Predictors of Academic Distress Among Military and Nonmilitary College Students

Students abilities to transfer from the community colleges into baccalaureate granting colleges and universities have become a global issue. The rise in students’ college attendance has brought about new challenges in the area of academic motivation depriving them from educational pursuit despite proper qualifications. This comparative-descriptive study has been designed in order to compare between military and non-military students in terms of educational adjustment and motivation power and their related subscales. Subjects were selected from four colleges in Tehran.100 students from each college were selected through random sampling, subsequently the total sample were 400 college students. Half of whom were military college students and the other half was non-military college students. In order to collect data the Bell’s adjustment questionnaire and the questionnaire of educational motivation were used. Comparison between military and non-military students in terms of various aspects of adjustment showed that there is a meaningful difference between military and nonmilitary students in terms of familial adjustment, hygienic adjustment and total adjustment (p≤0.01). Comparison between military and non-military students in terms of educational motivation power showed that there is meaningful difference in the level of p≤0.01 and was higher in military college students. Unlike non-military students, military students will definitely be working in areas relevant to their field of study. On one hand the motive to serve their country is stronger and that is why military students’ academic motive in meaningfully stronger than non-military students, maybe we need to increase motivation in non-military students with providing them job relevant to their field of study. The women Army population is not too high in IRAN so the problem related to this issue is not very serious at the moment. In order to prevent the upcoming problems in this issue we need a thorough studies in this field.

This study assessed factorial invariance of scores from the Counseling Center Assessment of Psychological Symptoms − 34 (CCAPS-34) across military (n = 2,836) and nonmilitary (n = 2,836) students accessing counseling services between 2014 and 2016. Based on factorial invariance tests, findings suggest the CCAPS-34 measures the same constructs across both groups.

This study analyzed secondary data of U.S. military students (N = 3,318) and non-military college students (N = 3,318) who received counseling during 2016–2018 to determine predictors of academic distress. In the military student group, demographic variables explained 5% of the variance in academic distress. Previously taking medications for mental health concerns and experiencing trauma also predicted higher levels of academic distress for military students. In the non-military student group, demographic variables explained 3% of the variance in academic distress. Previously taking medications for mental health concerns also predicted higher levels of academic distress for non-military students. Emotional support from family and friends explained additional variance in academic distress for both groups. When combining the groups, predictors related to higher levels of academic distress were previously taking medications for mental health concerns and disability status. Adding interactions between military status and all other predictors explained 8% of the variance in academic distress. The military status and race/ethnicity interaction was also significant.

The purpose of this study was to examine the factorial invariance of the Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) across military background and gender identity. A sample of 2,208 military students and 2,208 nonmilitary students were chosen from a large database of university and college counseling centers. Using exploratory structural equation modeling, findings suggested the CCAPS-62 is mostly invariant across military background and gender identity. Only three item thresholds appeared to be noninvariant across groups. These results suggest comparisons of scores across military background and gender can be made. Latent mean differences across groups were also examined. After controlling for several background variables, there were some differences between males and females on subscales measuring depression, eating concerns, and generalized anxiety, but no differences between military and nonmilitary students. Implications for practice and future research are discussed.

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To establish effective interventions, it is important to clarify the mental health characteristics of students visiting counseling centers. This study analyzed the Counseling Center Assessment of Psychological Symptoms (CCAPS) scores of Japanese university students. We examined 414 students on their first visit to the student counseling center at X University. The participants completed the CCAPS-Japanese immediately before meeting the clinical psychologists. We employed MANOVA and independent sample t-tests to explore the relationships between sex or grade level and CCAPS-Japanese scores. Male students reported higher levels of academic distress, alcohol use, and critical items, whereas, female students exhibited higher scores for eating concerns and family distress. Second- and fourth-year students reported high academic distress, whereas fourth-year students reported low levels of eating concerns. Second-year students had the highest hostility scores, and third-year students reported the highest alcohol use. First-year students scored higher on thoughts about hurting other people. These variations in psychological symptoms indicate the need for tailored mental health support strategies that consider the specific challenges faced by students at different academic stages and the distinct experiences of male and female students. By addressing these factors, university counseling services can enhance support strategies, contributing to improved student well-being and success.

The burden and severity of student mental health continue to increase in parallel with increasing financial pressures on students and services alike. There is a need for a student-specific measure of distress that acknowledges their unique context. This study examined the feasibility, acceptance, and initial psychometric properties of a US measure, the Counseling Center Assessment of Psychological Symptoms (CCAPS), in a UK student sample. A sample of 294 UK help-seeking students from two universities completed the CCAPS-62 and Clinical Outcomes in Routine Evaluation (CORE-10) as a comparator. The factor solution and reliability of the CCAPS-62 were examined. Correlations and clinical boundaries were determined between the CCAPS-62 subscales and CORE-10, and comparisons were made with US published norms. The CCAPS-62 demonstrated a strong factor solution that matched the intended subscales. All subscales had good reliability and correlated significantly with the CORE-10. The agreement on caseness between the two measures was 92.8% with 86.3% reaching clinical threshold on both the CCAPS-62 and CORE-10. Severity was most noticeable for academic distress, depression, anxiety, and social anxiety. Compared to US data, UK students showed higher clinical severity for all psychological symptoms. The CCAPS-62 is a reliable and psychometrically valid assessment measure to use with UK students without revision. The overall distress indicated is similar to that of the CORE-10, but the individual subscales are more informative of specific student concerns including academic distress, social anxiety, and substance abuse. Potential benefits of administering a student-focused assessment measure in student counselling services are discussed. University students attending counselling in the UK demonstrate clinical severity for academic distress, depression, anxiety, and social anxiety. Compared to university students in the US, UK students present with higher clinical severity on all contextual measures of student psychological distress. It is advantageous for university counselling services to administer a student-specific clinical measure over measures intended for the general clinical population. CCAPS-62 is an acceptable, feasible, and psychometrically valid measure of student psychological distress that can be used in the UK without revision. It is important for university counselling services to continue to provide support from therapists that are trained and experienced in the university context over services intended for the general clinical population.

Patients with advanced disease experience severe physical and psychological symptoms which are often underdiagnosed and often addressed only when severe and debilitating. Recent studies have shown that routine assessment of symptoms is significantly associated with improvement of quality of life and extending survival. The optimal delivery of quality palliative care involves improving quality of life by impeccable assessment of physical and psychosocial symptoms. Routine screening of symptoms using validated tools often results in thorough assessment of the significant symptoms and prompt and optimal management of symptom distress. This chapter reviews the key aspects involved in screening and assessment of symptoms.

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The present investigation examined dispositional hope as a psychological strength that mediates the associations between adult attachment dimensions and seven commonly assessed college student psychological symptoms, as measured by the Counseling Center Assessment of Psychological Symptoms–62 (CCAPS-62): depression, eating concerns, substance use, generalized anxiety, hostility, social anxiety, and academic distress. Structural equation modeling of data obtained from students at a large Midwestern university ( N = 2,644) revealed that (a) adult attachment dimensions were positively associated with CCAPS-62 domains and negatively associated with hope, (b) hope was negatively associated with all seven CCAPS-62 domains with the exception of substance use, and (c) hope mediated the associations between attachment dimensions and all seven CCAPS-62 psychological symptoms, with the exception of substance use. Findings suggest that addressing adult attachment-driven automatic views of self and others may have important implications for hopeful thinking as well as for counseling intervention and prevention of college student psychological distress.

The purpose of this study was to examine academic distress over the course of a semester for both a clinical and nonclinical sample of college students by administering the Counseling Center Assessment of Psychological Symptoms (CCAPS‐62 and CCAPS‐34) to students at a single university. Results revealed that students who were in counseling showed a significant decrease in academic distress scores, whereas students who were not in counseling showed no significant change in academic distress scores. Implications of these results on future practices for university counseling centers are discussed.

Studies have shown that counseling decreases students' academic distress. These findings, however, are based primarily on European American students. This study explored the impact of counseling on academic distress for treatment‐seeking racial/ethnic minority college students using the Counseling Center Assessment of Psychological Symptoms–34 (Locke et al., 2012) Academic Distress subscale. Results indicated that there are significant differences in academic distress at intake based on race/ethnicity. Furthermore, findings revealed that change in academic distress over the course of treatment varies by race/ethnicity.

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