Mental Health Of College Students Research Articles

A digital positive psychology intervention for college student mental health and health behaviors

Purpose The purpose of this study is to evaluate the impact of a 10-week positive psychology course on college student stress, anxiety, self-compassion, resilience and health behaviors. Design/methodology/approach This study implemented a 10-week positive psychology program that included ten one-week modules. Each module consisted of a reading on a given positive psychology topic, a guided learning slideshow, a video to reinforce topical understanding and individual reflection or application exercises. Participants completed pre and postintervention measures, including the perceived stress scale, generalized anxiety disorder-7, self-compassion scale, brief resilience scale and wellness behavior inventory. Findings A total of 48 students consented to participate in the study, of which 35 completed the 10-week positive psychology online intervention as well as the pre and postsurveys (27.1% attrition rate). There were no statistically significant differences between pre and postresponses for any of the outcome scales. However, there was a trend toward a decrease in perceived stress and generalized anxiety, as well as a trend toward an increase in self-compassion and health behaviors from pre to posttest. Research limitations/implications The main limitation of this study was design and sample size. Although it was a pilot study, future research should consider a randomized control trial, including pre and postevaluation and blind comparison group. Finally, this intervention was only implemented in the online, asynchronous format. Future research might consider comparing face-to-face, asynchronous online and synchronous online modalities. Practical implications Future implementation should include a more rigorous design, such as a comparison group with randomization as well as a larger sample size. Social implications Given the previous effectiveness of positive psychological interventions on health behaviors, continued research may use direct measures of health behavior engagement throughout the intervention (Biber and Ellis, 2019). This study provides other researchers and practitioners with a model for utilization with middle, high and university students. Originality/value This study used open-access content that was free of charge to students to promote positive mental health and health behavior change.

Screen viewing patterns and their association with mental wellbeing and psychological distress: a cross-sectional study amongst university students

BackgroundDependency on screen viewing (SV) has reached unprecedented levels, and mental health issues are becoming a major public health concern. However, the associations between SV, including variations in purposes, devices, and timing, and mental health remain unclear. This study aims to provide insights into these associations among university students.MethodsThis analysis used baseline data from a longitudinal cohort study among first-year university students matriculating in the 2021–2022 academic year. Self-reported data on sociodemographics, health behaviors and mental health outcomes alongside anthropometric measurements were collected. Unadjusted and adjusted logistic regression analyses were conducted.ResultsThe average age of the 997 valid students was 20.2 years, with 59.6% being female and 41.4% male. Students spent 14.3 h daily on SV, with females reporting higher SV than males. Daily SV was predominant for study purposes (7.6 h/day). Computer usage was the highest (7.0 h/day), while TV usage was the lowest (1.7 h/day). Poor mental wellbeing was reported by 33.6% of students, while 13.9% experienced psychological distress. Compared to students with low total SV, those with high levels were more likely to have poor mental wellbeing [OR (95% CI): 1.40 (0.99, 1.98)] and psychological distress [1.56 (1.00, 2.44)]. High levels of recreational and study related SV were significantly associated with poor mental wellbeing [1.81 (1.27, 2.56)] and psychological distress [1.75 (1.11, 2.83)], respectively. Those with high levels of computer time were more likely to have poor mental wellbeing [1.44 (1.01, 2.06)], and high weekend day SV was associated with greater odds of psychological distress [2.16 (1.17, 4.06)].ConclusionsSV among university students was high, as was the high prevalence of poor mental wellbeing and psychological distress. Greater SV was associated with poor mental wellbeing and psychological distress. Differences according to purpose of SV were noted. Although recreational SV was associated with poor mental wellbeing, study related SV was associated with psychological distress. Variations across different devices and timing were also noted. This highlights the need for further longitudinal research to understand the impact of SV on mental health and to guide interventions for promoting mental health of university students globally.

A review of the impact of sensory processing sensitivity on mental health in university students.

The concept of sensory processing sensitivity (SPS) was first introduced by Aron and Aron (1996) as an innate trait characterized by heightened processing of sensory, emotional, and physical stimuli. Since the concept's introduction in 1996, high SPS has been shown to be associated with poor physical and mental health. It is possible that this is especially true in university students, who are frequently faced with numerous stressors, such as intense workloads and test anxiety. This article is a systematic literature review conducted through EBSCOHost using the following databases: Academic Search Complete, APA PsycArticles, APA PsycInfo, Education Research Complete, ERIC, MEDLINE Complete, and SocINDEX. Search terms included terms regarding high sensory processing sensitivity, university or professional students, and mental health. A total of 6 studies were included. University students with high SPS experienced heightened reactions to sensory, emotional, and physical stimuli. The studies demonstrate correlations of high SPS with outcomes such as depressive tendencies and difficulty adjusting to college. These findings highlight that SPS is associated with poor mental health outcomes. The results underscore the importance of developing support methods for students with high SPS. Future studies should further explore SPS in university students to develop targeted support methods and programs.

The Effect of the COVID-19 Pandemic on Mental Health among College Students in the United States

The COVID-19 pandemic has significantly impacted the mental health of college students in the United States (U.S.). Here, we review studies that explored the effect of the COVID-19 pandemic on mental health measures and coping strategies of university students. Previously published studies conducted in this population, using tools like the PHQ-9, GAD-7, and PSS-10 questionnaires demonstrated a notable increase in the prevalence of depression, anxiety, stress and suicidal ideation. Female and advanced college students were particularly vulnerable, consistently showing higher scores for anxiety and stress. Females also displayed greater depression severity scores compared to their male counterparts; however, some advanced students displayed lower scores compared to the first-year undergraduate students. There was an overall decrease in suicidal ideation among college students during the pandemic; however, some schools were found to have an increase in the level of suicidal ideation. The shared negative effects of COVID-19 among college students encompassed health, academic, and lifestyle domains. Coping strategies varied, with "support from friends and family" being predominant. In addition, an overall underutilization of mental health resources was reported. Non-pharmacological therapies, particularly lifestyle modifications such as regular exercise, demonstrated efficacy in alleviating symptoms; however, challenges such as underuse and patient compliance were prevalent. These findings highlight the necessity of promoting mental health resources, addressing gender and academic level-specific vulnerabilities, and implementing accessible non-pharmacological interventions to mitigate the mental health impact of pandemics on U.S. college students.

Multilayer perceptron-based literature reading preferences predict anxiety and depression in university students

ObjectiveThis study aims to precisely model the nonlinear relationship between university students’ literature reading preferences (LRP) and their levels of anxiety and depression using a multilayer perceptron (MLP) to identify reading-related risk factors affecting anxiety and depression among university students.MethodsIn this cross-sectional study, an internet-based questionnaire was conducted among 2,092 undergraduate students (aged 18–22, 62.7% female, from seven provinces in China). Participants completed a customized questionnaire on their LRP, followed by standardized assessments of anxiety and depression using the Generalized Anxiety Disorder 7-item Scale and the Beck Depression Inventory, respectively. An MLP with residual connections was employed to establish the nonlinear relationship between LRP and anxiety and depression.ResultsThe MLP model achieved an average accuracy of 86.8% for predicting non-anxious individuals and 81.4% for anxious individuals. In the case of depression, the model’s accuracy was 90.1% for non-depressed individuals and 84.1% for those with depression. SHAP value analysis identified “Tense/Suspenseful-Emotional Tone,” “War and Peace-Thematic Content,” and “Infrequent Reading-Reading Habits” as the top contributors to anxiety prediction accuracy. Similarly, “Sad-Emotional Tone Preference,” “Emotional Depictions-Thematic Content,” and “Thought-Provoking-Emotional Tone” were the primary contributors to depression prediction accuracy.ConclusionThe MLP accurately models the nonlinear relationship between LRP and mental health in university students, indicating the significance of specific reading preferences as risk factors. The study underscores the importance of literature emotional tone and themes in mental health. LRP should be integrated into psychological assessments to help prevent anxiety and depression among university students.

The Relationship Between Self-control and Psychological Stress among College Students

The intensification of competition for further education and employment brought about by the development of the times has led to a sharp increase in psychological pressure on contemporary college students. The mental health of college students has become a social issue of common concern for parents and various groups in society. This article focuses on the relationship between self-control and psychological stress among college students. Through analysis of existing literature and research, it is found that college students with high levels of self-control are able to demonstrate stronger adaptability and lower psychological distress when facing academic, interpersonal, and economic pressures. This is mainly because individuals with higher self-control abilities have more disposable self-control resources compared to those with lower self-control abilities, so the resources allocated to psychological stress are more sufficient and can better control psychological stress. This study has important reference significance for alleviating psychological stress among college students and promoting the strengthening and improvement of student mental health education by the government and various social groups. In the future, further refinement can be made in the operationalization of the aforementioned variables to facilitate in-depth research on this topic.

University Students: Preferences for Counseling Methods

The mental health of university students has become an important concern escalated by pandemic-related stresses and insights into effective therapy for this population is needed. Participants (n 389) completed a survey indicating preferences regarding seeing a therapist employing methods reflecting one of three established schools of thought: psychoanalytic, person-centered, or cognitive-behavioral therapy (CBT). Analysis of results indicated that the CBT approach was the most popular method. However, when participants reacted to hypothetical dilemmas, there was evidence of some departure from the method students selected as their original preference. The CBT approach was more persistently chosen by participants who indicated an initial preference for that method. Demographic differences are reported. Commentary is offered on why college-aged participants might vary in their preferences for treatment styles and why so many maintain a propensity for CBT.

Art Therapy to Promote College Students’ Mental Health Based on a Hierarchical Clustering Algorithm

Art therapy is a therapeutic approach that utilizes the creative process of making art to improve mental, emotional, and physical well-being. Art therapy is a form of expressive therapy that utilizes the creative process of making art to improve mental, emotional, and psychological well-being. It provides individuals with a non-verbal outlet for self-expression and exploration, allowing them to communicate and process their thoughts, feelings, and experiences in a safe and supportive environment. This paper proposed an efficient Weighted Hierarchical Clustering Deep Neural Network (WH-CDNN) to promote the mental health of college students. The proposed WH-CDNN model extracts the features of the art therapy to promote the mental health of students. The features considered for the analysis are color palette, texture, and therapy for the promotion of mental health assessment of students. The features associated with the weighted model are computed for the college student mental health assessment. The features with the WH-CDNN model use the hierarchical clustering model for the computation of the features in art therapy based on the assessment of mental health. The examination is based on the consideration of 10 features for the estimation with the 5 clusters for the evaluation of the mental health assessment. Experimental analysis of the results demonstrated that the proposed WH-CDNN model achieves significant improvement in the after the art therapy of the students with the mental health assessment. Through simulation and analysis, the study demonstrates the effectiveness of art therapy in improving mental health outcomes, with significant reductions observed in anxiety and depression levels post-therapy. Moreover, the WH-CDNN model accurately predicts students' mental health states and evaluates the efficacy of art therapy interventions. The findings highlight the potential of integrating advanced computational techniques with art therapy to support student well-being and inform targeted mental health interventions in educational settings.

Exercise motivation, physical exercise, and mental health among college students: examining the predictive power of five different types of exercise motivation.

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.

Effects of Aerobics Exercise on Body Mass Index (BMI) and Mental Health Among Obese College 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 < 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 < 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 < 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.

Opioid misuse and mental health in college student populations: A national assessment

BackgroundDespite growing concern about opioid misuse and mental health of college students, little is known about this population who are at high risk of co-occurrence and unmet needs. This national study aims to estimate the prevalence of opioid misuse, examine correlates with anxiety and depression symptoms, and quantify help-seeking behaviors among U.S. college students. MethodsData come from students in the Healthy Minds Study between 2017 and 2020 (n = 176,191). Validated screening tools assessed mental health symptoms (PHQ-9, GAD-7). Marginal effects of logistic regression models estimate the effect of opioid misuse on mental health symptoms, help-seeking and academic performance. Results782 students indicated past month opioid misuse. Student opioid misuse was associated with 24.1 percentage point increase in the probability of screening positive for anxiety/depression (p < 0.001) and 3.6 percentage point increase in the probability of informal help-seeking (p = 0.017). Less than half of students with opioid misuse and a positive depression/anxiety screen received any treatment in the past year. LimitationsLimitations to this study include: possible non-response bias, as it is unknown whether students with opioid misuse may be differentially-likely to respond to the survey; differing time frame for opioid misuse and mental health questions; and data was collected prior to the COVID-19 pandemic. ConclusionsThis large, multi-campus study underlines the need for more partnership between substance use and mental health services on campus. It also highlights that college peers could receive training in ways to best help students who misuse opioids, directing them to on- or off-campus care.

Trends and factors influencing the mental health of college students in the post-pandemic: four consecutive cross-sectional surveys.

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.

Correlation between the Oral and Mental Health of University Students in Serbia-A Cross-Sectional Study.

This cross-sectional study aimed to assess the correlation between subjective oral health status and mental health in a group of university students in Serbia. The study included 948 students, aged between 18 and 27, from the Faculty of Medical Sciences, University of Kragujevac, Serbia, and was conducted in 2020. The World Health Organization's Oral Health Questionnaire for Adults was utilized to evaluate the respondents' self-perceived oral health and oral hygiene practices. The existence of depressive symptoms was evaluated using the Beck Depression Inventory-II (BDI-II), and the Zung self-rating anxiety scale (SAS) was used for determining anxiety symptoms. It is observed that 28.9% of respondents exhibit symptoms of depression and 42.3% showed symptoms of anxiety. Results show that students with severe depression and anxiety symptoms very often reported lower self-perceived oral health and oral health problems. Although the nature of this relationship has not been thoroughly evaluated, several studies have shown a mutually dependent connection between oral health and mental health. The results suggest that some aspects of oral health are associated with higher risks of developing symptoms of depression or anxiety, and vice versa.

Optimism and mental health in college students: the mediating role of sleep quality and stress.

College students showed a high prevalence of stress, anxiety, and depression, with medical and nursing students experiencing particularly elevated levels of mental health challenges.Optimism significantly influences overall well-being by promoting a healthy lifestyle and cognitive responses. However, the association of optimism with sleep quality, stress, and mental health in college students remains unexplored. This study aimed to (1) explore the associations of optimism with sleep quality, stress, and mental health and (2) ascertain whether sleep quality and stress mediate the association between optimism and mental health among college students. A cross-sectional study was conducted using online surveys with students from health science majors at a public university in the northeast United States from September to December 2022. A total of 222 students participated in the study, providing data on sociodemographics, optimism, sleep quality, stress, anxiety, and depression. Parallel and serial mediation models were utilized to examine the potential mediating roles of sleep quality and stress in the association between optimism and mental health. The study found that optimism influences anxiety and depression through both direct and indirect pathways. In line with predictions, the parallel mediation analysis revealed that the impact of optimism on anxiety (βtotal = -0.598, 95% confident interval [CI]: -0.778 to -0.392) and depression (βtotal = -0.724, 95% CI: -0.919 to -0.519) was mediated by stress and sleep quality. Furthermore, the serial mediation models revealed that stress and sleep quality co-mediated the relationship betweenoptimism and anxiety (indirect effect [IE] = -0.074, 95% CI: -0.135 to -0.029) or depression (IE = -0.084, 95% CI: -0.142 to -0.036) in a sequential manner. Optimism was negatively correlated with poor sleep quality, stress, anxiety, and depression. Enhanced optimism was linked to high sleep quality and less stress, anxiety, and depression. These insights emphasize the potential for school-based optimism interventions to improve sleep quality, ameliorate stress-related concerns, and alleviate mental health challenges in college students.

Exploring the interconnections of anxiety, depression, sleep problems and health-promoting lifestyles among Chinese university students: a comprehensive network approach.

Anxiety, depression, and sleep problems are prevalent comorbid mental disorders among university students. The World Health Organization (WHO) emphasized a mental health promotion objective, recommending the consideration of protective health-promoting factors in strategies aimed at preventing mental disorders. Integrating theoretically significant constructs (such as protective factors) enhances our comprehension of the intricate mechanisms that underpin mental disorders. This study employed network analysis to first identify core and bridge symptoms within comorbid mental disorders and then explore how health-promoting lifestyles (HPLs) were associated with these disorders. The ultimate goal is to offer health promotion recommendations to enhance students' quality of life. A total of 3,896 qualified university students participated in this study. Anxiety, depression, sleep problems, and HPLs were assessed using the GAD-7, PHQ-9, PSQI, and HPLP-II scales. A Gaussian Graphical Model was used to construct the networks. The Network Comparison Test was applied to determine whether the associations between HPLs and comorbid symptoms vary by gender, educational level, family sibling, and mental health status. Low energy (PHQ4) had the highest strength centrality, followed by Daytime dysfunction (PSQI7) and Trouble relaxing (GAD4). Five bridge symptoms were identified: Daytime dysfunction (PSQI7), Self-harm even suicide (PHQ9), Sad mood (PHQ2), Low energy (PHQ4), and Feeling afraid (GAD7). Regarding protective HPLs, Physical activity, Spiritual growth, and Stress management generally emerged as the top three central mental health-promoting behaviors. Targeting core and bridge symptoms with timely and appropriate interventions can alleviate anxiety, depression, and sleep problems in this population. Moreover, promoting physical activity, fostering spiritual growth, and managing stress are likely to significantly enhance the overall mental health of university students.

대학생의 의미 만들기와 주관적 안녕감의 관계에서 메타인지의 매개효과

Objectives This study was conducted in response to growing concerns about the mental health of college students. The aim was to investigate the role of metacognition in the relationship between engagement in meaning-making and subjective well-being. This investigation sought to identify cognitive mechanisms that contribute to subjective well-being and to explore ways to support students in their pursuit of a happy life. Methods Data were collected from 242 adults aged 18 to 28 who were enrolled in a university through an survey, and descriptive statistics, correlation analysis, multiple regression analysis, and mediation model analysis were conducted using SPSS and PROCESS Macro programs to examine the relationships among the variables. Results The findings of the study indicated that meaning-making was positively associated with subjective well-being, and metacognition acted as a mediator in this relationship. In particular, awareness, identified as a sub-component of metacognition, was shown to fully mediate the link between meaning-making and life satisfaction and positive affect, while the monitoring aspect was shown to partially mediate the relationship between meaning-making and negative affect. The results suggest that metacognition exerts differential effects on distinct components of subjective well-being. Conclusions This study indicates that for college students, engaging in meaning-making activities can not only improve metacognitive skills, but also have a positive impact on life satisfaction and positive emotions, while reducing negative emotions. The findings confirm the significance of the possibility that subjective well-being can be effectively enhanced through the development of metacognitive skills.

Sedentary behavior is associated with the mental health of university students during the Covid-19 pandemic, and not practicing physical activity accentuates its adverse effects: cross-sectional study

BackgroundMovement behaviours, such as sedentary behavior (SB) and physical inactivity, have become a public health issue due to their implications for physical and mental health. The literature indicates that the university environment influences the movement behaviors of university students, and the strategies adopted during the pandemic may have favored a decrease in the practice of physical activity and an increase in the time dedicated to SB in this population. We aimed to evaluate the association of SB and moderate to vigorous leisure-time physical activity (MVPA) with presence of symptoms of mental disorders during the COVID-19 pandemic.MethodsThis is a multicenter survey conducted with undergraduate students from eight Brazilian universities between October 2021 and February 2022 using an online questionnaire. The outcome variable was symptoms of anxiety and depression, assessed by the Depression, Anxiety, and Stress Scale-21. SB was assessed by total sitting time, being that individuals with ≥ 9 h/day were classified with high SB. The practice of MVPA was evaluated based on weekly frequency, duration, and type of exercise. Subsequently, the ratio between the time spent in MVPA (minutes/day) and the time spent in SB (hours/day) was calculated, being considered as cutoff point was the practice of 2.5 min of MVPA for each sedentary hour. To assess the association between the outcome and explanatory variables, multivariable logistic regression was performed.ResultsA total of 8,650 students participated in the study, with an average age of 23.9 years (SD: ± 6.34). In the multivariate analysis, the odds of anxiety symptoms [OR: 1.37 (95% CI: 1.24–1.50)] and depression [OR: 1.61 (95% CI: 1.47–1.77)] were higher in individuals with ≥ 9 h of SB per day. In the analysis of the relationship between MVPA and SB, not engaging in 2.5 min of MVPA per hour of SB increases the odds of anxiety symptoms [OR: 1.44 (95% CI: 1.31–1.58)] and depression [OR: 1.74 (95% CI: 1.59–1.92)].ConclusionThe results suggest that SB is a risk factor associated with symptoms of anxiety and depression and that not engaging in MVPA exacerbates the negative effects of SB.

Effects of resilience, social support, and academic self-efficacy, on mental health among Peruvian university students during the pandemic: the mediating role of digital inclusion.

Mental health of university students has been impacted during the pandemic, highlighting the importance of understanding its psychosocial determinants. Nevertheless, there has been limited exploration into whether the digital inclusion conditions for remote education could mediate the effects that variables such as resilience, social support, and academic self-efficacy may have on mental health. Considering the above, there is evidence that shows a consistent relationship between resilience, social support and academic self-efficacy on mental health, to the extent that these are psychological variables. On the other hand, digital inclusion, which comprehends a contextual variable, not a psychological one, related to ICT access opportunities and mainly focused on the quality of Internet access, should be analyzed in a differential manner. This study seeks to analyze the effect of resilience, social support and academic self-efficacy, on the mental health of a group of Peruvian university students; in addition, it seeks to analyze the mediating role of digital inclusion. A cross-sectional study was conducted with 3,147 undergraduate students from a private university in Lima, Perú. From August to October 2020, data were collected online through questionnaire, this include The Depression, Anxiety and Stress Scale 21 (DASS-21), The 10-item version of the Connor-Davidson Resilience Scale (CD-RISC10), The Multidimensional Scale of Perceived Social Support (EMASP), The Perceived Self-Efficacy Specific for Academic Situations Scale (EAPESA) and to measure digital inclusion, the Perceived Quality of Internet Access reported by the students. The levels of participants' anxiety, depression and stress were described using frequency and percentage. Pearson Correlation test was used to measure the correlation between the variables and a Path analysis was conducted. Finally, The PROCESS macro for SPSS (Model 4) was applied to examine the mediating effect of the model controlling gender variable. The results revealed significant levels of extremely severe symptoms of anxiety (36.8%), depression (33.4%) and stress (18.1%) among the participants. A path analysis, which indicated that resilience (β = -0.346), social support (β = -0.189), academic self-efficacy (β = -0.060) and digital inclusion (β = -0.089) had significant impact on students' General Distress. In addition, digital inclusion plays a partial mediation role with low but significant effect size in the relationship between resilience, social support and self-efficacy with mental health. Mental health of university students during the pandemic shows alarming levels of general or emotional distress. The findings indicate that resilience, social support and self-efficacy protect college students' mental health by reducing general distress. However, the study shows that when there is a digital divide around internet quality the impact of these factors is affected.

What’s Going on Around Here?: Applying a Developmental Perspective to the Mental Health Crisis in Higher Education

ABSTRACT Responding to the call for papers on “The Future of College Student Mental Health,” we analyze the current “crisis” in college student mental health, and we discuss how it is co-constructed by our students and we who are the faculty and the administrators. We identify three factors: 1) A shift from offering value-based education, toward promoting transformative experience, 2) ambivalence around recognizing systematic and structural factors contributing to suffering, and 3) anxiety about the use of “authority.” We consider in detail our understanding of these factors as well as how our existential-relational model of development can help make sense of the complex phenomena facing our students and our field to make suggestions for how counseling centers can respond to student needs in the future.

How negative life events affect mobile phone addiction among college students

Mobile phone addiction, as an unhealthy internet usage habit, has had a significant negative impact on the physical and mental health of college students, especially in this vulnerable group. In view of this, it is necessary to conduct in-depth research on various factors and their mechanisms that affect mobile phone addiction among college students, in order to provide a new perspective and methodology for preventing and intervening in data addiction among college students. In this research context, this study will comprehensively apply quantitative and qualitative research methods to deeply analyze the intrinsic relationship between negative life events, depression, and mobile phone addiction, in order to provide strong scientific basis for solving this problem.This study aims to explore the impact of negative life events on mobile phone addiction among college students and examine the mediating role of depression in this process. A two-year longitudinal study was conducted to conduct three consecutive questionnaire surveys on 5608 college students from a certain university. Research has found a significant positive correlation between negative life events and mobile phone addiction among college students, indicating that college students who experience more negative life events are more likely to develop mobile phone addiction behavior. Further analysis shows that depression plays a partial mediating role between negative life events and mobile phone addiction, that is, negative life events not only directly affect mobile phone addiction, but also indirectly promote the formation of mobile phone addiction by increasing individual depression levels. In addition, the study also found that gender Factors such as BMI and family economic level play important roles in the occurrence of mobile phone addiction.This study found that negative life events affect mobile phone addiction among college students, with depression as a mediating factor. This provides a new perspective for the theory of mobile phone addiction and a scientific basis for intervention. Reducing negative events, lowering depression, and improving self-control can effectively reduce addiction rates and promote the physical and mental health of college students. Future research can expand samples and regions, delve deeper into the mechanisms of action, and explore more intervention strategies.