2 research outputs found

    How Positive and Negative Emotions are Regulated by and Associated with Stigma in University Students with and without Mental and Physical Chronic Health Conditions

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    Introduction: Over one-third of undergraduate students report having at least one mental or physical chronic health condition (CHC). Stigma is associated with undesirable emotion/mood, worse quality of life, and diminished academic performance. Less is known about (a) whether emotional experiences may be regulated differently between students with and without CHCs and (b) whether negative and positive emotion regulation are differentially associated with stigma awareness and internalized stigma in students with CHCs. The present study examines cross-sectional survey data from Fall 2020 quarter. Method: Students without CHCs (n = 51) and students with CHCs (n = 150) were sampled from Eastern Washington University using emailed invitations and online surveys. The Stigma Consciousness and Self Stigma scales assessed stigma awareness and internalized stigma, respectively. The Emotion Regulation Questionnaire assessed positive, negative, and neutral emotion regulation. ANOVAs and t-tests were utilized to assess mean differences between groups on levels of emotion regulation. Pearson correlations were used to assess associations between emotion regulation stigma measures. Significance was set to p \u3c .05. Results: Students with co-occurring mental and physical CHCs reported significantly greater negative emotion suppression compared to students with only mental CHCs and those without CHCs. Positive emotion suppression was positively correlated with internalized stigma in students with mental CHCs, regardless if it was only or co-occurring with physical CHCs. Discussion: This study fills a gap in the literature on emotion regulation in populations that report experiencing stigma. This study highlights the importance of assessing positive and negative emotion regulation separately

    Depression and Anxiety Symptom Severity in Students with Physical or Mental Chronic Health Conditions during 2020-21 Academic Year: A Longitudinal Study

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    Introduction: After the COVID-19 pandemic, national surveys indicated an increase in mental health conditions reported by undergraduates. Depression and anxiety can contribute to worse performance, including university work. However, there is limited research comparing depression and anxiety symptom severity between students with mental or physical chronic health conditions (CHCs) since the pandemic. The current study fills that gap by examining depression and anxiety severity in undergraduate students with CHCs. Method: Undergraduate students (n = 212) at Eastern Washington University completed online surveys during Fall, Winter, and Spring quarters of the 2020-21 academic year. Surveys included CHC questions and a validated measure of anxiety and depressive symptom severity. Paired samples t-tests addressed changes in levels of depression and anxiety severity over time. One-way ANOVAs and independent samples t-tests addressed mean differences across students with anxiety, depression, other mental CHCS, and students without CHCs. Results: Depression and anxiety symptom severity was stable across time for students with any combination of CHCs and those with no CHCs. Students with co-occurring anxiety and depression reported greater levels of anxiety symptom severity across time when compared to students with only physical CHCs, other mental CHCs, and no CHCs; however, those differences tended to end by Spring quarter. Discussion: Our findings are consistent with prior research demonstrating that students with co-occurring anxiety and depression may experience lower quality of life. Future studies that target students with combinations of anxiety and depression CHCs may need to be conducted to examine possible interventions for this population
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