Academic and Psychological Factors Associated with Academic Burnout in Emerging Adults

Academic burnout has a significant impact on psychological distress in students (e.g. anxiety, depression; Koutsimani et al., 2019). Loneliness and parental expectations have also been found to increase burnout among students (Luo et al., 2016; Stoliker & Lafreniere, 2015). Additionally, there is an inverse relationship between impostorism (i.e., feeling like a fraud; Leary et al., 2000) and self-efficacy (Clance & Imes, 1978), but this has not been studied in an academic context in a global sample. This study aimed to investigate academic burnout in emerging adults with a focus on related academic and psychological factors. We predicted that: a) academic self-efficacy would moderate the relationship between parental expectations and academic burnout, b) parental expectations would moderate the relationship between impostorism and academic self-efficacy, and c) burnout would predict anxiety and depression via loneliness as a mediator. Emerging adult college students (N = 85) filled out a survey on Qualtrics that measured demographics, parental expectations, impostorism, academic self-efficacy, loneliness, anxiety symptoms, depressive symptoms, and academic burnout. Results indicated that parental expectations and academic self-efficacy did not significantly interact to predict academic burnout, b = -0.01, SE = 0.01, t(81) = -0.08, p = .937, 95% CI [-0.02, 0.02], sr2 \u3c .001. Similarly, there was not a significant interaction between impostorism and parental expectations to predict academic self-efficacy, b = -0.01, SE = .01, t(81) = -1.17, p = .246, 95% CI [-0.02, 0.004], sr2 = .01, and the indirect effect of academic burnout on anxiety via loneliness was not significant, b = 0.86, boot SE = 0.77, 95% bootstrap CI [-0.63, 2.50]. However, the indirect effect of academic burnout on depression via loneliness was found to be significant, b = 1.41, boot SE = 0.62, 95% bootstrap CI [0.11, 2.58]. Burnout predicted higher loneliness, which then predicted higher levels of depression. Results pinpoint the need to mitigate the negative impact of academic burnout

The Relationship between Personality and Achievement-Related Factors

Previous research has demonstrated that an individual’s self-concept has an impact on their academic achievement (Steinmayr et al., 2019). Aspects of a person’s self-concept include their personality and feelings of imposter syndrome, fear of failure, and academic self-efficacy. Personality, specifically neuroticism and openness, has been used to predict individual’s academic motivations (Komarraju et al., 2009), as well as their academic achievement (Wang et al., 2023) and prevalence of imposter syndrome (Bernard et al., 2002). However, research has not elaborated on how specific aspects of personality influence one’s self-concept as expressed through imposter syndrome, fear of failure, and academic self-efficacy during the stage of emerging adulthood. This study examined how neuroticism and openness are associated with imposter syndrome, fear of failure, and academic self-efficacy in emerging adults. In this study, college students (N = 46) filled out a survey on Qualtrics that measured demographics, fear of failure, imposter syndrome, academic self-efficacy, and personality. Results indicated that openness was not associated with impostorism, r(44) = .02, p = .905, fear of failure, r(44) = .02, p = .898, or academic self-efficacy, r(44) = .04, p = .790. Neuroticism was not associated with impostorism, r(44) = .14, p = .368, or fear of failure r(44) = -.03, p = .831. Higher levels of neuroticism were associated with lower levels of academic self-efficacy, r(44) = -.53, p \u3c .001. Results suggested that openness was not associated with achievement-related factors, but neuroticism was related to academic self-efficacy. Thus, this research can inform future studies that seek to understand how students of different personalities may approach achievement in academic environments

Development and testing of a practicum matching program for baccalaureate nursing education, a local public health unit

This article describes a novel approach to nursing education, designed to improve the experience of both students in public health nursing, and the local public health unit where they affiliate. Students, faculty, and public health department staff developed a method for matching programs and needs of the local public health unit to the skills and learning needs of nursing students. We describe our experience articulating student competencies, program‐specific functions, and an approach to matching student interests and learning opportunities to agency needs. Students, faculty, and staff rated the program moderately to very high in feasibility, satisfaction, and acceptability. Data suggest the novel program served to improve the quality of the practicum affiliation, to the satisfaction of both the school and agency, while contributing to a robust public health learning experience for emerging professional nurses.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/162738/2/phn12767.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/162738/1/phn12767_am.pd

Well-being and Relaxation

Achieving balance in one\u27s lifestyle and health is essential to maximizing human potential and flourishing. This sort of ‘equilibrium’ is the focus of ongoing debates regarding general health and wellbeing. However, it is generally understood that this balance is a state of complete physical, psychological, and social well-being (Straub, 2022). The research on intuitive health developed throughout the years indicates that one of the key components affecting well-being is relaxation (Keiber, 2000). There are many theorized methods to promote relaxation; among them, meditation is a common technique that has shown to decrease stress and physiological arousal (Rausch, 2006). Unfortunately, despite its effectiveness in promoting relaxation, finding the time to decompress and meditate is something many people find challenging; this inability to slow down can be a consequence of a wide range of everyday variables, such as work hours, general life stressors, social media usage, caffeine intake and exercise. In light of the importance of this underutilized practice, the present study examined the various components of well-being and their respective relationships to relaxation through a short meditation. The primary purpose of this investigation was to examine the relationship between wellbeing and relaxation in college students. In addition, this study investigated the impact of stress, caffeine, social media usage, work, exercise, and sleep on wellbeing and relaxation. It is hypothesized that individuals with self-reported high levels of wellbeing will demonstrate the highest levels of calmness as measured by a MUSE headset. Fifty undergraduate students from Belmont University were recruited from general psychology classes and volunteered for the study. All participants completed a wellbeing assessment and an 11 minute meditation session. The results are currently being processed

The Power of Words and Memory Recall

Priming is a technique used in psychological studies that creates an original stimulus with the intention of influencing perceptions of later stimuli (Bermeitinger, 2016). The relationship between, memory, emotion, and priming has been extensively studied within the field of psychology. Specifically, the influence of emotional priming on memory, recall, and overall cognitive performance has been observed (Fugate et al., 2018; Kaspar et al., 2015; Yang et al., 2023). The idea that negative emotional priming leads to better recall of positive stimuli is supported in a study done by Kaspar et al. (2015). We used that article as a basis for one of our hypotheses, and our research was intended to support that idea and further explore the relationship between memory and emotion. We hypothesized that positive emotional priming would lead to better recall of negative emotional terms. We also hypothesized that participants primed with negative emotions would have worse recall compared to participants primed with positive emotions. Our participants consisted of undergraduate students from Belmont University. Participants were given a list of words to review and memorize to the best of their ability in 30 seconds. They then were presented with a distractor task and upon completion were asked to recall the words they attempted to memorize. That entire procedure was repeated with the addition of a video intended to emotionally prime participants inserted before the second word list was shown. Participants were placed in either the positive or negative priming conditions. Results will be presented at SURS