American College Students Research Articles

Relationship Among Basic Psychological Needs, Mental Health, Smartwatch Measured Steps In Native American College Students

Relationship Among Basic Psychological Needs, Mental Health, Smartwatch Measured Steps In Native American College Students

Role of perfectionism in the career decision self-efficacy and outcome expectations of Asian American college students.

Role of perfectionism in the career decision self-efficacy and outcome expectations of Asian American college students.

Gleaning Emotions from Virtual Stickers: An Intercultural Study

Virtual stickers—as a newer generation of graphic icons—possess the potential to facilitate online intercultural communication through emotional expression. However, people from different cultural backgrounds rely on varied display and decoding rules, which lead to disagreement on the emotions communicated by stickers. Drawing from the dialect theory of communicating emotion, the current study employs an online survey to examine whether culture-, emotion-, and technology-related factors impact American college students’ recognition accuracy of 6 basic emotions expressed through 36 Chinese animated and static stickers. Results demonstrate that sticker use frequency, intercultural communication competence, and empathy are positively related to cross-cultural sticker emotion recognition accuracy. However, neither prior intercultural experience with Chinese students nor social media use frequency influences cross-cultural sticker emotion recognition accuracy. No gender differences were identified. This study represents one of the first to systematically examine predictors of sticker interpretation accuracy in a cross-cultural context.

Examining the prevalence of experiencing sexual misconduct and reporting to Title IX and counseling services across student race/ethnicity: Findings from the 2019 Association of American Universities survey

AbstractResearch SummaryWe examined the prevalence of experiencing sexual misconduct—rape, contact sexual violence, sexual harassment—in college and whether students reported to Title IX coordinators or campus counseling services by students’ race/ethnicity. Data from the 2019 Association of American Universities survey (unweighted N = 160,387) were used to estimate multilevel logistic regression models. Across this sample, 44.70% of students experienced sexual misconduct victimization; among victim‐survivors who contacted a program, 19.85% reported to Title IX and 45.63% contacted campus counseling services. Black students did not significantly differ from White students in their experiences with sexual misconduct, yet Asian students were significantly less likely than White students to experience all types of sexual misconduct. Black and Asian students had lower odds of reporting sexual misconduct to Title IX (though results vary by type of misconduct), but Black students had higher odds of reporting to campus counseling services across all types of sexual misconduct.Policy ImplicationsSexual misconduct victimization is a common experience for American college students. In response, decades of changes to federal and state laws and policies have focused on increasing reporting to campus Title IX coordinators; however, reporting to Title IX remains a rare occurrence. Reporting barriers are greatest among Black and Asian students. Campuses must address barriers in reporting to Title IX and do so in ways that are equitable for all students. Further, campuses must review their current and planned investment in counseling services and culturally centered services to ensure that they have the appropriate resources to serve students.

The roles of shame and poor self-concept in explaining low social connection among adult survivors of childhood emotional maltreatment.

We test the hypothesis that experiences of EM lead to shame that impairs the development of social self-concept and, ultimately, one's sense of SC. We collected self-report data from 244 American college students. Using structural equation modeling, we tested shame and social self-concept as sequential mediators of the path from EM to SC. Shame and social self-concept mediated the relationship between EM and SC, bringing this direct path below significance. Social self-concept partially mediated shame and SC. Overall, our model accounted for 77% of the variability in SC. Children subjected to EM by caregivers are likely to experience themselves as deeply flawed (i.e., shame) and have difficulty developing a secure sense of themselves, especially as relational beings. Our results suggest that when shame interferes with the development of a positive social self-concept, survivors of EM are at-risk for low SC. Treatment implications include a focus on healing shame and building social self-concept. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cannabis Use Associations with Adverse Psychosocial Functioning among North American College Students

Introduction: Adolescent-onset cannabis use (CU) (before age 18) is associated with multiple adverse psychosocial outcomes, but rates of CU peak between the ages of 18 and 22, coinciding with college matriculation. Whether CU among college-enrolled young adults is associated with similar psychosocial outcomes is poorly understood. In the present study, we examined relationships between CU and multiple psychosocial outcomes in North American college students. Methods: Data for this report come from N = 40,250 North American college students ages 18-to-25 years (mean age = 20.7 years, 69% female, 66% Caucasian) who participated in the Healthy Minds Study (HMS) 2016-17. HMS is a web-based annual survey querying multiple mental health, substance use, and psychosocial variables in representative student populations from 53 universities across North America. Student respondents were stratified in two groups based upon their self-report of past 30-day CU and compared on psychosocial variables. Results: Approximately 20% (n = 8,327) of student respondents reported past 30-day CU. After adjusting for socio-demographics, knowledge of campus services, and use of other drugs, the odds of depression (aOR = 1.3), suicidal thoughts and behaviors (aORs ∼1.4–1.7), anxiety (aOR = 1.2), eating disorders (aOR = 1.2), and violence victimization (aOR = 1.4) were all higher for CU students. Additionally, CU students had higher rates of other drug use and lower rates of perceived supportive relationships. Conclusion: Our results indicated that CU is common among North American college students and associated with adverse psychosocial consequences across multiple domains. Based upon these findings, colleges should consider expanding educational, prevention, and early-intervention programs for students who use cannabis.

Measurement invariance of the Personality Inventory for the DSM-5 (PID-5) for Nigerian and White American university students.

In a previous study, it was reported that the typically replicable factor structure of the Personality Inventory for Diagnostic and Statistical Manual of Mental Disorders, fifth edition (PID-5) was noninvariant across samples of Black American and White American university students. The investigators of that study attributed this noninvariance across these two racial groups to Black American racialization, defined as Black individuals living in a predominantly non-Black society. In the current investigation, we examined further the effects of Black racialization by examining PID-5 factor structure invariance using a sample of nonracialized Black (Nigerian) university students (i.e., Black people living in a primarily Black society) and a sample of White American students. The factor structure of the PID-5 across the samples indicated overall configural invariance, suggesting that the same PID-5 facet traits, for the most part, load on the same factors for the nonracialized Black people and White Americans. This result is consistent with the view that Black racialization likely contributes to PID-5 factor structure noninvariance across White and Black Americans. There were some differences, however, between the Nigerian and White American students with respect to metric invariance and scalar invariance, suggesting the facet-to-factor loadings have different magnitudes of association across groups and that domain scale score elevations in Nigerian and White American students are not comparable; this was particularly prominent for the disinhibition domain. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Changes in the suicide risk behaviors of American college students over time: An analysis of three universities.

Suicide-related behaviors are prevalent among college students, and several mental health problems associated with increased suicide risk have increased over time. Furthermore, notable cultural events (e.g., political changes, COVID-19) have occurred in the past decade, which likely impact trends in suicide-related behaviors. The current study examined how the prevalence of nonsuicidal self-injury (NSSI), suicidal ideation (SI), and suicide attempts has changed from 2012 to 2022 across three different universities. Archival datasets from multiple years of college student survey data were compiled, and different measures of NSSI, SI, and suicide attempts were dichotomized to assess prevalence. Chi-square goodness-of-fit tests were used to identify changes in suicide-related behaviors across time. Results indicated significant increases in the prevalence of most behaviors across each university, with most increases occurring after 2018. Despite sharing a general trend of increased suicide-related behaviors, each university differed considerably in their respective trends between various timepoints, suggesting that unique factors may differentially contribute to growing risk among college students. Overall, the current study identifies increasing trends in suicide-related behaviors over the past decade and highlights the value of investigating these behaviors at the university level.

Reducing safety behaviors to prevent anxious symptoms: a pre-registered prevention intervention study

ABSTRACT The purpose of this pre-registered study was to test the efficacy of a simple, low-impact safety behavior prevention intervention for anxiety. The intervention was delivered online using a 4-week workbook format. Participants (n = 130) were a non-clinical sample of American college students; they were randomly assigned to one of two intervention conditions: safety-behavior reduction or active control condition (academic skills). Results showed that participants in the safety behavior workbook condition did not report fewer safety behaviors or lower levels of anxiety compared to the active control condition post-intervention. Exploratory analyses found that fidelity mattered; participants who completed all the workbook activities reported a significant decrease in the safety-behaviors relative to the control condition. However, those who reduced their use of safety behaviors reported greater levels of anxiety compared to participants in the control condition who reduced their safety behaviors. These results suggest that encouraging safety behavior reduction in non-clinical samples may have the unintended consequence of maintaining anxiety.

Early onset marijuana use and suicidal ideation among African American college students

Between 2013 and 2019 the suicide rate for African American young persons 15–24 years of age rose by 47% for males and 59% for females. Presently, little is known about factors that contribute to the suicidal behavior of African Americans in late adolescence and emerging adulthood. However, considering the coinciding increase in high potency marijuana use among African American young persons and literature suggesting a potential link between marijuana use and suicidal behavior, we examined early onset marijuana use as a risk factor for suicidal ideation. The sample included 221African American students (70% female and M age = 20.3, SD = 1.97) attending an HBCU between 2019 and 2020. We employed multivariable logistic regression analysis that included suicidal ideation as the outcome variable and early onset marijuana use as the explanatory variable, while controlling for demographic factors and mental health treatment status. Approximately 19% of the sample reported suicidal ideation. Early onset marijuana use was reported by 28% of students. Compared to students who never used marijuana, early onset users were three times as likely to report suicidal ideation (AOR = 3.33, 95% CI = 1.06–10.44). In conclusion, early onset marijuana use may place African American young persons at increased risk for suicidal ideation. Marijuana use may be an important malleable risk factor that can be targeted in suicide prevention interventions designed for African American college students. More research is warranted.

Alarmingly Low Physical Activity in Pakistani College Students Compared to American College Students

To identify differences in physical activity (PA) between intercollegiate students in Pakistan and the United States (US). Three hundred (167 US; 133 Pakistani) intercollegiate students completed the International Physical Activity Questionnaire (IPAQ) to assess PA. Perceived Barriers to Physical Activity Questionnaire (BPAQ) was used to assess barriers to PA. Participants were also asked about the recommended level of PA. Chi-squared analysis (χ2 = 99.50, p-value < .001) revealed that American students, specifically females (χ2 = 97.27, p-value < .001), were more active compared to Pakistani students. T-test showed significantly more major barriers to PA in Pakistani students (6.860 ± 5.56) than American students (3.78 ± 3.94). 59.6% of all students correctly recounted the standard PA recommendations, only 1.2% of those students were Pakistani. Pakistani students had lower PA with more major barriers to PA than Americans. Majority of the Pakistani students did not know the recommended level of PA unlike Americans.

Mental health care utilization in individuals with high levels of psychosis-like experiences: Associations with race and potentially traumatic events.

Objective: Racial inequities in mental health care utilization (MHCU) are well documented. Marginalized racial groups are more likely to report psychosis-like experiences (PLEs) and are at elevated risk for racial discrimination and trauma, impacting PLE severity. Little is known about how factors associated with race impact treatment seeking among individuals reporting PLEs. The present study examined associations between race, trauma, discrimination, PLEs, and MHCU among people endorsing high levels of PLEs. Method: Participants were Asian/Asian American, Black/African American, or White/European American college students ages 18-25 years meeting PLE self-report measure cutoff scores (N = 177). Binary logistic and multiple linear regressions were used to examine associations between past, current, and prospective MHCU and race, potentially traumatic events, discrimination, and PLEs. Results: Participants endorsing more PLEs were more likely to report past and current treatment and to be considering future services. Asian/Asian American and Black/African American participants were less likely to endorse past, current, and prospective future mental health care. Potentially traumatic events predicted increased utilization of past treatment. Conclusions: Results suggest service differences among participants, such that Black/African American and Asian/Asian American young adults reporting PLEs were less likely than White/European American counterparts to seek treatment even when accounting for traumatic events and discrimination. These findings highlight the need to further elucidate MHCU among marginalized racial groups experiencing psychosis-like symptoms. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Where to study abroad? American college students’ choice of a study abroad destination: pre-college, college and program capital

Where to study abroad? American college students’ choice of a study abroad destination: pre-college, college and program capital

What Does it Take to Love a Bug? Knowledge, Emotional Valence, and Politics in Attitudes toward Insect Conservation.

Domain knowledge is often considered a minor contributor to environmental attitudes, with social and motivational factors dominating. Yet, domains may differ. Declining insect populations are a critical conservation concern but are not prominent in public discourse, potentially reducing the impact of social and motivational variables. We present data on the relations of insect knowledge (both propositional and causal), associated emotional valences, and political orientation to concern for insect conservation, for samples of American college students and U.S. and U.K. Prolific workers. We asked whether concern for insect conservation is more associated with knowledge than emotional valence or political orientation, and whether this is especially so for U.K. residents, who have a reputation for a love of nature that is not linked to political identity. We found that U.K. participants did show greater overall concern, consistent with the national reputation. Causal knowledge mattered, but political orientation was the strongest predictor of concern for insect conservation for both U.S. and U.K. participants. Valence contributed for U.S. participants but not for U.K. participants. Our results suggest that politicized public discourse penetrates attitudes toward insects even when it does not explicitly concern insects, and knowledge variation has less impact. However, the emotional reaction has a reduced influence where relevant discourse is less polarized. Insects may often evoke negative emotions and motivations, but it is not impossible to love a bug.

Association between eating disorders and sleep duration among college students: Findings from the National Healthy Minds study

Objectives Explore associations between eating disorders (EDs) and sleep duration and the impact of depression symptoms (DSs) in American college students. Participants College students from 2018 to 2019 Healthy Minds Study. Methods Multivariate logistic regression evaluated associations between EDs (bulimia, anorexia, binge eating [BED]) and sleep duration. Stratified analyses assessed effect modification by DSs and gender. Results Students reporting any eating disorder had no greater risk of not recommended sleep duration during weekdays compared to those with no eating disorder history (Adjusted OR = 0.99, 95% CI: 0.89-1.13). However, subjects reporting BED were at greater risk of deficient sleep during weekends compared to those with no EDs (Adjusted OR = 1.26, 95% CI: 1.01-1.58). This association was not impacted by DSs. However, all EDs were associated with not-recommended sleep duration among those who identified as other gender identity in comparison to those with no EDs. Conclusion Health educators should monitor academic performance in students with EDs for adequate sleep duration.

The Impact of Social Media Use for News on Academic Performance in Underrepresented Undergraduate College Students.

Researchers have demonstrated that the relationship between social media use (SMU) and academic performance is mixed. This study extends those findings by examining how SMU for news predicts grade point average (GPA) for Hispanic, Black/African American, and White college students while controlling for gender. Students (N = 378) completed surveys where they reported how many times per week they used various social media platforms for news, whether or not they used those platforms to consume certain types of news, and demographic information. For Hispanic students, results indicated that using YouTube for entertainment news predicted lower GPAs, whereas using YouTube for news predicted higher GPAs. Black/African American students' use of Facebook for news predicted lower GPAs. SMU for news for White students did not predict GPA. Findings indicate that race/ethnicity should be considered when examining the relationship between SMU and academic performance and that minority students' GPAs are affected by their use of social media for news.

Culturally Responsive Practices or Assimilation? Views and Practices on Linguistic Diversity of Community College Instructors Working with Multilingual Learners

Despite the recent growth of multilingual learners in community colleges, research is still scarce on how instructors perceive and interact with students institutionally classified as English as a second language (ESL). In this paper, I use racialization of language and culturally relevant pedagogy to explain how 6 instructors from first-year freshmen in a community college, serving a high percentage of immigrant multilingual learners, view, understand and operationalize culturally and linguistically responsive practices in their classrooms. I use a qualitative critical approach to analyze data from interviews, fieldnotes, and observations from a year-long study in a community college in a mid-sized city in the South of the United States. I show evidence of instructors’ views of students regarding their cultural, linguistic, educational, and class backgrounds. Findings suggest that even when instructors celebrate differences in the classroom and are aware of the cultural differences, their opinions, and academic expectations were sometimes focused on students’ lack of confidence to advocate for themselves and their failure to assimilate into the mainstream culture. Despite the best intentions, these expectations still enclosed assimilationist views of language and personhood that require students to communicate in ways that often resemble the American traditional monolingual college student. The study of language from a racial perspective can promote powerful ways to understand how institutions structure and operationalize services to multilingual learners; conscious changes in services may result in more equitable practices for these students.

Mental Health Service Utilization Among Arab and Middle Eastern American College Students

ABSTRACT Very little is known about mental health service utilization among Arab and Middle Eastern American (AMEA) college students. We aimed to document AMEA college students’ mental health service utilization behaviors and how known predictors shape this utilization. Using data from the 2015–2020 Healthy Minds Study, we examined self-reported diagnosis of depression or anxiety, lifetime use of therapy/psychotropic medications, and current use of therapy/medications among AMEA and non-AMEA white college students. Survey-weighted logistic regression models were fit with AMEA ethnicity as the main exposure and interaction terms to examine effect modification by religiosity, knowledge, beliefs, and stigma around treatment. Compared to non-AMEA white students, AMEA students had reduced odds of reporting diagnosis of depression (adjusted odds ratio, AOR: 0.84, 95% confidence interval, CI: 0.75, 0.94) or anxiety (AOR: 0.79, 95% CI: 0.71, 0.88), of ever attending therapy (AOR: 0.72, 95% CI: 0.65, 0.79), currently attending therapy (AOR: 0.88, 95% CI: 0.77, 0.99), and receiving medication for a mental health diagnosis (AOR: 0.79, 95% CI: 0.71, 0.88). The relationships between Arab ethnicity and mental health service utilization were modified by religiosity, knowledge, beliefs, and personal stigma about treatment. Better documentation on mental health service utilization in AMEA populations is needed in order to improve prevention efforts and service delivery.

American college students’ understandings of the good life: a grounded theory

ABSTRACT ‘What is the good life?’ Few empirical studies explore how American college students answer this important question. In this grounded theory study, we analysed the responses of 276 American college students in two phases. In the first phase, we examined responses from 109 students at 10 different universities. In the second phase, we added interviews with an additional 167 students at one of the universities. Based on our coding, we found students’ visions of the good life were comprised of 24 unique ingredients; the most common being having a stable or passion-inspired career, being married, having children, continuing advanced learning, and being financially stable. We also discovered that eight distinct clusters of ingredients accounted for three-fourths of student responses. The clusters included American dreamers, happy strivers, comfort, and stability seekers, ECL (enjoy work, have comfort, limited family) students, family cultivators, singular career strivers, moral strivers, and God-followers.

COVID-19 Impacts on Mexican American College Student Experiences in the Rio Grande Valley of South Texas

The COVID-19 pandemic devastated many communities and exacerbated existing inequities, particularly for Mexican American communities along the South Texas border. During this tumultuous time, many Mexican American college students balanced coursework, work, and familial responsibilities in the Rio Grande Valley (RGV), a Texas borderland region disproportionately affected by the spread of COVID-19 when compared to Texas overall. This qualitative study uses narrative analysis to examine oral history interviews of 11 college students from the RGV to understand how COVID-19 shaped their experiences throughout the 2020-2021 academic year and how they leveraged region-specific cultural assets to navigate their multiple roles during this historic time. The authors draw from Borderland Cultural Wealth (Yamamura et al., 2010) to posit a college retention framework by examining how 11 college students navigated the COVID-19 pandemic to inform policy and practices. Findings suggest that Mexican American students leveraged their RGV cultural assets to navigate health disparities, secure income for themselves and their families, and prioritize familial responsibilities while completing virtual coursework during the pandemic. This study contributes to the research that challenges RGV student deficits and illuminates the importance of cultural assets of Mexican American communities in the RGV. We provide future research recommendations and considerations for asset-based college retention policies and practices in higher education.