Disorders In University Students Research Articles

Risk Factors for Eating Disorders in University Students: The RUNEAT Study.

The purpose of the study is to assess the risk of developing general eating disorders (ED), anorexia nervosa (AN), and bulimia nervosa (BN), as well as to examine the effects of gender, academic year, place of residence, faculty, and diet quality on that risk. Over two academic years, 129 first- and fourth-year Uneatlántico students were included in an observational descriptive study. The self-administered tests SCOFF, EAT-26, and BITE were used to determine the participants' risk of developing ED. The degree of adherence to the Mediterranean diet (MD) was used to evaluate the quality of the diet. Data were collected at the beginning (T1) and at the end (T2) of the academic year. The main results were that at T1, 34.9% of participants were at risk of developing general ED, AN 3.9%, and BN 16.3%. At T2, these percentages were 37.2%, 14.7%, and 8.5%, respectively. At T2, the frequency of general ED in the female group was 2.5 times higher (OR: 2.55, 95% CI: 1.22-5.32, p = 0.012). The low-moderate adherence to the MD students' group was 0.92 times less frequent than general ED at T2 (OR: 0.921, 95%CI: 0.385-2.20, p < 0.001). The most significant risk factor for developing ED is being a female in the first year of university. Moreover, it appears that the likelihood of developing ED generally increases during the academic year.

Results of a brief online group application of the unified protocol for the preventionof emotional disorders in university students: a pilot study with multiple baseline experimental design

Results of a brief online group application of the unified protocol for the preventionof emotional disorders in university students: a pilot study with multiple baseline experimental design

Specific Internet Disorders in University Students in Taiwan and Hong Kong: Psychometric Properties with Invariance Testing for the Traditional Chinese Version of the Assessment of Criteria for Specific Internet-Use Disorders (ACSID-11)

Specific Internet Disorders in University Students in Taiwan and Hong Kong: Psychometric Properties with Invariance Testing for the Traditional Chinese Version of the Assessment of Criteria for Specific Internet-Use Disorders (ACSID-11)

Assessment of work-related stress utilizing the Find My Stress mobile application among university students and adult workers amidst the COVID-19 pandemic

ObjectivesThis cross-sectional study aimed to evaluate work-related stress and the efficacy associated with the newly developed Find My Stress mobile application. The global impact of the COVID-19 pandemic has significantly influenced the quality of life, transcending geographical boundaries and inducing stress that has detrimentally affected health and work efficiency. MethodsA total of 440 male and female participants, comprising university students and adult workers, were enrolled in the study. Participants completed an assessment in the application that consisted of three components: 1) perceived work stress, 2) environmental stress factors, and 3) application efficiency. ResultsUniversity students exhibited higher perceived stress levels compared to adult workers (p = 0.031). The predominant physical factors contributing to musculoskeletal disorders in university students were identified as movement and posture factors, particularly related to vibration and organization. Conversely, environmental factors took precedence in adult workers, followed by posture and movement. The reliability of the perceived work stress questionnaire was evaluated by Cronbach's alpha coefficient and yielded a value of 0.96. The Find My Stress application demonstrated high efficiency. ConclusionsElevated levels of work stress were observed in both university students and adult workers. Initial signs of musculoskeletal disorders in university students primarily manifested in the neck and upper back, arms, and hands, while adult workers predominantly reported complaints related to the arms and hands. The Find My Stress application emerges as a valuable tool for screening occupational stressors.

Anticipating interpersonal sensitivity: A predictive model for early intervention in psychological disorders in college students

Psychological disorders, notably social anxiety and depression, exert detrimental effects on university students, impeding academic achievement and overall development. Timely identification of interpersonal sensitivity becomes imperative to implement targeted support and interventions. This study selected 958 freshmen from higher education institutions in Zhejiang province as the research sample. Utilizing the runge-kutta search and elite levy spreading enhanced moth-flame optimization (MFO) in conjunction with the kernel extreme learning machine (KELM), we propose an efficient intelligent prediction model, namely bREMFO-KELM, for predicting the interpersonal sensitivity of college students. IEEE CEC 2017 benchmark functions and the interpersonal sensitivity dataset were employed as the basis for detailed comparisons with peer-reviewed studies and well-known machine learning models. The experimental results demonstrate the outstanding performance of the bREMFO-KELM model in predicting the sensitivity of interpersonal relationships in college students, achieving an impressive accuracy rate of 97.186%. In-depth analysis reveals that the prediction of interpersonal sensitivity in college students is closely associated with multiple features, including easily hurt in relationships, shy and uneasy with the opposite sex, feeling inferior to others, discomfort when observed or discussed, and blame and criticize others. These features are not only crucial for the accuracy of the prediction model but also provide valuable information for a deeper understanding of the sensitivity of college students' interpersonal relationships. In conclusion, the bREMFO-KELM model excels not only in performance but also possesses a high degree of interpretability, providing robust support for predicting the sensitivity of interpersonal relationships in college students.

A Cross-Sectional Study of How Harm Avoidance, Incompleteness and Intolerance of Uncertainty Contribute to Obsessive–Compulsive Disorder in University Students

Research suggests that certain cognitive factors increase the likelihood of developing and maintaining obsessive–compulsive disorder (OCD). Such factors that are often associated with OCD are harm avoidance (HA), incompleteness (INC), and intolerance of uncertainty (IU). The present study aimed to examine the associations of intolerance of uncertainty, incompleteness, and harm avoidance with dimensions of obsessive–compulsive symptoms. Participants were 1128 university students (Mage = 19.42 St.d. = 2.02). Results showed that all subscales of the OCI-R correlated significantly with HA, INC, and IU, confirming the findings of previous studies. HA and INC appear to predict OC symptoms in a significant way. IU appears to correlate and improve the models, although to a lesser degree. The present findings contribute to our better understanding of the relationship between OCD symptoms and underlying cognitive variables and the nature of OCD heterogeneity.

Predisposing factors for panic disorder in college students

The health of university students is the result of a relationship between teaching, socialization, economic factors and intrinsic factors to the individual. Social determinants of health influence their health status, therefore, panic disorder in university students is increasingly becoming a public health problem due to the fact that it is considered a prevalent comorbidity in society that affects the quality of life of people and overloads the Sistema Único de Saúde. The study aimed to point out the predisposing factors for panic disorder in university students, seeking to answer the following guiding question: which factors in the long term affect mental health university students?. The data collection was carried out from August to November 2022 in English and Portuguese, where the databases used were Biblioteca Virtual de Saúde (BVS), National Library of Medicine (PubMed) and Scientific Electronic Library Online (SciELO). The results showed that perfectionism tends to trigger other factors that are predisposing to panic disorder, such as stress, physical anxiety and physical worries. Most studies report the factors that predispose to panic disorder in isolation, without considering the disorder in its multifactorial nature.

Association Between Socioeconomic Position and Depression, Anxiety and Eating Disorders in University Students: A Systematic Review

AbstractThe high prevalence of mental disorders in university students emphasizes the need to explore contributing factors. While socioeconomic position affects mental health in the general population, it is crucial to investigate if the same applies to university students. MEDLINE-Ovid, Embase-Ovid and PsycINFO databases were searched. All original peer-reviewed observational studies quantifying the association between socioeconomic position and depression, anxiety or eating disorders were included without language or date restrictions. After initial screening, eligible studies were selected, data was extracted using a spreadsheet, and their quality was assessed with the Newcastle–Ottawa scale. The results were synthesized narratively. Seventy-eight of 20,465 records identified were included. Most studies were published in English and originated from high and upper-middle-income countries. The most common socioeconomic indicators were family socioeconomic status/class, financial stress, and parental education. Most studies found a positive association between socioeconomic indicators and depressive and anxiety symptoms, but not eating disorders. The quality of the studies was mixed, with a small proportion using validated measurement tools and appropriate sample sizes. This study highlights the importance of measuring socioeconomic position accurately and applying new methods that can reveal the causal pathways and interactions of multiple identities that shape mental health disparities for the university student population.Preregistration A protocol for this review was registered in PROSPERO (CRD42022247394).

Intervention Treatment for Anxiety and Depression-Induced Emotional Disorders in College Students: Mindfulness-Based Stress Reduction

Abstract The objective of this study was to investigate the effects of mindfulness-based stress reduction (MBSR) on relieving symptoms of emotional disorders caused by anxiety and depression in college students. Fifty college students with generalized anxiety disorder 7-item (GAD-7) scale scores &amp;gt;7 and self-rating depression scale (SDS) scores ≥50 were randomly divided into a blank group and an MBSR group. The MBSR group completed an eight-week training program, which included activities such as breath awareness and body scanning. The GAD-7 scale, SDS, Pittsburgh sleep quality index (PSQI), and five-facet mindfulness questionnaire (FFMQ) scores were compared between the two groups before and after the experiment. After the experiment, the MBSR group showed a significant improvement in mindfulness levels as it had a FFMQ score of 124.64±10.72 (p &amp;lt; 0.05 compared to the pre-experiment and blank group). The GAD-7 scale score was 5.46±2.98, and the SDS score was 45.32 ± 6.01, indicating that both anxiety and depression symptoms were relieved. The sleep quality improved as the PSQI score decreased to 5.26 ± 1.88 (p &amp;lt; 0.05 compared to the pre-experiment and blank group). MBSR is beneficial in reducing anxiety and depression among college students, improving sleep quality, and has a certain effect on symptoms of emotional disorders. It can be promoted and applied in practice.

A Stacking Model-Based Classification Algorithm Is Used to Predict Social Phobia

University students, as a special group, face multiple psychological pressures and challenges, making them susceptible to social anxiety disorder. However, there are currently no articles using machine learning algorithms to identify predictors of social anxiety disorder in university students. This study aims to use a stacked ensemble model to predict social anxiety disorder in university students and compare it with other machine learning models to demonstrate the effectiveness of the proposed model. AUC and F1 are used as classification evaluation metrics. The experimental results show that in this dataset, the model combining logistic regression, Naive Bayes, and KNN algorithms as the first layer and Naive Bayes as the second layer performs better than traditional machine learning algorithms. This provides a new approach to studying social anxiety disorder.

Do Public Health Events Promote the Prevalence of Adjustment Disorder in College Students? An Example from the COVID-19 Pandemic

Do Public Health Events Promote the Prevalence of Adjustment Disorder in College Students? An Example from the COVID-19 Pandemic

The strengths of Attention-Deficit/Hyperactivity Disorder in university students: A qualitative investigation

Though adults with ADHD face more challenges than neurotypicals at university, they seem to have found ways to manage. This might be indicative of strengths, an area neglected in currently “deficit” focused ADHD research. This project aimed to ascertain what the strengths could be in 5 undergraduates who completed an audio-recorded semi-structured qualitative interview. Data was collected from a phenomenological perspective, transcribed verbatim, and thematically analyzed. Courage, Humanity, Seeking Self Actualization, Vitality, as well as Wisdom and Knowledge were the 5 themes extracted using the Character Strengths and Virtues Handbook (CSV) (Peterson &amp; Seligman, 2004). Further research on the strengths related to ADHD could increase the generalizability of these findings and add to our knowledge of this area which has been neglected by research.

Healthy Nutrition Attitude, Sleep Quality and Musculoskeletal Disorders in University Students During Covid-19 Pandemic

This study aims to college students' healthy nutrition attitude, sleep status, and musculoskeletal disorders during the COVID-19 pandemic.&#x0D; In total, 165 university students participated in this research. The students filled out the Attitude Scale for Healthy Nutrition, Pittsburgh Sleep Quality Index (PSQI), and Cornell Musculoskeletal Discomfort Questionnaire. The attitude toward healthy eating of 34 (20.6%) students was found to be moderate, 100 (60.6%) high, and 31 (18.8%) very high. There was no meaningful difference between groups according to having COVID-19 disease (p&gt;0.05). Among the participants, 43 (26.06%) students were found to be good and 122 (73.94%) to be poor in terms of sleep quality. The global PSQI and sleep duration subgroup scores of those who had COVID-19 were statistically higher (p=0.010 and 0.043, respectively). The five regions with the most musculoskeletal symptoms were the upper back (78.18%), lower back (70.91%), neck (69.09%), right shoulder (55.76%) and left shoulder (49.09%). Significant differences were observed in the scores of the right wrist (p=0.009), left wrist (p=0.007), right lower leg (p=0.024), left lower leg (p=0.026), right foot (p=0.001), and left foot (p=0.009). The COVID-19 pandemic partially affected university students in terms of healthy eating attitudes and, to a greater extent, in terms of sleep and musculoskeletal disorders.

Long-Term Outcomes and Cost-Effectiveness of an Internet-Based Self-Help Intervention for Social Anxiety Disorder in University Students: Results of a Randomized Controlled Trial

Social anxiety disorder (SAD) is widespread among university students and is associated with high costs for the society. While unguided internet- and mobile-based interventions (IMIs) may have short-term effects in reducing SAD symptoms, evidence for their long-term efficacy and cost-effectiveness is still limited. The aim of this study is to examine the 6-month outcomes of an IMI for university students with SAD. Participants were recruited via mass mails sent to enrolled students and included if they were at least 18 years old, met the diagnostic criteria of SAD in a structured clinical interview for DSM-IV axis I disorders (SCID-I), and provided written informed consent. In a prospective study designed as a two-armed randomized-controlled trial, 200 students (mean age 26.7 years) diagnosed with SAD were randomly assigned to an IMI or a waitlist control (WLC) condition. The IMI consisted of nine weekly sessions based on the cognitive-behavioral treatment model for social phobia by Clark and Wells. The primary outcome was SAD symptom severity assessed via the Social Phobia Scale (SPS) and the Social Interaction Anxiety Scale (SIAS). A health economic evaluation from a societal and healthcare perspective examined the costs related to the symptom-free status and quality-adjusted life years (QALYs) gained. Statistically significant differences in SAD symptom severity previously found at posttreatment favoring the IMI were maintained at a 6-month follow-up [SIAS (Cohen’s d = 0.59 ; 95% CI, 0.30, 0.87) and SPS (Cohen’s d = 0.83 ; 95% CI, 0.54, 1.1)]. From a societal perspective, at a willingness to pay (WTP) of €0, the intervention was found to have a 92% and 93% probability of cost-effectiveness compared with the WLC per symptom-free status and QALY gained, respectively. From a healthcare perspective, the likelihood of cost-effectiveness of the intervention was 97% per symptom-free status at a WTP of €1000 (US$1326) and 96% per QALY gained at a WTP of €6000 (US$7956). This IMI is effective in treating university students with SAD and has an acceptable likelihood of cost-effectiveness compared with WLC from a societal perspective. This intervention can be integrated into university healthcare to reach students with SAD as it is scalable, shows a high probability of cost-effectiveness, and overcomes known treatment barriers. This trial is registered with DRKS00011424.

Adverse childhood experiences predict internet gaming disorder in university students: the mediating role of resilience.

To investigate the relationship between adverse childhood experiences and internet gaming disorder (IGD) and the mediating role of resilience in the relationship between these two factors. The adverse childhood experience scale, resilience scale and IGD Scale were administered to 9349 university students. Correlations and mediating effects were calculated among these scores. After controlling for sex and age, significant correlations among adverse childhood experiences, resilience and IGD were observed; resilience was a partial mediator variable in the relationship between adverse childhood experiences and IGD. The more adverse childhood experiences an individual has, the less their mental toughness and the greater their tendency to become addicted to internet games. Adverse childhood experiences can effectively predict IGD, and the risk of becoming addicted to the internet can be decreased by increasing one's mental toughness.

Implementation of an Ethics Committee in a University Mental Health Clinic.

Mental disorders in university students are very frequent, therefore higher education institutions have established in-campus mental healthcare centres. These clinics have particular characteristics that differ from other mental health centres, as they report to and represent an educational institution, while at the same time looking after the interests and well-being of patients requesting assistance, thus generating unique bioethical conflicts. Ethics Committees are useful tools to offer support to mental health professionals in making ethical decisions. In order to respond to these issues, it was decided that an Ethics Committee would be created in the mental health clinic of a private university in Mexico City. This article describes the implementation process for this Committee, its duties and scope, as well as the case work and review methodology. A list of the most frequent ethical conflicts is attached, jointly with the ethical analysis of the cases treated throughout the year and a half or work by the Committee.

Traditional music education on alleviating bipolar disorder in college students

BackgroundWith the rapid development of society and the acceleration of people’s pace of life, the mental pressure of college students is increasing day by day, and bipolar disorder has become an important health problem they face. Traditional music education is regarded as an effective means of psychotherapy, which can alleviate emotional disorders. However, the current research on traditional music education in alleviating college students with bipolar disorder is still in the development stage, so this study attempts to explore the alleviating effect of traditional music education on college students with bipolar disorder.Subjects and MethodsThe study designed an experimental group to receive a six-month course of traditional music education and a control group to receive a six-month course of traditional psychotherapy. SPSS23.0 software was used for the correlation test, and P&lt;0.05 indicated that the difference was statistically significant. Both groups of students were tested before and after, and their changes in several aspects were analyzed.ResultsThe experimental group showed significant improvement in the alleviation of affective disorder, the improvement of self-adjustment ability, and the alleviation of anxiety and depression symptoms, and the difference was significant (P&lt;0.05). However, the improvement of the control group was relatively low, and there were still some difficulties in emotional expression and social ability.ConclusionsTraditional music education has a remarkable effect on alleviating bipolar disorder in college students, and it has a better effect than traditional psychotherapy. At the same time, it is of great significance to popularize and apply traditional music education in the field of college students’ mental health.

Intervention effect analysis of alprazolam combined with biofeedback therapy on travel anxiety disorder in college students

BackgroundDue to economic pressure and environmental impact, college students often hesitate when planning their travels, resulting in anxiety to some extent. The conventional treatment method has relatively little effect on the treatment of college students’ travel anxiety disorder, so the study will use alprazolam combined with biofeedback therapy to intervene and treat college students’ travel anxiety disorder.Subjects and Methods 72 college students with travel anxiety disorder from a certain university were selected as the research subjects and divided into Group C and Group D according to the driver allocation method. Group C received traditional medication or psychological intervention, while Group D received a combination of alprazolam and biofeedback therapy. After the experiment, the data was processed using SPSS 20.0 statistical software.ResultsThe number of effective cases in Group D reached 30, with an effective rate of 95.38%, while Group C only had 81.54%, significantly lower than Group D; After treatment, the anxiety score of Group D was 29.1 ± 3.6, lower than Group C’s 39.0 ± 3.8, and significantly lower than the 41.7 ± 3.9 before the experiment; After treatment, the number of nausea and vomiting in Group D was 1, appetite loss was 3, and hair loss was 2 points, both lower than those in Group C. The incidence of adverse reactions after treatment was relatively low.ConclusionsThe combination of alprazolam and biofeedback therapy is effective in the intervention and treatment of travel anxiety disorder in college students.

Effect of cross-cultural education combined with music therapy on anxiety disorders

BackgroundAnxiety disorder usually refers to anxiety disorder. Common anxiety disorders include social phobia and separation anxiety disorder. Different anxiety disorders have different incidence rates. At present, the pathogenesis of anxiety disorder is not yet clear, but its common causes include genetic and psychological factors. Music therapy treats diseases from both physiological and psychological perspectives.Subjects and MethodsIn order to analyze the relief effect of cross-cultural education combined with music therapy on academic anxiety disorder in university students, the study selected 80 students with anxiety disorder. They were randomly divided into two groups, the observation group and the control group, with 40 students in each group. Among them, the control group only received cross-cultural education, while the observation group received music therapy based on cross-cultural education. Both groups were treated three times a week for a total of 8 weeks. After the treatment, the study evaluated the treatment results using the Self Rating Anxiety Scale, Self Rating Depression Scale, and SPSS23.0.ResultsThe results showed that there was a significant decrease in anxiety and depression scores between the observation group and the control group students after treatment, and there was a significant difference compared to before treatment (P&lt;0.05). In addition, after treatment, the anxiety and depression scores of the observation group students decreased more than those of the control group, and the difference between the two was significant (P&lt;0.05).ConclusionsIn summary, the combination of cross-cultural education and music therapy in universities has a certain alleviating effect on students’ academic anxiety disorder.

Optimization of mathematics teaching and learning for the treatment of anxiety disorders in college students

BackgroundThe study attempts to integrate Civic and Political Psychoeducation to optimize the teaching content of traditional mathematics courses in colleges and universities, in order to alleviate college students’ anxiety in the process of mathematics learning, as the difficulty of mathematics courses in colleges and universities increases.Subjects and MethodsAs subjects for this study, 120 students majoring in Mathematics Applications at one of China’s universities were chosen. The 120 college students were randomly and equally divided into two groups, the control group and the experimental group, with 60 students in each group. The students in the experimental group were taught utilizing the Civic Psychology intervention in their mathematics courses, whereas the students in the control group were taught using the usual mathematics lecture approach. The trial ran for a semester. After one semester, the students’ anxiety psychological ratings under various instructional approaches were compared. The data changes during the experiment were recorded and analyzed using SPSS23.0.ResultsThe study’s findings demonstrate that after one semester of mathematics instruction, the average anxiety level of the experimental group dropped from 28.56 to 5.21, whereas the average anxiety score of the control group did not change appreciably. It can be demonstrated that the experimental group’s teaching style can more successfully ease college students’ anxiety during the arithmetic learning process.ConclusionsA college mathematics teaching strategy that mixes ideological and psychological education can successfully reduce college students’ anxiety during the mathematics learning process.