The Dynamics of Student Mental Health in perspective Psychology of Islamic Education: Factor Analysis and Psychological Spiritual Development Strategy

Factors Associated With College Students' Mental Health During the COVID-19 Pandemic Krista M. Soria (bio) and Bonnie Horgos (bio) In December 2019, an outbreak of severe acute respiratory syndrome coronavirus 2 (SARSCoV-2), the virus that causes coronavirus disease (COVID-19), was first reported in China. By March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, forcing many higher education institutions to take measures to promote students' safety. The COVID-19 pandemic continues to upend the lives of students in higher education institutions. In particular, the pandemic has had deleterious effects on students' mental health, leading to increased prevalence of major depressive disorder (MDD) and generalized anxiety disorder (GAD; Healthy Minds Network & American College Health Association [HMN], 2020). Students' mental health has become a paramount concern to institutional leaders: over 90% of college presidents expressed concern about students' mental health during the pandemic (Lederman, 2020). As faculty, student affairs practitioners, administrators, and mental health providers brace for the impact of increasing numbers of students who experience mental health disorders in upcoming semesters, they may benefit from an enhanced understanding of the students who are likely to experience mental health disorders and of the roles that other stressors or supports can play in students' mental health. The unique context surrounding the pandemic may create conditions that alter previous research findings related to students' mental health; therefore, we designed this study to examine the associations between individual, interpersonal, institutional, health, and stress-related factors and undergraduates' risks for clinically significant MDD and GAD. MENTAL HEALTH DISORDERS AMONG COLLEGE STUDENTS Even before the pandemic, the frequency of college students' mental health disorders was increasing at an alarming rate. Recent estimates indicate that 31% of students experienced GAD and 41% experienced MDD during the pandemic (HMN, 2020). College students are a particularly vulnerable group when it comes to their risk for mental health disorders, many of which first present themselves in late adolescence and early adulthood (Liu et al., 2020). Some of the variables associated with college students' mental health can be grouped into five broad categories: (a) individual characteristics (e.g., gender and sexual orientation), (b) interpersonal factors (e.g., sense of belonging), (c) institutional factors (e.g., perceptions of a supportive environment), (d) health and safety factors (e.g., nutrition and sleep), and, (e) stressors (e.g., financial and academic; Fink, 2014; [End Page 236] Oswalt & Wyatt, 2011). The unique conditions surrounding the COVID-19 pandemic might exacerbate the effects of some of the aforementioned factors on students' MDD and GAD. While emerging studies on college students' mental health during the COVID-19 pandemic present useful information to practitioners, the majority of those studies are limited because of small sample sizes, single-institution samples, or a limited number of independent variables (Huckins et al., 2020; Liu et al., 2020). We examined a wide variety of factors associated with college students' rates of MDD and GAD with variables specific to students' experiences during the pandemic; our sample was drawn from 8 large, public research universities; and, our sample size allowed us to examine the effects among demographic groups typically excluded in studies because of their small numbers. CONCEPTUAL FRAMEWORK We drew from Fink's (2014) integrated model of college students' mental health, which combines Astin's (1993) input–environment–outcome model, the VicHealth framework (Keheler & Armstrong, 2005), and Keyes's (2002) mental health continuum. Fink examined the effects of students' individual characteristics, interpersonal factors, and institutional factors on students' mental health. We extended Fink's framework by adding stressors that we theorized would impact students' mental health, including health and safety factors and financial and academic stressors. METHOD Instrument and Sample We used the Student Experience in the Research University (SERU) COVID-19 survey, developed by members of the SERU Consortium. Eight large, public research universities located in different regions of the US administered the census survey in June and July 2020. The response rates ranged from 13% to 30%, 90% of students answered all items in the survey; we excluded responses with missing data, and the final sample was N = 27,118. Detailed information about the sample is available in Table 1. Measures Our individual measures include...

This paper analyzes the Status quo, specific educational mode and characteristics of students' mental health education in the foreign universities, and to learn advanced mental health education from foreign, to inspire the mental health education for college students in china

With the rapid development of science and technology, internet technology has become mature increasingly. It has become an important part of people's work, life and study. At the same time, the network environment has also brought an impact on the physical and mental health of college students. Nowadays, the quality and level of college students' mental health education has become society topics. College psychological health education work should keep pace with the network environment development and the students' physical and mental development. It is the effective innovation of psychological health education work. The new model of college students' psychological health education development is constructed. It is improve the level of students' physical and mental health development, and the psychological quality of college students is strengthen. Based on this, this paper analyzes the existing problems on the college students' mental health development. Under the network environment, it proposes an effective method to construct a new mode of college students' mental health education.

The rapid digital transformation in the disruptive era has profoundly affected students’ mental health and behavior, leading to increased emotional instability and juvenile delinquency among the so-called “Strawberry Generation.” This study is significant as it bridges the gap between modern technological approaches and Islamic spiritual guidance in student counseling. The research aims to develop a hybrid Islamic counseling model integrating artificial intelligence (AI) for early detection of psychological distress and Islamic values as spiritual interventions. Using a qualitative case study design at IBN Tegal, data were collected through in-depth interviews, participatory observation, and focus group discussions involving 15 students and three counselors. The findings reveal that the AI-assisted chatbot effectively identifies stress symptoms and provides Qur’anic verse recommendations, resulting in improved emotional control for 87% of participants. This hybrid model demonstrates that the synergy of AI technology and Islamic education fosters adaptive, responsive, and spiritually grounded mental health support for students. Keywords: islamic counseling, artificial intelligence, mental health, quality education, digital transformation

The aim of this research is to help students deal with mental health in the university environment. This research approach uses the qualitative method of social phenomenology. Data collection was carried out through interviews, observations, and mental health measurement instruments using open interviews. The research subjects, 25 students, were screened at the beginning, but they could be adjusted based on indicators of symptoms of mental disorders, there were 5 UI BBC students, of the 5, 3 received special treatment based on the high level of mental disorders, 2 were UNU students and 2 were UIN SSC students. The research results show that Islamic education can be improved with the concept of logotherapy which emphasizes the meaning of life. student mental health. This intervention emphasizes emotional expression, spiritual meaning, and strengthening Islamic values. The trial showed significant improvements in students' mental health scores after attending counseling sessions. Intensive training is needed for student counselors to apply this model in various universities. Additionally, further research is recommended to adapt this model for other populations with similar needs Keywords: Islamic Religious Education, Mental Health, Logo Therapy.

With the continuous improvement of education quality, the importance of College Students' mental health is more and more obvious in college education. For the mental health management of college students, we should not only establish a system database to store data sources, but should reasonably apply the data sources to upgrade the data to an objective, visual and predictable level, so as to prepare for a rainy day. This study applies big data related technologies to the field of College Students' mental health, and carries out early warning and intervention on College Students' mental health through data thinking and methods. The system provides an intelligent solution based on data thinking for preventing college students' mental diseases, enhancing college students' management ability and improving students' physical and mental health.

Mental health problems in university students were highlighted during the Covid-19 pandemic, showing the need to pay greater attention to psychological, emotional and social conditions. Since confinement and isolation, diseases and disorders have increased in school environments. Therefore, the objective of the paper is to analyze empirical evidence on mental health in students of higher education through a systematic review of scientific literature, which allows recognizing effects on training and academic performance. The methodology adapted to the study is qualitative cut, based on the systematic review of scientific literature, which consists of three phases, the first consisted of the exploration of 17,649 materials including scientific articles and degree theses; the second phase consisted of a more detailed exploration based on the implementation of filters such as keywords, reading abstracts and reading the full text; The third phase was the processing of materials that met with methodological quality and contribute to knowledge about mental health in university students, in an analysis matrix that allowed identifying categories of analysis, concepts, debates, among others. The systematic literature review identified lines of analysis, the first contributing to the debate on mental health in university students; the next consisted in identifying the most common sufferings in students that compromise their mental health; and third, the effects of mental health on training and academic performance of university students are presented. As a conclusion, it is identified that mental health in university students is an issue that became relevant in the pandemic by Covid-19 and that prevails as a problem that affects training and academic performance.

<strong><em>Background & aim:</em></strong> Mental health of medical students is important for working in clinical settings; therefore, it is necessary to know effective mediators in mental health. This study aimed to investigate the mediating role of coping strategies on the relationship between the thinking styles and mental health of nursing and midwifery students.<br /> <strong><em>Methods</em></strong><strong><em>:</em></strong> In this descriptive correlational study, a total of 180 nursing and midwifery students were selected from Islamic Azad University of Birjand, Iran in 2018. Data were collected using valid and reliable questionnaires including personal and social date, general health, as well as thinking styles and coping strategies of Lazarus-Folkman. The questionnaires were completed on a self-report basis by the students. Data were analyzed by AMOS software 20 version and statistical tests, including t-test and correlation matrix.<br /> <strong><em>Results:</em></strong> Legal thinking did not have a significant effect on mental health through a problem-oriented strategy (P=0.217); however, it had a significant negative relationship with mental health through an emotional-oriented strategy (P=0/006). The executive thinking had a positive effect on mental health through a problem-oriented strategy (P<0.001), and a negative relationship with mental health through an emotional-oriented strategy (P<0.001). Furthermore, judicial thinking had a positive effect on mental health through a problem-oriented strategy (P=0.046), and a significant negative relationship with mental health through an emotional-oriented strategy (P=0.048).<br /> <strong><em>Conclusion: </em></strong>Thinking styles had a meaningful relationship with the mediation of coping strategies with mental health. Emotion-Oriented and problem-oriented strategies created negative and positive relationships between thinking styles and mental health of the students, respectively.

The learning environment is a place that has an impact on physical activity so that it affects the level of physical fitness and mental health of students. The purpose of this paper is to determine the impact of the learning environment in urban and rural areas on the physical fitness and mental health of students who are grouped by sex (male and female). A total of 160 students aged 15-18 years are involved in this program, consisting of 80 urban learning environments (40 male and 40 female) and 80 rural learning environments (40 male and 40 female). To determine the level of physical fitness of students measured using the Indonesian Physical Fitness Test (TKJI), while for mental health data were obtained using a questionnaire. Based on the analysis that has been done, there are differences in the physical fitness of students based on the learning environment (urban and rural) in general, rural students are better than urban students. Seen from gender, it proves that the level of physical fitness of rural male students is better than urban men and rural women are better than urban women. Meanwhile, mental health proves that urban students are better than rural students. Based on gender, it proves that the mental health of urban male students is better than that of rural students, while the mental health of urban female students is lower than that of rural students.

Behavioral psychology is an important branch of psychological research, which mainly studies the relationship between human psychological performance and behavioral development. The main research direction of behavioral psychology is to study the relationship between human behavior development and psychology. In education, we can intervene the development of education through the study of students' behavior psychology to achieve the role of promoting students' development. At present, in modern education, we can improve Canadian education and teaching through the study of students' behavior psychology. Physical education in Colleges and universities has always been an important subject of modern quality education, which plays a role in promoting students' physical and mental health, thinking ability and innovation ability. However, in recent years, more and more college students have been affected by learning pressure, development factors and adverse interpersonal communication. Students' mental health problems have become increasingly serious, affecting the development of higher education in China. Therefore, based on the relevant theories of behavioral psychology, this paper studies the students' physical education classroom behavior, and puts forward some suggestions on reforming college physical education, so as to promote college physical education and help students shape a positive and healthy psychology. The strategies of physical education reform in Colleges and universities include innovating teaching contents, improving teaching methods, improving teachers' comprehensive quality and carrying out physical psychology teaching. The purpose is to continuously improve teaching conditions and promote students' healthy and scientific development through the research on College Students' behavioral psychology.

This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9–20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.

Background The COVID-19 pandemic continues to impact mental health by exacerbating anxiety, fear, and substance use worldwide. Several studies have demonstrated increased substance use and declining mental health in students abroad, but no investigation has assessed the COVID-19 pandemic’s effects on mental health and substance use in graduate and healthcare students in the United States. Objective Researchers sought to quantify and qualify the ongoing COVID-19 pandemic’s impacts on Colorado graduate and healthcare students’ mental health and substance use, hypothesizing that greater COVID-19-related fear would correlate with higher substance use rates across metrics. Methods Investigators utilized an online, institutionally-distributed, mixed-methods survey to assess quantitative and qualitative changes in various mental health metrics and substance use in Colorado healthcare and graduate students during the COVID-19 pandemic from June 2020 to February 2021. An augmented Fear of COVID-19 Scale (FCV-19S) academic survey served as the primary data collection vessel. Results Students who reported higher levels of depression, exhaustion, loneliness, nervousness, and anger had significantly higher FCV-19S scores. Higher FCV-S19 scores were also significantly associated with increased levels of alcohol consumption, binge drinking, and cannabis use. Qualitative analysis elucidated recurring themes regarding use frequency, substances used, and the reasons underlying use. Further qualitative analysis revealed three common student concerns: worries regarding the length of the pandemic, its social impact, and educational/financial impact. Conclusions The COVID-19 pandemic has negatively affected the well-being of Colorado healthcare and graduate students, directly increasing substance use while simultaneously exacerbating feelings of fear, anxiety, and helplessness.

IntroductionDuring COVID-19, the mental health of Chinese university students has been a pressing concern. But the internal mechanism of perceived campus outdoor environment and learning engagement affecting college students’ mental health during the COVID-19 pandemic has not been fully discussed.MethodsThe current study used cross-sectional data from 45 Chinese universities to explore the relationship among perceptions of campus outdoor environments, learning engagement, and college student mental health, and focused on differences among college students in different grades.ResultsOur study revealed the mental health problems of Chinese college students during the COVID-19 pandemic were more severe. The mental health of postgraduates was generally poor, and their risk of depression was higher than that of undergraduates. More importantly, for postgraduates, the direct impact of the perceived campus outdoor environment on their mental health was stronger. For undergraduates, the indirect impact of learning engagement on the effect of the perceived campus outdoor environment on their mental health was stronger.ConclusionThe results of the study have implications for campus planners, landscape architects, and university planners to pay particular attention to the needs of postgraduates for campus outdoor environments, which is of great significance to improve the overall mental health of students during the COVID-19 pandemic.

In this paper, we explore the mental health of science, engineering, and math (SEM) graduate students using quantitative analysis on the survey data provided by the Healthy Minds Network (HMN): Research on Adolescent and Young Adult Mental Health group, coined the Healthy Minds Study (HMS).The aim of the study is to answer the following research questions:(1) How has the mental health of SEM graduate students, measured by depression, suicidal ideation, anxiety, and flourishing, changed over the past three academic years?(2) What role, if any, does the climate of SEM programs, measured by the proxies of campus environment, encouraging dialogue, prioritizing mental health, and receptive administration, have on SEM graduate students' self-reported mental health measures of depression, suicidal ideation, anxiety, and flourishing, when accounting for students' gender, race, international student status, degree, and discipline?Attention to the mental health of students in higher education has grown in recent years.Prior work has shown that several factors can influence an individuals' mental health, including, but not limited to, a students' demographics, social factors, available resources, values, motivation, and more.The purpose of this study, however, is to focus specifically on how the culture of SEM programs influences SEM graduate students' mental health.In this context, mental health refers to one's mental and emotional well-being.Therefore, this paper will leverage previous work that has indicated the role of academic disciplines' cultures on mental health.SEM graduate students are of interest because they are understudied in the literature despite being more likely to report mental health problems.In addition, graduate students have a variety of academic and personal experiences that are different from undergraduate students due to their roles as students, instructors, and researchers, resulting in a different acculturation process.In addition, this process can impact students of diverse backgrounds inequitably, with minoritized students facing more negative mental health consequences and feeling like they are less supported than their non-marginalized peers.This study explored measures of program climate to assess how students' perceptions of diversity, equity, and inclusion efforts impact SEM students' self-reported mental health.In this work, we performed a quantitative analysis on the Health Minds Network (HMN) data on SEM graduate students.We calculated bivariate statistics and developed regression models for each of the four outcome measures while accounting for relevant demographic measures.We first show that there have been changes in students' self-reported mental health, with the general trend of increasing mental health problems.In terms of program climate, our regressions found that students' beliefs about the climate had a statistically significant influence over their reported mental health measures, and that these experiences varied for different demographic groups.The results from our work highlight areas of focus for future research.Furthermore, this work can help enable SEM graduate students, faculty, and staff to reflect on the changes in the past years and to use these results to promote change at individual, program, and systematic levels to improve SEM graduate students' mental health.

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