasted longer. In the future, it will be important to study how to combine the flexibility of distance learning with the communality of contact teaching

    The Impact of the COVID-19 Pandemic on Mental Health of College Aged Students

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    Abstract Problem: The overall personal wellbeing of college students was greatly affected by the COVID-19 pandemic. Knowing factors to enhance wellbeing in this group is needed. Purpose: The purpose of this secondary analysis was to explore the personal well-being of college aged students during the COVID-19 pandemic and several relationships of interest. The three research questions were: is there a relationship between personal well-being and whether they participated in social activities? Is there a relationship between personal well-being and their year in college? Is there a relationship between personal well-being and their perception of coping with the pandemic? Theoretical/Conceptual Framework: The psychological attachment theory was utilized to guide the review of literature and aid in the data analysis of this thesis. Method: This quantitative, descriptive study was a secondary analysis from the primary study exploring the overall impact of COVID-19 pandemic on the mental health of college students. Secondary data were explored from undergraduate college students’ (N = 264) personal well-being, COVID-19 results, coping, and involvement in social activities. Results: Data analysis noted that college aged students fared better when they were involved in social activities (p = 0.046) and had perceived coping strategies (p \u3c .0001) in place. Based on the secondary analysis, social activities were shown to increase the well-being of college aged students. Conclusion: Colleges need to be prepared for a pandemic-like crisis such as providing resources and support to their students, especially for social activities and to increase coping skills
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