Cohort Of University Students Research Articles

Evolving SARS-CoV-2 severity among hospital and university affiliates in Spain and Greater Boston

IntroductionThe COVID-19 pandemic caused by the SARS-CoV-2 virus greatly affected healthcare workers and healthcare systems. It also challenged schools and universities worldwide negatively affecting in-person education. We conducted this study is to assess the evolution of SARs-CoV-2 virulence over the course of the pandemic. MethodsA combined cohort of University students in Spain and HCWs from the two hospitals in Spain, and one healthcare system in the Greater Boston area was followed prospectively from March 8th, 2020, to January 31st, 2022 for diagnosis with COVID-19 by PCR testing and related sequelae. Follow-up time was divided into four periods according to distinct waves of infection during the pandemic. Severity of COVID-19 was measured by case-hospitalization rate. Descriptive statistics and multivariable-adjusted statistics using the Poisson mixed-effects regression model were applied. As a sensitivity analysis, information on SARS-CoV-2 RNA in wastewater and COVID-19 deaths through May 30, 2023 from the Boston area was collected. ResultsFor the last two periods of the study (January 1st to December 15th, 2021 and December 16th, 2021 to January 31st, 2022) and relative to the first period (March 8th to May 31st, 2020), the incidence rate ratios (IRRs) of hospitalization were 0.08 (95% CI, 0.03–0.17) and 0.03 (95% CI, 0.01–0.15), respectively. In addition, a relative risk 0.012 CI95% (0.012–0.012) was observed when comparing COVID-19 mortality versus SARS-CoV-2 RNA copies/mL in Boston-area wastewater over the period (16th December 2021 to 30th May 2023) and relative to the first period. ConclusionsThe severity of COVID-19 and immunity of our populations evolved over time, resulting in a decrease in case severity. We found the case-hospitalization rate decreased more than 90% in our cohort despite an increase in incidence.

Validating Constructs of the Depression, Anxiety, and Stress Scale-21 and Exploring Health Indicators to Predict the Psychological Outcomes of Students Enrolled in the Pacific Islands Cohort of College Students.

The Depression, Anxiety, and Stress Scale-21 (DASS-21) has been used in various countries to assess the mental states of individuals. The objectives of this study were to validate the DASS-21 for use in Guam, an island that endures a high burden of mental health challenges, such as suicide, and examine the predictive impact of selected health indicators on DASS-21 variables. Three years of data (2017-2019) were pooled from the Pacific Islands Cohort of College Students (PICCS) study conducted annually at the University of Guam. In total, 726 students were included in the secondary data analysis. MPlus statistical software was used to perform a confirmatory factor analysis (CFA) for the validation and structural equation modeling (SEM) for the predictive modeling. The results from the CFA suggested an acceptable model fit (RMSEA: 0.073, CFI: 0.901, TLI: 0.889, RMR: 0.044), while SEM suggested that sleep quality and physical activity were significant predictors of DASS-21 variables. Therefore, the DASS-21 is a valid instrument for measuring depression, anxiety, and stress among emerging adults in Guam.

Exploring the Interplay Between Reading Proficiency, the Dimensions of Adult Reading Motivation, and the Academic Achievement of a Diverse Cohort of EFL College Learners

This article investigates the role of reading proficiency and reading motivation in the academic achievement of a cohort of college students enrolled in a Middle Eastern university that follows the American model of liberal arts education. Forty-eight (n = 48) students from diverse academic majors completed the adults reading motivation scale, following which we tested their reading proficiency and determined their academic achievement as a composite score based on midterm and final examinations, a course project, and class participation. Results revealed that reading proficiency and overall reading motivation are positively linked to academic achievement. However, while the reading motivational dimension of self-efficacy emerged as a significant factor in academic achievement, the dimensions of reading as part of self, reading for recognition, and reading to do well in other realms did not reach statistical significance as determinants of academic achievement. The study implications and suggestions for further research are discussed.

FORMATION OF SOCIAL COMPETENCIES OF A UNIVERSITY STUDENTS: A HOLISTIC EXPLORATION

This study delves into the intricate landscape of social competency development within the university context, aiming to unravel the diverse influences that shape students’ interpersonal skills. Our primary research question examines the interplay of educational interventions, peer interactions, and extracurricular engagements in the cultivation of social competencies. Employing a mixed-methods research design encompassing surveys, interviews, and observations, the data from a representative and diverse cohort of university students was gathered. The findings unveil a rich tapestry of factors contributing to the multifaceted process of social competency formation, highlighting the nuanced roles of both formal and informal learning environments. The study not only uncovers the challenges hindering social competency development but also identifies promising opportunities for enhancement. This research enriches the academic discourse by providing actionable insights for educators, administrators, and policymakers to design interventions that foster a holistic and socially adept student body. Emphasizing the need for a comprehensive approach to education, this investigation reinforces the importance of recognizing and nurturing the social dimensions of learning within the higher education landscape.

Psychiatric medication prescriptions increasing for college students above and beyond the COVID-19 pandemic

Psychiatric medication prescriptions for college students have been rising since 2007, with approximately 17% of college students prescribed medication for a mental health issue. This increase mirrors overall increases in both mental health diagnoses and treatment of university students. As psychiatric medication prescriptions for college students were increasing prior to pandemic, the goal of this study was to compare these prescriptions over the years, while accounting for the added stressor of the COVID-19 pandemic. This study utilized cross-sectional, retrospective data from a cohort of college students receiving care from the university’s health service. We examined prescriptions for mental healthcare from 2015 to 2021. There was a significant increase in the percentage of psychiatric medication prescriptions in 2020 (baseline 15.8%; threshold 3.5%) and 2021 (baseline 41.3%; threshold 26.3%) compared to the historical baseline average for the whole sample and as well as for female students (2020 baseline 21.3% and threshold 4.6%; 2021 baseline 55.1% and threshold 33.7%). Within these years, we found higher trends for prescriptions in April–May as well as September–December. Overall, we found that psychiatric medication prescriptions have continued to rise through the years, with a large increase occurring during the pandemic. In addition, we found that these increases reflect the academic year, which is important for university health centers to consider when they are planning to staff clinics and plan the best way to treat college students with mental health difficulties in the future.

“I have my family right here”: Youth Participatory Action Research (YPAR) and peer support among a cohort of fosterscholars

This paper presents findings from a focus group conducted as part of a larger Youth Participatory Action Research (YPAR) study with a cohort of university students with experience in foster care. Six foster scholars (ages 18–21) participated in a research collective offered as a collaboration between the School of Social Welfare and the Educational Opportunities Program (EOP) at a large Northeastern public research university. Over the course of several semesters, students received an overview of research methods, evaluated existing research regarding the educational outcomes of youth with foster care experience, then designed an interview guide for a focus group that they later participated in. Focus group data was transcribed and then analyzed in two ways, first through thematic content analysis using ATLAS TI qualitative software, and simultaneously through participatory narrative analysis using an adapted version of Carol Gilligan’s Listening Guide. The cluster of findings presented in this paper highlights co-researchers’ experiences of a YPAR approach to research. Three themes emerged: validation of experience and peer support, connection to available resources, and YPAR as a tool of collective action and empowerment. An overview of the significant actions and change efforts associated with the YPAR process is also provided. Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. Integrating youth voice and perspective to the existing body of knowledge about youth with foster care experience in higher education adds an important perspective needed to more holistically understand what resources and supports are most critical in ensuring their success. Recommendations are made for both universities and child welfare scholars desiring to center the voices and experiences of youth with foster care experience.

What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment?

The current study examines the development of higher education students' knowledge, correct confidence in their own knowledge, and accuracy of self-assessment over one semester and if the use of evidence-based learning activities (such as practice testing) is associated with these outcomes. The present study assessed N = 285 university students' use of learning activities, their knowledge, correct confidence, and accuracy of self-assessment five times over the course of a semester in a lecture course. All learning outcomes improved and were explained by learning activity use beyond students' prior knowledge, prior achievement and motivation. Latent profile analyses distinguished five subgroups of students regarding the frequency and combination of learning activity use. Results indicate that students benefitted most from using multiple activities. The study provides evidence that in a realistic learning setting several learning activities contribute to students' knowledge, correct confidence, and accuracy of self-assessment gains. Educational relevance statementThe study identifies positive changes in various learning outcomes, i.e., knowledge, correct confidence, and accuracy, over the course of a semester in a cohort of university students. It also examines students' learning behavior with a person-centered approach and if students learning behavior adds to the explanation of learning outcomes. The results support the benefits of engaging in many different learning activities beyond individual learning prerequisites. The study adds to current research by combining the study of multiple learning activities in a lecture course and the longitudinal investigation of multiple learning outcomes. The study further reinforces the importance of providing evidence-based activities in higher education.

Variations in gender identity and sexual orientation of university students

Abstract Background Previous studies have shown that a small percentage of people in the general population have atypical gender identity and/or sexual orientation. Aim This study aimed to explore variations in gender identity and sexual orientation in university students and determine genetic factors associated with these variations. Methods Deviations from complete gender congruence and exclusive heterosexual orientation in 736 Japanese university students were quantitatively assessed with self-assessment questionnaires. Next, we conducted genetic tests for 80 participants who showed relatively low gender identity scores and/or atypical sexual orientation. These genetic tests consisted of repeat number analysis of the androgen receptor gene (AR) and a SKAT-O: an optimal unified sequence kernel association test, which is an exome-based rare variant association study. The results of the genetic tests were compared with the Japanese reference data and the results of our 637 control samples. Outcomes We calculated the gender identity and sexual orientation scores of all participants and analyzed the molecular data of 80 selected participants. Results The gender identity scores of 736 participants were broadly distributed: only ~15% of natal males and ~5% of natal females had the maximum score that corresponds to complete gender congruence. The sexual orientation scores also varied: ~80% of natal males and ~60% of natal females showed exclusive heterosexual orientation. We found no association between gender characteristics and AR repeat numbers. The SKAT-O showed that rare damaging variants of TDRP and 3 other genes were more common in the 80 participants than in the control group. Clinical Implications Our data support the view that gender is a phenotypic continuum rather than a binary trait. Strength and Limitations This study quantitatively assessed the gender characteristics of a large cohort of university students. Moreover, we conducted systematic screening for genetic factors associated with gender variations. The weaknesses of the study were the limited analytic power of the questionnaires, the relatively small sample for molecular analyses, and incomplete clinical information and relatively advanced ages of the control group. Conclusion This study revealed significant variations in gender identity and sexual orientation in university students, which may be partly associated with variants in TDRP or other genes.

A Friend in Need is a Friend Indeed: Investigating the Quality of Training Data from Peers for Auto-generating Empathetic Textual Responses to Non-Sensitive Posts in a Cohort of College Students

Towards providing personalized care, digital mental-wellness apps today ask questions to learn about subjects. However, not all subjects using these apps will have mood problems, so they do not need follow-up questions. In this study, we investigate an alternate mechanism to handle such non-sensitive posts (i.e., those not indicating mood problems) in college settings. To do so, we generate and use training data provided by a cohort of peer college students so that responses to non-sensitive posts are contextual, emotionally aware, and empathetic while also being terminal (not asking follow-up questions). Using data from a real mental-wellness app used by students, we identify that AI models trained with our peer-provided dataset generate desirable responses to non-sensitive posts, while models trained with state-of-the-art (Facebook’s) Empathetic Dataset yields responses that ask many follow-up questions, hence giving a perception of being intrusive. We believe that mental wellness apps today must not assume that any subject using these apps has mood problems. Perceptions of intrusiveness (i.e., apps asking many questions) must be a factor in design. We also believe that peer students can provide rich and reliable training datasets for college mental wellness apps, a topic that is not yet explored.

The Unanticipated Virtual Year: How the Big 5 Personality Traits of Openness to Experience and Conscientiousness Impacted Engagement in Online Classes during the COVID-19 Crisis

ABSTRACT The COVID-19 crisis dramatically impacted how academic classes were taught. The present two studies used two-wave prospective longitudinal designs (following two separate cohorts of university students) to examine the predictive role of the Big 5 personality traits of openness to experience and conscientiousness on students’ engagement in online classes. Students were asked to report on their levels of motivation and self-efficacy for engagement in online classes. Results suggest that during the Fall 2020 semester the trait of openness to experience may have allowed students to be more engaged in online classes. However, openness to experience was no longer associated with greater engagement during the Winter 2021 semester. Instead, during this second online semester, conscientiousness emerged as the best predictor of heightened engagement in online classes. Interestingly, results suggest that openness to experience and conscientiousness may have different pathways: the benefit of openness to experience was mediated by intrinsic motivation whereas that of conscientiousness by self-efficacy.

Complexity Patterning: A patterns‐based design and strategy for transformational education

AbstractThis work describes a novel and transformational educational curriculum and strategy, designed to calibrate human consciousness and cognition to the generativity of living complex phenomena. It is an approach that seeks to displace the outdated mechanistic paradigm within education in favour of the deep complexity paradigm. Towards this aim, a patterns‐based curriculum and educational strategy called Complexity Patterning was implemented in a research project with four cohorts of university students. The approach proved to be a sound basis for developing conscious metacognition of self and world as relational co‐generative complex phenomena. This understanding forms the foundation for the teaching and learning of complexity‐focused knowledge and skills, which are of vital importance to all young people as they engage with the increasingly complex challenges of the 21st century.

Effect of gender sensitivity on attitudes toward marriage and childbirth among university students in South Korea

This research delves into the intricate domain of gender sensitivity, a cognitive process rooted in the awareness of gender equality and the ability to actively endorse and practice it. The study focuses on a cohort of university students on the brink of marriageable and childbearing age, aiming to scrutinize the potential influence of gender sensitivity on their attitudes towards marriage and childbirth. Employing a convenience sampling method, 196 students spanning from first to fourth-year were enlisted as participants. Data were collected through online surveys conducted between April 5 and April 12, 2022. Our findings illuminate that male participants harbor a more affirmative disposition towards both marriage and childbirth compared to their female counterparts. Moreover, a significant positive correlation surfaces between attitudes towards marriage and childbirth. Intriguingly, the study exposes a notable inverse relationship between gender sensitivity and attitudes towards marriage (β = -.49, t = -7.13, p < 0.001) as well as childbirth (β = -.44, t = -6.45, p < 0.001). In light of these revelations, the study underscores the paramount importance of integrating gender sensitivity into strategies aimed at enhancing university students' perspectives on marriage and childbirth. Moreover, it advocates for a policy-oriented approach to ameliorate gender inequality on a societal scale. The study's profound significance lies in its revelation that, in a society lacking in gender sensitivity, the prevalence of marriages and fertility rates may exhibit a negative correlation with gender sensitivity. This underscores the imperative need for sustained governmental efforts to augment gender sensitivity.

A longitudinal mediational investigation of risk pathways among cannabis use, interpersonal trauma exposure, and trauma-related distress.

College students are at high risk for cannabis use, interpersonal trauma (IPT) exposure, and trauma-related distress (TRD). Two phenotypic etiologic models posited to explain associations between cannabis use and trauma-related phenotypes are the self-medication (trauma/TRD → cannabis use) and high-risk (cannabis use → trauma/TRD) hypotheses. The primary objective of the present study was to investigate direct and indirect associations among cannabis use, IPT exposure, and TRD above and beyond established covariates. The current study used data from the first assessment (i.e., baseline survey at Year 1 Fall) and two follow-up assessments (i.e., Year 1 Spring and Year 2 Spring) from an ongoing longitudinal study on college behavioral health. Participants were 4 cohorts of college students (n = 9,889) who completed measures of demographics, substance use, IPT, and TRD. Indirect effects of IPT on cannabis through TRD (i.e., self-medication) and cannabis on TRD through IPT (i.e., high-risk), including tests of covariate effects (e.g., gender, age, race, cohort, alcohol, nicotine), were simultaneously estimated using a longitudinal mediation modeling framework. Results suggest that more IPT exposure increases risk for TRD and subsequent nonexperimental (use 6+ times) cannabis use, and that experimental (use 1-5 times) and nonexperimental cannabis use increases risk for IPT exposure and subsequent TRD. Both the self-medication and high-risk hypotheses were supported. Findings support a bidirectional causal relationship between cannabis use and trauma-related phenotypes. Additionally, results highlight areas for colleges to intervene among students to help reduce cannabis use and create a safer environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The evolution of preferences and charitable giving: a panel study of the university years

Abstract Economic preferences are often taken as given, yet evidence shows that preferences respond to life events and change over time. We examine the evolution of other-regarding preferences for a cohort of university students over 5 years, starting before they matriculate and extending one year beyond graduation. Using survey and incentivized measures of preferences, we show that altruism declines over the university years. This decline is reflected in changes in charitable giving over three donation opportunities. We rule out several alternative explanations for the observed change, including cohort differences, perceptions of the charities, and experience with experiments. We show evidence of a ‘giving type’ in charitable giving, with consistency in behavior across giving opportunities. Methodologically, we also show that the incentivized and survey measures are similar at predicting giving types. We conclude that preferences reflect common tendencies over time, while simultaneously showing an overall decline in generosity during the university years.

Ecologically recorded sleep patterns, stress, and lifestyle behaviors in college students prior to and during the COVID-19 pandemic

Objective: Beginning in the spring of 2020, college students adapted to a myriad of COVID-19 pandemic-related stressors including personal and family health concerns, social isolation and future uncertainty that affect sleep behavior. We investigated how the pandemic affected ecologically recorded sleep patterns, self-reported stress and lifestyle behaviors in three semester-differentiated cohorts of college students enrolled in a psychology of sleep course. Methods: Students (N = 117) used the SleepScore biomotion sensor system to track sleep patterns and responded to behavior questions during the spring 2018, fall 2020, and spring 2022 semesters. Results: When compared to students in the spring 2018 pre-pandemic semester, students who underwent remote/hybrid learning in the fall 2020 semester displayed improved objective measures of sleep quality that were accompanied by increased deep sleep, fewer disruptions, and decreased time awake during the night, while self-reported stress ratings were unchanged. During pandemic semesters, students also reported decreased time studying, increased napping and screen use and higher ratings of bedroom comfort. Conclusions: Pandemic initiated remote learning and social restrictions may have allowed for healthier sleeping environments that likely contributed to better sleep health and stress resiliency in college students.

Design and Evaluation for Improving Lantern Culture Learning Experience with Augmented Reality

Many forms of Intangible Culture Heritage (ICH) are fast disappearing. The Lantern Festival is an important part of Chinese tradition and a critical ICH of Taiwan. However, few young people attend ICH activities. Given the importance of ICH education, this study describes what participants learned after lantern exhibitions that combined Augmented Reality (AR), mobile websites, and Paper-based Exhibition Brochures. This study evaluated what a cohort of college students (n = 115) learned about ICH through experiments and questionnaires. The results show that the public understood ICH better through digital technology. All participants thought that applying AR to ICH was good for the public to gain more information on lantern culture, although it took a lot of time to learn the new technology. The results also encouraged the application of AR to engage in ICH education. Therefore, a large number of digital technologies that are popular among young people should be used as part of ICH education in order to improve their cultural awareness and learning motivation.

Trajectories of college students' general self-efficacy, the related predictors, and depression: A piecewise growth mixture modeling approach

General self-efficacy plays a critical role in the development of college students, and mastering the development of students' general self-efficacy is helpful to explain students' behavior and psychological performance. Based on the data from the same cohort of college students for four consecutive years, this study used the piecewise growth mixture model to identify the developmental trajectories of general self-efficacy, built a multinomial logistic regression model to analyze the related predictors on different trajectories, and further compared the differences in depression symptoms in general self-efficacy trajectories. Three trajectories of college students' general self-efficacy were identified: stable-rising (8.7%), stable-decreasing (2.4%), and moderate and stable (88.9%). With the moderate and stable class as the reference, gender and extraversion are the predictors of students in the stable-increasing class; gender, extraversion, mother’s education level, and university tier significantly predict students who fall into the stable-decreasing class. With the stable-increasing class as the reference, gender also has a significant predictive effect on students who belong to the stable-decreasing class. However, age, ethnicity, siblings, hometown location, father’s education level, BMI, sleep, and major were not related predictors. Furthermore, mean differences in depression between latent classes of general self-efficacy trajectories were significant, and the depression scores of the stable-decreasing class were beyond the normal range in the third and fourth years. To promote college students' mental health, we suggest that colleges provide more specific psychological interventions to students based on the classification.

Monitoring SARS-CoV-2 incidence and seroconversion among university students and employees: a longitudinal cohort study in California, June–August 2020

ObjectivesTo identify incident SARS-CoV-2 infections and inform effective mitigation strategies in university settings, we piloted an integrated symptom and exposure monitoring and testing system among a cohort of university students...

COVID-19 pandemic effects on college student mental health: A cross-sectional cohort comparison study

Objective Evaluate COVID-19 pandemic impacts on college student mental health. Participants Three cohorts of college students (2018 n = 466; 2019 n = 459; 2020, n = 563; N = 1488) from three American universities. Participants were 71.4% female, 67.5% White, and 85.9% first-year students. Methods Multivariable regression models and bivariate correlations were used to compare anxiety, depression, well-being, and search for meaning before and during the pandemic, and the relationships between pandemic health-compliance behaviors and mental health. Results Anxiety, depression, and well-being did not significantly worsen during compared to before (2019) the pandemic (ps = .329–.837). During the pandemic, more frequent in-person social interactions were correlated with lower anxiety (r = –0.17, p < .001) and depressive symptoms (r=-0.12, p = .008), and higher well-being (r = 0.16, p < .001), but also less handwashing (r = –0.11, p = .016) and face mask-wearing (r = –0.12, p = .008). Conclusions We observed little evidence for pandemic impacts on college student mental health. Lower compliance with pandemic health guidelines was associated with better mental health.

The impact of mindfulness interventions in higher education to enhance engagement

ABSTRACT Most of our current university student cohort, known as GenZ, have grown-up in a digitally connected world with access to various technological devices and social-media platforms. While technology can assist to engage students, in the learning environment many students spend a significant amount of time switching between devices engaging in non-learning activities. This results in decreased engagement which can adversely affect their academic performance. Conversely, students who can self-regulate their technology usage are more likely to be engaged in the learning process. Mindfulness is a strategy that can encourage students to self-regulate their thoughts and behaviours to stay on task. Previous research has focused on student’s in-class technology usage, self-regulation and mindfulness to enhance engagement. This study adds to current research by investigating short mindfulness practices in a higher education first year business degree. The paper examines the usefulness of two mindfulness interventions to encourage students to self-regulate their in-class technology use and enhance engagement. Using a critical realist lens, the paper incorporates quantitative and qualitative data analyses through student surveys and focus groups. Twenty-nine first year undergraduate students were exposed to the mindfulness interventions. Results indicate the mindfulness interventions improved students’ ability to self-regulate, contributing to student engagement and feeling connected at university.