Choral experiences in college students: Music supporting mental health

Several studies have established a link between adverse childhood experiences (ACEs) and mental health issues in college students. However, less is known about how positive childhood experiences (PCEs) may promote mental health and well-being, and potentially act as a buffer in the relationship between risk exposure and poor outcomes. This study investigates how ACEs and PCEs relate to college students' mental health (N = 321), within the framework of Resiliency Theory with specific attention focus on the compensatory and the protective factors models. Three key hypotheses were examined using quantitative data collected by way of an online anonymous survey: (1) ACEs will predict poorer mental health outcomes; (2) PCEs will predict better mental health outcomes and will lessen the negative effects of ACEs on mental health outcomes (compensatory factor model), and (3) PCEs will moderate the association between ACEs and mental health outcomes so that the relationship will be weaker among participants with higher PCEs (protective factor model). Findings supported each of these hypotheses and are important for our understanding of the long-term mental health correlates of ACEs and PCEs among college students. Our study underscores the importance of promoting PCEs while also underscoring the necessity of proactively preventing ACEs. Practical implications are discussed in relation to improving assessments of student needs and providing targeted interventions for those at risk.

The purpose of the study was to explore and describe the experience of Korean college students on suicide attempts. Eight students participated and data were collected through in-depth individual interviews between September, 2011 and April, 2012. Data were analyzed using Strauss and Corbin's grounded theory method. Analysis showed that the central phenomenon of suicide attempt experience of college students was 'inextricable despair'. Causal conditions were 'sense of shame by failure to achieve perfect independence' and 'a big gap between reality and ideals'. Contextual conditions were 'extreme situation of being cornered' and 'excessive changes in emotions'. Intervening conditions were 'important others' and 'perspectives on the world'. Action/interaction strategies were 'temporary efforts' and 'gathering up one's mind'. Consequences were 'trauma as one's own hurt', 'conflict between life and death' and 'becoming mature'. The results of this study provide an in-depth understanding of the experience of college students with attempted suicide. It is necessary to develop programs to prevent suicide attempts by college students and these results can be used as a basis for program development.

This study examined the role of perceived discrimination, social connectedness, age, gender, years of study in the US, English language competency, and social contact patterns on adjustment difficulties among a sample of 229 Turkish international students studying in the United States. Findings indicated that students who reported higher levels of social connectedness, lower levels of perceived discrimination, more years of study in the US, and higher levels of English language competency reported lower levels of adjustment difficulties. Other results showed that (lack of) social connectedness and perceived discrimination were predictors of adjustment difficulties. In addition, results indicated that students who socialized with individuals from the US had lower levels of adjustment difficulties than did those who socialized with coculture members. Implications are discussed and suggestions for interventions are provided.

This case study explores the experiences of Nepalese college students with visual disabilities during the COVID-19 pandemic, applying Bronfenbrenner’s Ecological Systems Theory as a theoretical framework. Through in-depth interviews with eight students with visual disabilities studying bachelor and master level at a public college, this research describes challenges and chances across five primary domains of the ecological perspective. The study showed the critical role of immediate support circles in academic and social contexts, the needed interactions between parents and educational institutions, observable gaps in institutional support and government policies, and the dual role of the pandemic as a challenge and a stimulus for self-efficacy. The study suggests the need for a comprehensive approach to supporting college students with visual disabilities, integrating effective support networks, fostering continuous stakeholder discourse, and enhancing interactive policy and pedagogical flexibility during pandemic and general situation.

This study examines the effect of meditation on stress reduction among college students. The increasing prevalence of stress-related issues in academic environments has raised concerns about the mental health and well-being of students. Meditation, particularly mindfulness practices, has been widely studied for its potential to alleviate stress and enhance emotional resilience. This research aims to assess whether regular meditation can reduce perceived stress levels and improve overall well-being in college students. A total of 60 college students participated in an 8-week meditation program, with pre- and post-intervention stress levels measured using the Perceived Stress Scale (PSS). The results indicated a significant reduction in stress levels following the meditation intervention, with participants reporting improved emotional regulation, focus, and academic performance. These findings suggest that meditation can serve as an effective and accessible tool for managing stress among college students. The study highlights the importance of incorporating mindfulness practices into student wellness programs, offering a low-cost, sustainable approach to promoting mental health in academic settings. Further research is recommended to explore the long-term effects of meditation and its applicability across diverse student populations.

BackgroundThe prevalence of pulmonary tuberculosis among college students in Shaanxi is high. Although tuberculosis leaves much psychological and social impact on patients, little is known about its impact on college students. The objective of this study is to explore the experiences and psychological process of college students with pulmonary tuberculosis in Shaanxi, China.Methods17 college students with pulmonary tuberculosis were recruited purposively from 9 colleges in Shaanxi. In-depth interviews were conducted to collect data and a thematic framework analysis was used.ResultsThe participants reported that pulmonary tuberculosis deeply influenced their mental health. They were fearful to the nature of pulmonary tuberculosis at the stage of diagnosis, anxious about the illness before the period of diagnosis and the early week of the treatment, excessive worry immediately before the first recheck. They expected an early full recovery, bored on tedious treatment life and worried about future heath and prospects during the whole treatment phase. Their daily life was also influenced, namely discontinued studies, isolation and increased financial burden. They also reported that they could get strong supports from family members, while little supports from healthcare workers and their friends.ConclusionsThe participants' psychological pressure was significant during the treatment. In addition, there was serious conflict between treatment and study; social support provided for them was insufficient. Healthcare workers should provide psychological support for college students with pulmonary tuberculosis according to the psychological characteristics and offer social support through strengthening communication with them. Colleges should follow governmental policies on TB exactly and provide opportunities for the patients to continue their studies.

To investigate the efficacy of home-school collaboration in enhancing college students' mental health. The convenience sampling method was used to select 500 students studying at University as survey participants. By designing a questionnaire, college students' mental health, self-identity, satisfaction and the status quo of home-school collaborative education were investigated. Pearson's correlation analysis was conducted to explore the relationships among these factors. Furthermore, the PROCESS model was used to study the mediating effect, which was tested using the Bootstrap sampling method. Cronbach's coefficient α was above 0.7 for each index in the questionnaire, indicating good reliability. After excluding invalid questionnaires, 463 valid ones remained, with a validity rate of 97.1%. College students' mental health and self-identity were found to be positively correlated with home-school collaboration in terms of total scores and scores for each dimension. The highest degree of correlation was observed for identity moratorium and identity foreclosure, with a correlation coefficient of 0.479. Satisfaction and college students' self-identity contribute to the relationship between home-school collaboration and college students' mental health in the paths 'home-school collaboration → satisfaction → college students' mental health' and 'home-school collaboration → college students' self-identity → college students' mental health,' respectively. Additionally, satisfaction and college students' self-identity for the action path 'home-school collaboration → satisfaction → college students' self-identity → college students' mental health,' reflecting the impact of home-school collaboration on college students' mental health. Home-school collaboration positively influences the development of college students' mental health. Satisfaction and college students' self-identity have a chain mediating effect on the relationship between home-school collaboration and college students' mental health.

This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided.

The shift to remote learning during the COVID-19 pandemic presented significant mental health challenges for college students, particularly for students with minoritized identities. The current study used quantitative and qualitative methods to examine how psychological distress and barriers to mental healthcare shifted for first-generation college students (FGCS) as the pandemic affected campuses in Spring 2020. FGCS across three college settings (N = 314) responded to surveys in December 2019 and again following the onset of the pandemic in May/June 2020. A sub-sample of 28 participants also provided in-depth interviews . Results showed an increase in depressive symptoms and perceived stress following the onset of the pandemic, with Latinx and female FGCS reporting greater increases in stress compared to other groups. FGCS were significantly less confident in their knowledge about where to seek mental health support following the onset of the pandemic, and mental healthcare utilization dropped significantly as well. Interviews highlighted specific stressors contributing to mental health, as well as key barriers to mental healthcare that intensified during the pandemic. These findings inform our understanding of the mental health needs of college students with minoritized identities, and have implications for policies and procedures around provision of mental health services on university campuses.

College students are known to frequently engage in alcohol consumption, and are at risk for developing dangerous drinking patterns (e.g., binge drinking). Since imposter syndrome occurs at high rates among undergraduate students, it is reasonable to assume that college students may experience its negative effects, such as anxiety and depression. Given the relation of anxiety and depression to worse drinking outcomes, imposter syndrome may also be related to greater drinking and related problems. Yet, this is the first known study to test whether imposter syndrome is related to drinking behaviors. 376 (87% female) undergraduates recruited through our psychology department research participant pool with current (past 3-month) alcohol use completed an online survey. Imposter syndrome was statistically significantly related to anxiety, depression, coping-motivated drinking, peak estimated blood alcohol content (eBAC), drinking frequency, and alcohol-related problems. Imposter syndrome, via the serial effects of depression and coping motives, was significantly indirectly related to eBAC, drinking frequency, and alcohol-related problems. Similarly, via the serial effects of anxiety and coping motives, imposter syndrome was significantly indirectly related to eBAC, drinking frequency, and alcohol-related problems. The results of this study can inform treatment and prevention efforts by suggesting that imposter syndrome may be an important yet thus far neglected target for interventions. The present study provides novel insight by identifying that imposter syndrome is related to worse alcohol outcomes and that these relations occur via negative affect and coping-motivated drinking.

Objective: This study analyzes pandemic-era diminished mental health and social connections among college students. Participants: Students of a large public university completed an online survey measuring self-reported mental health symptoms for themselves and that of their closest social connections. Methods: Three regression models were used to understand if pandemic-era diminished mental health was associated with mental health characteristics present among their social networks: (1) depressive symptoms, (2) loneliness, and (3) hopelessness. Results: Students experiencing depressive symptoms (R2 = 0.13, F = 3.685, p < 0.001) perceived depressive symptoms (β = 0.32, p = 0.01) among their social connections. Students experiencing loneliness (R2 = 0.13, F = 3.867, p < 0.001) perceived loneliness (β = 0.39, p = 0.02) among their social connections. Students experiencing hopelessness (R2 = 0.14, F = 4.223, p < 0.001) perceived depressive symptoms (β = 0.35, p = 0.01) among their social connections. Conclusion: Social connections may influence mental health symptoms and could be a social determinant of certain mental health outcomes.

The public health concern posed by HIV in South Africa is significant, particularly among young adults aged 15-34 years. Within this age range, university students present a unique demographic, concurrently managing their HIV condition and academic pursuits, thus raising concerns about HIV management within university environments. Research into the experiences of South African university students living with HIV is relatively sparse. The study aimed to explore the HIV self-management perceptions and experiences of South African university students. The study employed a qualitative research approach grounded in the constructivist paradigm. Data were collected through semi-structured interviews with eight (8) students living with HIV at a university in the Western Cape area in 2021. Data were analysed through thematic analysis. All ethical principles were adhered to, and trustworthiness was ensured. Findings revealed that students utilised various strategies to manage their HIV condition, inclusive of maintaining a positive mindset, and adopting a healthy diet. They encountered obstacles such as experiencing HIV-related stigma, which frequently resulted in elevated stress levels. The potential role of peer support groups was also underscored, with students expressing a desire to participate in such groups to maintain their mental health. Living with HIV is a challenging experience for university students, but self-management of the condition makes life easier for them.Contribution:These findings contribute to the understanding of HIV self-management perceptions and experiences of university students, and can inform the development of a comprehensive supportive structure that addresses their needs.

ADJUSTMENT OF PROFESSIONAL TALENTS' INNOVATIVE PSYCHOLOGICAL QUALITY AND EMOTIONAL STABILITY UNDER OBE MODE

Self-identity formation is a critical developmental task among college students, particularly as they navigate academic, personal, and social challenges. Despite the recognized importance of holistic development, spiritual growth is often underemphasized within educational settings. This study explored the role of faith-based activities in shaping the self-identity of college students in the Philippines. Employing a qualitative phenomenological design, the study involved ten college students from Batangas who were actively engaged in church ministries and spiritual practices, selected through purposive sampling. Data were gathered through in-depth interviews and analyzed using Colaizzi’s method. Findings revealed that faith-based activities strengthen spiritual discipline, enhance self-awareness, foster emotional resilience, and promote a sense of belonging and moral clarity. Participation in spiritual communities also supported students in coping with academic stress and identity-related challenges. The study highlights the value of integrating faith-based or faith-sensitive initiatives into student development programs to promote holistic growth. Future research is recommended to examine the role of spirituality in identity formation across diverse cultural and religious contexts. Keywords: Faith-based activities, self-identity formation, spiritual growth, resilience, emotional well-being, personal development, college students, higher education, Philippines.

Physical exercise has a significant effect on college students’ sense of meaning in life, and is an important way to promote college students’ mental health and enhance their sense of meaning in life. To explore the relationship between stress perception, mental toughness in college students’ physical exercise and college students’ sense of meaning in life. The scale was used to measure 604 college students and statistically analyzed using SPSS29.0 and Process 4.1. The results showed that the direct positive effect of physical exercise on college students’ sense of meaning in life was significant (effect value = 0.00297, accounting for 62.39% of the total effect). Through the independent mediation path, physical exercise can indirectly affect the sense of meaning of life by decreasing stress perception (negative mediation effect value = −0.00040, accounting for −8.40%) and enhancing mental toughness (positive mediation effect value = 0.00127, accounting for 26.68%). In addition, the chain-mediated path (physical exercise → stress perception → mental toughness → sense of meaning in life) effect of stress perception and mental toughness was significant (effect value = 0.00092, accounting for 19.33%), suggesting that physical exercise first relieves stress perception, then enhances mental toughness, and ultimately enhances the sense of meaning in life. To summarize, physical exercise positively predicts the sense of meaning of life through direct action, and also forms a multiple mechanism of “stress reduction - toughness enhancement - meaning enhancement” through the negative intermediary of stress perception, the positive intermediary of mental toughness, and the chain intermediary effect of the two. Meanwhile, it provides theoretical references for the enhancement of college students’ sense of meaning in life and the improvement of sports health promotion programs.