Psychological aspects of the impact of traumatic experience on the mental health of a person

The Philippines’ dismal performance in recent international assessments (e.g., PISA in 2018; TIMSS and SEA-PLM in 2019) evince that a learning crisis persists and remains a formidable challenge for the country. This is despite the many educational reforms undertaken in recent years, such as resolving the decades-long backlog in school infrastructure, expanding access to early childhood education, upgrading teacher salaries, and enhancing the basic education curriculum. Although there is a myriad of factors that contribute to poor learner outcomes, there is a consensus in literature regarding the central role played by the teacher in these dynamics. This has motivated the researchers’ study of teacher education programs in higher education institutions (HEIs), particularly in their capacity to effectively prepare pre-service teachers for the profession. To fully understand this phenomenon, the researchers explored the profile of teacher education programs in the country in the past decade, and used multiple regression analysis to examine the relationship between performance in the Licensure Exam for Teachers (LET) and the characteristics of the HEI attended (e.g., student-to-faculty ratio, HEI type, location, size, year established). It was found that between 2010 to 2016, an outsized proportion of poor quality were in Mindanao, particularly in BARMM and Region 12. Not coincidentally, these are the same regions where not a single institution has been able to hurdle CHED requirements to become a Center of Excellence (COE) in Teacher Education. Further analysis shows that attending programs in small HEIs is associated with a 14 to 17 percentage point disadvantage in the LET, relative to large institutions. Meanwhile, SUCs are seen to perform better in LET Elementary, whereas private HEIs and LUCs perform slightly better in LET Secondary. The proponents of this study put forward policy recommendations aimed at curbing the prevalence of non-performing HEIs, providing incentives for quality among TEIs, and strengthening oversight and coordination of the space.

Introduction Studies have shown that women may have an increased sleep duration need compared to men. Additionally, college life presents additional stressors and challenges that impact sleep duration and quality, and mental health in college students. The purpose of this study was to investigate sleep, mental health, and gender factors in college students. Methods Participants included 361 (male=62) full-time undergraduate students (mean age=19.93, SD=2.49 years). Participants completed an online survey that consisted of a series of questionnaires that examined demographics, depression, anxiety, and stress symptoms (Depression Anxiety Stress Scale, DASS-21), sleepiness (Epworth Sleepiness Scale, ESS), fatigue (Multidimensional Assessment of Fatigue, MAF), sleep hygiene (Sleep Hygiene Index, SHI), and sleep quality and duration (Pittsburgh Sleep Quality Index, PSQI). Results Preliminary data comparison tests were conducted. There were no gender differences in sleep duration (Mfemale=7.057, Mmale=6.93; p=.477), but women demonstrated worse sleep quality (Mfemale=6.80 vs Mmale=5.72; p=.020), more stress symptoms (Mfemale=19.73 vs Mmale=16.49, p=.037), greater sleepiness (Mfemale=6.86 vs Mmale=5.52; p=.032), and greater fatigue (Mfemale=24.02 vs Mmale=18.77; p=.048) compared to men. There were no differences in depression or anxiety symptoms. Women also demonstrated poorer sleep hygiene habits than men (Mfemale=21.77 vs Mmale=19.37, p=.019). Conclusion Preliminary results showed that female college students obtained about the same sleep duration as men, however, their increased sleepiness, fatigue, and stress symptoms indicated that they experienced a more negative impact compared to men. It is unclear if the negative experiences were a result of worse sleep hygiene practices, greater perceived stress, or other factors. However, it is likely that women generally have a greater sleep need compared to men and simply increasing sleep duration is not the solution. Further, women may need to increase both quantity and quality of sleep to experience better mental and physical health. This study was limited by observational data collection, and further study is warranted to determine causal relationships. Additional work is being conducted at other institutions in the Southeast to determine if these trends are generalizable to other colleges. Support (if any) None.

The COVID-19 pandemic has significantly impacted the mental health of college students, prompting the need for universities to implement measures to mitigate these adverse effects. This study aims to assess the mental health status and mitigation measures of college students, identify the primary factors contributing to their mental health challenges, and provide suggestions for educational institutions to reduce negative psychological impacts. In February 2023, a questionnaire survey was conducted among 1,445 college students. Statistical analysis was performed on the survey results, and multiple regression models were used to identify significant influencing factors and optimize the model. The study revealed correlations between factors affecting mental health during the pandemic, with interactions observed among some factors. Significant differences in mental health status were found among different groups of college students based on their information-sharing habits through apps and engagement in thesis research. Multiple regression analysis indicated that conducting academic research related to COVID-19 significantly increased the psychological stress of college students during the pandemic (p = 0.043). Among all mitigation measures, playing games demonstrated significant effectiveness in model analysis (p = 0.047). The optimization of the model showed that the multiple regression model considering the interaction of factors was more effective. Our research identifies crucial factors influencing the mental health of college students and investigates the mental health status of various student groups. We recommend that educational institutions adopt proactive strategies and a multifaceted approach to support the mental health of college students and address potential issues that may arise.

Research has shown that parenting style disparities have a significant impact on the mental health of college students. However, the underlying reasons behind this phenomenon have not been sufficiently explored. This study systematically examines the impact of parenting style disparities on the mental health of medical college students from the perspective of positive psychology and analyzes the mediating effects of positive psychological qualities. This study administered questionnaires to 3,387 medical students in Wuhu, China, all of whom came from two-parent families. Specifically, the Short-Egna Minnen av. Barndoms Uppfostran for Children (s-EMBU-C) questionnaire was used to assess parenting style disparities, whereas the SCL-90 scale was utilized to evaluate mental health problems. Additionally, the Chinese College Student Positive Psychological Quality Scale was employed to assess positive psychological qualities. The hypothesis is proposed that positive psychological qualities mediate the relationship between parenting style disparities and mental health problems, and the bootstrap method was employed to examine the mediating effect. Additionally, a multivariate linear regression model was utilized to identify the factors associated with mental health problems. The study revealed a significant positive correlation between parenting style disparities and mental health problems (r = 0.152, p < 0.01); conversely, parenting style disparities were significantly negatively correlated with positive psychological qualities (r = -0.070, p < 0.01). Additionally, positive psychological qualities were significantly negatively correlated with mental health problems (r = -0.201, p < 0.01). Furthermore, positive psychological qualities played a partial mediating role between parenting style disparities and mental health problems, accounting for 12.398% of the total effect. Parenting style disparities significantly negatively predict positive psychological qualities in medical college students, whereas positive psychological qualities significantly negatively predict mental health problems. Positive psychological qualities play a partial mediating role between parenting style disparities and mental health problems among medical college students. The main findings emphasize the importance of consistent parenting styles and the cultivation of positive psychological qualities for the mental health of medical college students.

BackgroundChinese students are extremely vulnerable to developing mental illness. The stigma associated with mental illness presents a barrier to seeking help for their mental health.ObjectiveThe Linking Hearts—Linking Youth and ‘Xin’ (hearts) project is an implementation science project that seeks to reduce mental illness stigma and promote the mental health of university students in Jinan, China. The Linking Hearts project consists of 3 components. In this paper, we outline the protocol for the first component, that is, the contextual assessment and analysis of the mental health needs of university students as the first step to inform the adaptation of an evidence-based intervention to be implemented in Jinan, China.MethodsSix local universities will participate in the Linking Hearts project. A total of 100 students from each university (n=600) will engage in the contextual assessment through self-report surveys on depression, anxiety, stress, mental health knowledge, and mental health stigma. Quantitative data will be analyzed using several descriptive and inferential analyses via SPSS. A small number of participants (144 students and 144 service providers) will also be engaged in focus groups to assess the socio-environmental contexts of university students’ health and availability of mental health resources. Qualitative data will be transcribed verbatim and NVivo will be used for data management. Social network analysis will also be performed using EgoNet.ResultsLinking Hearts was funded in January 2018 for 5 years. The protocol of Linking Hearts and its 3 components was approved by the research ethics boards of all participating institutions in China in November 2018. Canadian institutions that gave approval were Ryerson University (REB2018-455) in January 2019, University of Alberta (Pro00089364), York University (e2019-162) in May 2019, and University of Toronto (RIS37724) in August 2019. Data collection took place upon ethics approval and was completed in January 2020. A total of 600 students were surveyed. An additional 147 students and 138 service providers took part in focus groups. Data analysis is ongoing. Results will be published in 2021.ConclusionsFindings from this contextual assessment and analysis will generate new knowledge on university students’ mental health status, mental health knowledge, and resources available for them. These findings will be used to adapt and refine the Acceptance and Commitment to Empowerment-Linking Youth N’ Xin intervention model. The results of this contextual assessment will be used to inform the adaptation and refinement of the mental health intervention to promote the mental health of Chinese university students in Jinan.International Registered Report Identifier (IRRID)RR1-10.2196/25009

The Outlook on Life and Values of College Students Have Not Been Completely Established, Their Minds Are Not Yet Mature, and the Rapid Changes in Economy, Culture and Ideas Have a Great Impact on the Mental Health of College Students, and Various Psychological Problems Are on the Rise Year by Year. the Mental Health Status of College Students is Concerned by All Circles of Society. This Series of Events Reflects the Low Level of Mental Health and Mental Resilience of College Students, and the Family Behind the Events, Especially the Parenting Styles Effect on College Students is No Doubt Deep-Rooted and Lingering. on the Basis of the Research Results At Home and Abroad, This Paper Aims to Investigate the Characteristics of Parenting Styles, Mental Resilience and Mental Health of College Students through Empirical Research, and Further Explore the Relationship among Them, Then Find the Measures to Improve the Parenting Styles, Give Full Play to the Role of Mental Resilience of College Students, to Improve the Mental Health Level of College Students.

The long-term impact of COVID-19 on the mental health and well-being of college students, specifically trends over time after full removal of COVID-19 restrictions, has not been well-studied. Four consecutive cross-sectional surveys were conducted in December 2022 (N = 689), March 2023 (N = 456), June 2023 (N = 300), and November 2023 (N = 601) at a university in Sichuan Province, China. The proportion of students with COVID-19 panic decreased from 95.1 to 77.3% (p < 0.001). The prevalence of moderate anxiety and above decreased from 18 to 13.6% (p < 0.001), and the prevalence of moderate and above depression decreased from 33.1 to 28.1% (p < 0.001), while the prevalence of post-traumatic stress disorder (PTSD) increased from 21.5 to 29.6% (p < 0.005). Further, the proportion of suicidal thoughts increased from 7.7 to 14.8% (p < 0.001). Suicidal thoughts and self-injuries were significantly associated with COVID-19 panic, depression, anxiety, and PTSD. Students who reported being in close contact with COVID-19 patients in the past were more likely to develop PTSD. Further, COVID-19-induced panic was a risk factor for self-injury. One year after the COVID-19 pandemic, the overall mental health of college students was not optimal. Hence, we can conclude that the long-term impacts of COVID-19 on the mental health of college students may have already occurred. To mitigate this impact and prepare for the next major public health event, strengthening college students' mental health curricula and promoting healthy behaviors among college students should be a priority for universities and education authorities.

The mental health (MH) of college students has long been a crucial concern for families, educational institutions, and society. Extensive research has demonstrated the influential role of exercise motivation in shaping MH. However, further investigation is warranted to ascertain which types of exercise motivation may have more influence on the MH of college students. The present study examined the direct effects of five distinct types of exercise motivation, namely health motivation (HM), appearance motivation (APM), fun motivation (FM), ability motivation (ABM), and social motivation (SM) on MH. Additionally, the study explored the potential mediating role of physical exercise (PE) in these relationships. An cross-sectional study design was employed. A total of 433 Chinese college students participated in the study and completed our questionnaires, which included the Exercise motivation scale (EM scale), the Physical exercise scale (PE scale), and the Mental health scale (MH scale). The findings revealed a significant and positive relationship between all five categories of exercise motivation and the MH of college students. Specifically, FM was found to have the most pronounced impact on MH, followed by HM, ABM, SM, and APM, in descending order of influence. Furthermore, the impacts of HM, FM, ABM, and SM on MH were found to be partially mediated by PE. However, the association between APM and MH was entirely mediated by PE. The present study contributes to enhancing the comprehension of the underlying mechanisms behind different exercise motivations in relation to PE and MH. Additionally, it offers practical implications for developing intervention strategies for improving the MH of college students.

Background Leisure time is a period that human beings can freely use to relax, have fun play, and improve themselves in accordance with their tendencies and wishes. Leisure time management is very important in maintaining physical and psychological health as it can enhance mood and relieve depression. Aim To assess the relationship between mental health and leisure time management of university students. Patients and methods A descriptive correlational research design was utilized. A stratified random sample of 1059 university students was included. The study was conducted at two randomly selected faculties: Faculty of Nursing (practical) and Faculty of Arts (theoretical) in Cairo University. Tools Personal characteristics sheet, leisure time activity questionnaire, and the Arabic scale for mental health were utilized. Results 59.8% of the studied sample engage moderately in leisure time activities, 54.1% always spend their leisure time in using social networking, and 62.7% of the studied sample had moderate positive indicators of mental health. Moreover, there was a significant correlation between leisure time management and mental health in university students. Conclusion Leisure time activities have significant effect on mental health of university students. This means that students who make effective use of their leisure time have more positive indicators of mental health. Recommendations Raising awareness of university students about useful leisure time activities that enhance their mental health and rationalizing use of social networking

The dual-factor model of mental health proposes that symptoms of mental illness and markers of mental wellness can occur simultaneously, while functioning as discrete factors that contribute to mental health and adaptive functioning (Keyes, 2005). The current study investigated the utility of the dual-factor model of mental health (cf. Greenspoon & Saklofske, 2001; Suldo & Shaffer, 2008; Suldo, Thalji, & Ferron, 2011) in college students (N = 1,023). Using self-reported symptoms of depression, anxiety, stress, inattention, and hyperactivity/impulsivity as indicators of psychopathology, in combination with self-reported subjective well-being (SWB) as an indicator of wellness, participants were classified into one of four mental health groups (i.e., complete mental health, vulnerable, symptomatic but content, troubled) and investigated whether mental health groups differ significantly with respect to their levels of school-based performance (i.e., GPA), adjustment (e.g., academic efficacy, academic satisfaction), engagement (e.g., academic engagement, student-staff engagement), social connectedness, and resilience. The present study also assessed whether the two mental health groups characterized by elevated levels of psychopathology (i.e., symptomatic but content and troubled groups) exhibited significantly different types of symptoms. Finally, exploratory moderation analyses were conducted to assess whether SWB significantly moderated the relationship between psychopathology and outcomes of interest. Study findings support the existence of the dual-factor model of mental health in college students, as each of the four possible mental health groups were observable parts of the total sample, with each group encompassing a sizable number of students. In addition, results demonstrated that of the two groups characterized by elevated levels of psychopathology, the troubled group evidenced significantly higher levels of depression, anxiety, and stress, compared to participants classified as part of the symptomatic but content group. Finally, results further established the utility of this model by detecting differences in functioning between mental health groups. Moderation analyses yielded no evidence of interaction effects; however, SWB consistently emerged as the most robust predictor of each of the dependent variables, further validating the significance of SWB as it relates to important college student outcomes. Implications for theory, practice, and research are discussed.

With the increasingly fierce competition in modern society, the mental health of college students has gradually become the focus of social attention. As a kind of education form integrating art and sports, sports dance course has been paid more attention by physical education in colleges and universities because of its unique physical beauty and psychological benefits. The 2020 Report on the health of Chinese College Students reveals that the physical and mental health of contemporary college students in China is not optimistic, and their physical fitness has been declining for a long time, and the pressure of life and study also makes related mental health problems increasingly prominent. As a sport dance project, it can not only meet the needs of exercise, but also meet the needs of social communication with people. In the process of dancing, communicate with partners and dance friends, combine physical and psychological two into one, respectively, from two aspects to complete the physical exercise, restrain the generation and spread of bad emotions. Based on many previous theoretical studies, I adopted the experimental method as the core, supported by literature, mathematical statistics and logical analysis, took the physical and mental impact of dance sport courses on college students as the main research object, and selected the movement and combination of elements related to dance sport as the main intervention content. Sixty non-sports dance major college students (30 male and 30 female) from Zhengzhou University were selected as experimental subjects to conduct a 16-week intervention in sports dance course. The changes of various indicators of mental health of the 60 students before and after the experiment were analyzed and self-controlled research was conducted, and the following conclusions were drawn: In terms of mental health, the average scores of somatization, depression, anxiety, interpersonal sensitivity and compulsion showed a downward trend and there were significant differences before and after the experiment (P &lt; 0.05). The remaining 4 factors show from the data that there is no significant change in the experimental subjects before and after the experiment, so it is impossible to see whether there is any relevant influence from the experimental results. In general, the practice of sports dance can affect the psychological state of college students. Through the method of literature analysis and questionnaire survey, this study discusses the positive effects of sports dance course on the mental health of college students, including relieving pressure, enhancing self-esteem, improving emotional state, etc., and puts forward corresponding educational suggestions

The left-behind experience as an adverse childhood experience has a negative impact on the mental health of university students. Psychological inflexibility mediated the relationship between adverse childhood experiences and mental disorders, but no similar findings were drawn in psychological flexibility (PF). More research is needed to understand the relationship between PF and mental health of university students with left-behind experience. To investigate the relationship between PF profiles and mental health and sleep quality of university students with left-behind experience based on latent profile analysis. A sample of 1988 Chinese university students with left-behind experience were recruited to complete an online survey. Participants provided demographic information and completed validated measures of PF and mental health. Latent profile analysis was used to identify patterns of PF, and logistic regression analysis was used to examine the relationships among these variables. We found four PF profiles among participants, with the largest number being the moderately flexible profile (n = 808, 40.6%). The level of PF was positively correlated with mental health and sleep quality (all P < 0.001). Females, being left behind at a young age and for a long time, and having little contact with parents were associated with low PF (all P < 0.05). Our study highlights the importance of focusing on the PF of university students with left-behind experience and left-behind children, and the need for interventions to improve their PF and thus their mental health.

Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students’ academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students’ academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students’ academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs.

Poor mental health of university students is becoming a serious issue in many countries. Malaysia - a leading country for Asia-Pacific education - is one of them. Despite the government’s effort to raise awareness, Malaysian students’ mental health remains challenging, exacerbated by the students’ negative attitudes towards mental health (mental health attitudes). Relatedly, self-compassion and resilience have been reported to improve mental health and mental health attitudes. Malaysian students (n = 153) responded to paper-based measures about mental health problems, negative mental health attitudes, self-compassion, and resilience. Scores were compared with 105 UK students, who also suffered from poor mental health and negative mental health attitudes, to make a cross-cultural comparison, to contextualise Malaysian students’ mental health status, using t tests (aim 1). Correlation, path, and moderation analyses were conducted, to evaluate the relationships among these mental health constructs (aim 2). Malaysian students scored higher on mental health problems and negative mental health attitudes, and lower on self-compassion and resilience than UK students. Mental health problems were positively associated with negative mental health attitudes, and negatively associated with self-compassion and resilience. While self-compassion mediated the relationship between negative mental health attitudes and mental health problems (high self-compassion weakened the impacts of negative mental health attitudes on mental health problems), resilience did not moderate the same relationship (the level of resilience did not influence the impact of negative mental health attitudes on mental health problems). Self-compassion training was suggested to counter the challenging mental health in Malaysian university students.

Background: Aerobic exercise plays an influential role in improving mental health. Aerobics, as a form of efficient aerobic exercise, is suitable for various individuals and promotes the mental health of college students. Objectives: The purpose of this study was to explore whether aerobic exercise has a positive effect on the mental health and Body Mass Index (BMI) of obese college students. Methods: Sixty obese college students with a BMI ≥ 28 were selected and divided into two groups. Each group consisted of 30 students, 15 boys and 15 girls. The experimental group received aerobic exercise training three times a week for 12 weeks, while the control group received prescribed aerobic training. Data before and after the experiment were recorded. Results: The BMI of the experimental group decreased from 30.19 ± 0.73 before the experiment to 27.32 ± 0.84 after the experiment, with a change range of 2.86 ± 0.11. The experimental group showed significant differences before and after the experiment (P &lt; 0.01). The BMI of the control group decreased from 30.16 ± 0.73 before the experiment to 28.62 ± 0.89 after the experiment, with a change range of 1.54 ± 0.84. The control group also showed significant differences before and after the experiment (P &lt; 0.05). The experimental group had a better effect. The 12 dimensions of the mental health test changed in both the experimental group and the control group, and the results were statistically significant (P &lt; 0.05), with the experimental group showing better improvement. Conclusions: The statistically significant impact of aerobics on the mental health of obese college students holds practical significance. Notably, the observed reduction in anxiety and depression symptoms, coupled with notable enhancements in self-esteem and self-confidence, underscores the tangible benefits of incorporating aerobics into the lifestyle of this demographic.