Gender Differences Among College Students in Seeking and Discussing Mental Health

Background Body dissatisfaction is a common and important issue, especially for college students. It can lead to a number of negative outcomes. However, existing researches still lack attention to cultural background differences, gender differences and grade differences in body image dissatisfaction and related depression and anxiety among college students. Aim This study aimed to examine cultural, gender, and grade level differences in body dissatisfaction with depression and anxiety in a population of college students in China. Methods This study was conducted with students from a college in southern China. Three hundred twenty-nine questionnaires were administered through a random sampling method, and 150 students (67 male and 83 female) with body image dissatisfaction were finally screened. Data were analyzed using Spearman's correlation coefficient, regression analysis, Mann-Whitney U test, and homogeneity of variance test. Results Findings showed that body satisfaction was negatively correlated with depression and anxiety, and predictive of depression and anxiety, with no gender differences among Chinese college students. However, regarding grade level differences, body image dissatisfaction showed a significant difference in freshman and senior years. Conclusion The relationship between body image dissatisfaction and depression and anxiety is universal in the Chinese cultural context. Future research and college mental health education are recommended to focus on gender and grade level differences in body image dissatisfaction.

In order to study the correlation between college students’ sports participation and mental health, this paper compiles a questionnaire based on the situation of college students’ sports participation, “activity and Meter comparison table” and “Chinese college students’ mental health scale”. Taking college students in Henan Province as the survey object, this paper studies the correlation between college students’ mental health and sports participation. It is found that the Pearson correlation coefficient between college students’ mental health and sports participation is 0.659. There are different degrees of correlation between college students’ sports participation and various factors of mental health. There are gender differences between male and female college students. College students who often participate in sports have better mental health.

Previous cross-sectional studies have shown that meaning in life (MIL) is closely associated with college students' smartphone addiction (SA), but the causal relationship between MIL and college students' SA is uncertain. Therefore, conducting a longitudinal study to explore their relationship is very necessary. Furthermore, some studies have implied possible gender differences in the relationship between MIL and SA and the relationship between SA and MIL. Therefore, it is necessary to further examine whether there are gender differences in the above relationships. The present study constructed a three-wave cross-lag panel model to explore the relationships between MIL and college students' SA. Three waves of data were collected from 705 college students (male: 338; female: 367) in China for three consecutive years, and the interval of data collection was 1 year. These college students completed the same online questionnaire regarding MIL and SA. (1) The MIL of male college students was significantly stronger than that of female college students at time 1, time 2, and time 3, (2) Female college students' SA at time 1, time 2, and time 3 was more serious than that of male college students, (3) There were reciprocal relationships between MIL and college students' SA, (4) The influence of MIL on female college students' SA was significantly stronger than that of male college students, and (5) The influence of SA on female college students' MIL was significantly stronger than that of male college students. This study showed reciprocal relationships between MIL and SA among male college students and female college students. The findings further deepen our understanding of the relationship between MIL and SA and provide a gender perspective for preventing or intervening with college students' SA.

Objective To explore the impact of adult attachment on college students' mental health and well-being. Methods The “Revised Adult Attachment Scale” (AAS), “Symptom Self-Rating Scale” (SCL-90) and “General Well-being Scale” (GWB) were selected to conduct a questionnaire survey of 200 universities in an undergraduate college in Hengyang. , And perform statistical analysis on the data. Results (1) There was a certain difference in attachment among college students of different genders and professional categories (P<0.05); (2) There were certain differences in the SCL-90 scores of college students of different grades and professional categories (P<0.05); (3) The totality of college students of different genders There is a certain difference in well-being (P<0.05); (4) There are certain positive and negative correlations between adult attachment and SCL-90 score and overall well-being. (5) In the regression analysis of adult attachment to SCL-90, the higher the anxiety score, the higher the scl-90 scale score, and the worse the mental health; the higher the closeness dependence composite score, the lower the scl-90 scale score. Mental health is good. (6) In the regression analysis of adult attachment to overall well-being, the compound dimension of closeness dependence is a positive predictor, and the anxiety dimension is a negative predictor. Conclusion (1) Both adult attachment and SCL-90 have significant differences in professional categories; adult attachment and college students' overall well-being have significant differences in gender. (2) There is a close relationship between adult attachment and college students' mental health and overall well-being; (3) Adult attachment has a predictive effect on college students' mental health and overall well-being.

Depression symptoms significantly impact college students’ mental health, particularly during the “closed management” period during the spread of COVID-19. Exploring the mechanism that affects college students’ depression symptoms can help alleviate the impact of closed management policies on individual mental health and improve their mental health level. The onset of the COVID-19 pandemic resulted in the normalization of epidemic prevention and control in China and the implementation of the dynamic zero-COVID policy. This study used the Five-Factor Mindfulness Questionnaire—Short Form, Psychological Resilience Scale, and Beck Depression Scale to investigate the mindfulness, psychological resilience, and depression symptoms of 1,062 students under closed management conditions at Northwest Normal University. The mindfulness, psychological resilience, and depression status of students in closed management were investigated using an online questionnaire survey. Eight hundred and ten college students (Mage = 20.43, SD = 1.67, range = 17-30) were selected to test the model using the structural equation model and bootstrap method. The results showed that the gender differences in mindfulness and psychological resilience were not significant. Gender differences in depression symptoms were significant, and depression symptoms in men were significantly higher than in women. Grade differences in resilience, mindfulness, and depression levels were not significant. Thus, psychological resilience is negatively associated with depressive symptoms. Psychological resilience plays a mediating role between mindfulness and depressive symptoms. This study provides reference and inspiration for improving college students’ mental health under epidemic prevention and control circumstances.

Mental health concerns have become a common problem among college students. Studies have shown that college students have a higher depression rate than the general population. The effect of campus green spaces on college students’ mental health has been widely studied. However, the internal mechanism of campus green spaces affecting college students’ mental health is not fully discussed. The data came from a cross-sectional survey of 45 Chinese universities. This paper discussed the relationship between campus green spaces, academic achievement, and college students’ mental health. Depending on gender, college students displayed different levels of mental health. The prevalence of depression among female students was higher than among male students. The effect of campus green spaces on mental health was higher in males than females, while the effect of campus green spaces on academic achievement had little gender difference. We call for the construction, improvement, and renewal of campus green spaces in the future not only to meet the needs of different gender groups, but also to pay more attention to the needs of female college students and improve the differences in mental health, so as to improve the mental health of the whole college student population.

Mental health issues have been documented as the top health concern that impedes college students’ academic success. It is critical to explore factors that positively promote mental health in college students. PURPOSE: To investigate to what extent physical activity (PA), body mass index (BMI), and positive psychological traits were associated with mental health in college students by gender. METHODS: Participants were 2,214 college students (1102 males, 1109 females). Their mental health and weekly PA minutes were assessed using the modified National Youth Risk Behavior Survey. Their positive psychological traits were measured with the validated Trait Hope Scale and Subjective Happiness Scale. Body weight and body height were measured for BMI. All measures occurred in regular physical education classes. Alpha coefficients of each measure ranged from .88 to .90. Data were analyzed using descriptive statistics, multiple R-squared linear regression models, and independent sample t-tests. RESULTS: The linear regression model indicated that weekly PA minutes, BMI, hope, and happiness significantly predicted the mental health (F = 148.521, p < .01), accounting for 21.1% of the variance in mental health. The regression coefficients (β) revealed that weekly PA minutes, hope, and happiness significantly contributed to the mental health (t = 3.087, t = 4.815, t = 10.103, p < .01), but not BMI. Regarding gender differences, the four predictors explained 19.6% of the variance in the mental health for males and 23.3% for females. The regression coefficients (β) revealed that significant predictors of the mental health for males were weekly PA minutes, hope, and happiness (t = 3.087, t = 4.815, t = 10.103, p < .01). In contrast, significant contributors to the mental health for females were hope and happiness (t = 6.385, t = 11.253, p < .01). Males significantly outperformed than females in weekly PA minutes, BMI, and hope traits (t = 7.307, t= 20.475, t = 4.957, p < .01), while females scored significantly higher than males in happiness (t = 6.822, p < .01). CONCLUSION: Positive psychological traits including hope and happiness significantly contributed to the college students’ mental health. PA was a significant predictor of male students’ mental health. BMI was not significantly associated with the college students’ mental health.

The covid-19 pandemic caused by a novel corona virus has dramatically changed the lives of millions of people across the globe; including students, over only a few months. The mandated lockdown enforced by the government to curb the spread of corona virus disease has seriously disrupted the social life of college students. The virus’s unfolding has caused college students to stay at home and get in contact with their inner lives. The present research aims to study gender difference in college students’ self-efficacy, social support & the meaning in life during the lockdown period due to covid-19. The study analyzes the change on multiple dimensions of self-realization such as self-efficacy, social support, meaning of life by comparing among male and female college-going students. The study was conducted on 70 college (35 male and 35 female) students from Chandigarh, India. Standardized measures of self-efficacy, social support, the meaning of life was administered to participants. The outcome of the study showed that males were found to have greater self-efficacy than females among all the variables selected. The results also showed that there is a positive correlation between social support and self-efficacy and the presence of meaning and self-efficacy. These findings may enable administrators and health providers to recognize more effectively the population of college students especially females and develop effective approaches to address raising the self-efficacy among females.

Sleep patterns in college students: Gender and grade differences

BackgroundWith growing attention and investment in the mental health of college students in China, the awareness of mental health among college students has increased to some extent. However, research on college students’ need for mental health services remains rather limited. Purpose The present study explored the relationship between attitude toward seeking professional psychological help (ATSPPH) and mental health service need among college students, with psychological resilience as the mediating variable and gender as the moderating variable. Methodsneed among college students, with psychological resilience as the mediating variable and gender as the moderating variable. Methods A cross-sectional study was conducted with 1205 college students from four universities in China. The Cognitive Attitude Questionnaire on Mental Health Services for College Students was used to assess attitude toward seeking professional psychological help (ATSPPH). Psychological resilience and mental health service need were measured using the Connor and Davidson’s Resilience Scale and Mental Health Service Needs Scale, respectively. PROCESS macro models were used to analyze the mediating effects of psychological resilience and the moderating effects of gender on the relationship between ATSPPH and mental health service need. ResultsThe results showed that ATSPPH, psychological resilience, and mental health service need were all significantly positively correlated. Mediation analysis showed that psychological resilience partially accounted for the association between ATSPPH and mental health service need among college students. Moreover, gender moderated the association between psychological resilience and mental health service need, with the effect of psychological resilience being stronger for males than for females. ConclusionsPsychological resilience links ATSPPH and mental health service need, and its impact varies by gender. These findings highlight the importance of fostering resilience and considering gender differences in campus mental health initiatives, with longitudinal research needed to confirm causal pathways.

BackgroundThe “post millennials” in the millennium have gradually become the leaders and protagonists of university campuses. They have distinct personalities and are deeply influenced by the development of network and information technology. Therefore, their aggressive behavior is more likely to be infinitely magnified by the magnifying glass, which has become a hot and focus issue of general concern in the society. Research shows that college students' aggressive behavior is affected by many psychological factors. Therefore, this study analyzes the psychological factors affecting the aggressive behavior of post-90s college students, combined with the research results and the group characteristics of post-90s college students. At the same time, this paper also focuses on the anxiety sensitivity behind college students' aggressive behavior, so as to provide educational enlightenment for College Ideological and Political Education under the background of media integration.Subjects and MethodsThis study used a questionnaire composed of cognitive emotion regulation scale, Chinese version of interpersonal response index scale, active response aggression scale, WSAP hostility scale and Chinese version of adolescent apathy and ruthlessness quality scale. The research subjects include 1698 college students from three universities in Guangxi, two higher vocational colleges and one university in Tianjin. Mplus 8.0 was used for deviation analysis of common methods, and spss24 was used. 0 software was used for descriptive statistics, independent sample t-test and multiple regression analysis to investigate the current situation and psychological influencing factors of college students after 00. Combined with the Interaction Anxiety Scale (IAS) compiled by Leary, there are 15 questions in total, with a single dimension and a 5-level score. From 1 to 5, it means “very inconsistent” to “very consistent”. The higher the score, the greater the degree of social anxiety. 1.2.2 the emotion regulation self-efficacy scale adopts the emotion regulation self-efficacy scale (RES) revised by Caprara, with 12 questions, which is divided into three dimensions: expressing positive emotions, managing depression / pain emotions and managing anger / anger emotions, with 4 questions in each dimension. A 5-level score is adopted, from 1 to 5, which means “very inconsistent” to “very consistent”. The higher the score, the higher the degree of self-confidence in regulating their emotions. In this study, Cronbach's α The coefficient is 0.80.Research Results(1) Most college students show a certain degree of aggressive behavior, but some college students have higher aggressive behavior; (2) There are significant differences in gender, educational background and grade. There is a significant difference between the total score of aggressive behavior and the total score of active aggressive behavior. There were significant differences in the total scores of aggressive behavior, active aggressive behavior and reactive aggressive behavior, while there were significant differences in the total scores of aggressive behavior, active aggressive behavior and reactive aggressive behavior in grades; (3) Coldness, emotion regulation and empathy can significantly predict aggressive behavior. Specifically, ruthlessness, emotion regulation and empathy can significantly predict the total score of aggressive behavior. Cold trait, positive emotion regulation and negative emotion regulation in emotion regulation can significantly predict active aggressive behavior, while cold trait, emotion regulation and empathy can significantly predict reactive aggressive behavior. (4) Social anxiety was significantly negatively correlated with emotional regulation self-efficacy, social anxiety was significantly positively correlated with aggression and depression, emotional regulation self-efficacy was significantly negatively correlated with aggression and depression, and aggression was significantly positively correlated with depressionResearch ConclusionMost college students show aggressive behavior, but the degree is not serious. Ruthlessness, emotion regulation and empathy all play an important role in the process of aggressive behavior. However, there are still some deficiencies in this study, such as the lack of longitudinal research data and physiological data. However, this study deeply analyzes the current situation and influencing factors of College Students' aggressive behavior after the millennium, as well as the opportunities and challenges brought to college ideological and political education, so as to further explore the effective strategies to prevent and reduce college students' aggressive behavior. The relevant research can also help to analyze the three special factors of social attention, cognitive attention and physical attention.AcknowledgementsThis paper is the special subject of 2020 student funding research in the 13th five year plan of Guangxi Education Science, “Research on the effectiveness of precise funding needs of poor college students in ethnic minority areas under the background of big data” (2020ZJY121); 2022 Nanning Normal University Student Work Project: Research on Labor Education for “Post-00” College Students in the New Era (2022XG01).

Using network analysis to identify central symptoms of college students' mental health

Gender Differences in the Association Between Sexual Orientation and Risky Sexual Behavior Among College Students With Sexual Experience in Sichuan Province, Chinese.

Previous research has shown that violence in romantic relationships is a serious social and public health problem throughout the world among young adults. College students, as a vulnerable group, experience high rates of dating violence, irrespective of gender and nation. Yet, we still know relatively little about whether dating violence shows gender similarities or differences in different cultural settings. United States and China are both patriarchal societies but have diverse cultural background. There may be different gendered patterns of dating violence across these two countries. This study examined the gender differences in physical assault victimization and perpetration among college students in the United States and China, while controlling for dominance, jealousy, violence approval, and a number of demographic factors. Logistic regression analyses were conducted for a total of 5,631 individuals from the United States and China who participated in the International Dating Violence Study from 2001 to 2006. Results demonstrated that male and female college students in China were significantly less likely to be victims of minor physical assault compared with students in the United States. In addition, female students, both in the United States and China, were more likely to perpetrate minor and severe physical assault against their partners than male students in this sample. But Chinese females had a higher percentage of assault against their dating partners than females in the United States. This study contributes to the research on dating violence by exploring cross-cultural gender differences in both victimization and perpetration of physical violence among college students. The implications of findings and future research direction were discussed.

To investigate the status quo and relationship between the level of self-esteem and parenting style of college students, a self-esteem scale (SES) and simple parenting style questionnaire (S-EMBU) were used to collect questionnaires from 300 college students randomly selected from universities in Guangdong province. The results show that post-00s college students have a middle level of self-esteem. There is a significant difference in grade, but no difference in gender, whether the only child; The main parenting style of college students is emotional warmth, followed by overprotection, rejection is the least. There are significant differences in gender, grade, and whether the only child; The self-esteem level of college students is highly negatively correlated with rejection and over-protection, and highly positively correlated with emotional warmth. This study concludes that parenting style has an impact on college students' self-esteem. Parents' emotional warmth is conducive to college students' self-esteem, while their rejection and excessive protection will lower the level of college students' self-esteem.