Distress In University Students Research Articles

Positive and Negative Correlates of Psychological Well-Being and Distress in College Students' Mental Health: A Correlational Study.

Recognizing the positive or negative effects of students' mental health promotes personal development, well-being, and academic success. Academic life exposes college students to multiple adjustments, demands, and vulnerabilities that can cause stress and mental health problems. This study aims to identify psychological well-being and psychological distress effects on college students' mental health. A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale. Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress. This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students' mental health literacy and resilience.

The impact of childhood trauma on emotional distress and the moderating role of sense of coherence among college students in China

Childhood trauma is strongly linked to emotional distress. However, few studies have explored the impact of sense of coherence (SOC) on the relationship between childhood trauma and emotional distress in college students. This study aimed to explore its impact on the relationship between childhood trauma and emotional distress. Analyzing data from 2307 Chinese college students, we found that SOC moderated the association between childhood trauma and anxiety/depression levels. Females showed higher SOC and lower anxiety/depression despite experiencing more childhood trauma. Multiple linear regression revealed that anxiety was negatively associated with SOC(P < 0.001) and grade(P = 0.027), and positively with childhood trauma(P < 0.001) and male gender(P = 0.004). Similarly, the depression exhibited similar associations. SOC moderated negatively the relationship between CTQ and anxiety, as well as between CTQ and depression. Childhood trauma is associated with increased emotional distress risk among college students, but a strong SOC can reduce this risk.

Relationship Between Alexithymia, Smartphone Addiction, and Psychological Distress Among University Students: A Multi-country Study.

Increasing dependence on smartphones results in the appearance of psychological problems, especially among young people. This study aims to determine the rates of alexithymia and its relationship with smartphone addiction and psychological distress in university students. A total of 2616 students (mean age = 22.5±3.5 years; 73.1% female) from universities in Egypt, Oman, and Pakistan were included in a cross-sectional and comparative study conducted through a web survey during the COVID-19 pandemic from October to December 2021. The following scales were used: Toronto Alexithymia Scale (TAS-20), Depression Anxiety Stress Scale (DASS-21), and Smartphone Addiction Scale-Short Version (SAS-SV). The survey also included questions related to sociodemographic and smartphone usage patterns.

The interplay of friendship stress, social support, and optimism on psychological distress in college students

ABSTRACT Young adulthood, experienced by many during college, is a prime time for students to foster personal growth and development. Throughout this time, friendships serve as important relationships that help them shape their identities and develop community. Thus, the stress resulting from these friendships can be extremely distressing, especially as they build a life away from home. This study thus examined the role of friendship stress and its impact on psychological distress. To study what can help students manage the impact of this stressor on mental health, we also examined social support and optimism as moderators. Hierarchical regression analyses were thus conducted to understand the relationship between friendship stress, social support, optimism and psychological distress in a sample of 547 college students. Findings showed that friendship stress and psychological distress were significantly and negatively related and that optimism, but not social support, was a significant moderator of this association although in ways that were not hypothesized. These suggest the negative impact that friendship stress can have on the mental health of college students and the need to further study coping mechanisms. Future studies on this to better understand friendships among college student mental health is recommended. Implications and limitations are discussed.

College Student Mental Health in the COVID-19 Era: Results of an Expressive Writing Prompt

The novel SARS-CoV-2, or coronavirus, has greatly altered the landscape of college life for students across the United States. The ever-present health concerns and quarantine have been linked to increased anxiety, depression, stress, and post-traumatic stress disorder. To this end, we examined the influence of the COVID-19 pandemic on the psychosocial health of college students. We explored the impact of COVID-19 on levels of stress and distress in college students using a qualitative expressive writing methodology. Results of this study suggested that the college students included in the sample were moderately distressed – their scores on inventories of depression, anxiety, and COVID-19-related stressors suggested moderate distress.

Influences of Lifestyle Profiles and Problematic Internet Use on Mental Distress in University Students

Influences of Lifestyle Profiles and Problematic Internet Use on Mental Distress in University Students

Mindfulness, coping, and disruptions as predictors of college student distress at the beginning of the COVID-19 pandemic

Objective: This research examined how stressors experienced by college students within the first month of the COVID-19 pandemic were associated with their reports of psychological distress, mindfulness, and coping strategies. Participants: Students attending 11 universities in the U.S. (N = 464, M age = 20.72, SD = 3.90, 91% female, 61% White, and 77% non-Hispanic) in early childhood education, child development, and family science classes participated. Methods: Students completed an online survey about pandemic-related disruptions, depressive symptoms, mindfulness, coping, and demographics. Results: Students whose families had more financial difficulties reported more disruptions. Depression and avoidant coping were positively correlated with distress, while mindfulness was inversely correlated with distress and depression. Disruptions, family financial status, depressive symptoms, mindfulness, and avoidant coping significantly predicted distress, controlling for university site and student sex, age, race, and ethnicity in multiple regression analyses. Avoidant coping significantly moderated (amplified) the effect of disruptions on distress. Conclusions: College student well-being can be supported through Campus programming that includes mindfulness practices and alternatives to avoidant strategies for coping with stress.

Psychological distress in a sample of predominately white female college students: the role of mindfulness and physical activity

Objective: Framed in Reinforcement Sensitivity Theory, this study examined the moderating effects of mindfulness and moderate-to-vigorous physical activity (MVPA) on the relationship between behavioral inhibition system (BIS) sensitivity and psychological distress in college students. Participants: Undergraduate students (n = 183) at a large public university in the United States were included in the study. Methods: Self-reported BIS sensitivity, mindfulness, MVPA, and psychological distress were examined in November 2021. Results: Findings revealed a positive relationship between BIS sensitivity and psychological distress, however, this relationship was conditional on levels of mindfulness and MVPA. Specifically, increased reports of mindfulness and MVPA related to lower psychological distress for participants with higher than average BIS sensitivity. Conclusions: Mindfulness and MVPA are buffers for university students prone to psychological distress. Identifying diverse strategies that effectively lower psychological vulnerabilities in college students can be used to develop targeted interventions that reduce psychopathology and promote mental health.

Effectiveness of attachment-based compassion therapy to reduce psychological distress in university students: a randomised controlled trial protocol.

Higher education, particularly university, is a challenge for many students that can lead to their mental health being seriously affected. The stress to which they are subject throughout their time at university can lead to anxiety and depression. "Third wave" psychotherapies, including compassion-based therapy, have been used to improve psychological outcomes, such as stress, anxiety, emotional distress and well-being. There are some signs that third wave psychotherapies reduce psychological distress in university students, but more and higher-quality studies are needed. In this randomised controlled trial (RCT), we hypothesise that the provision of attachment-based compassion therapy (ABCT) will be more effective than an active control group based on relaxation therapy for improving psychological distress in university students. A two-arm RCT will be conducted involving 140 university undergraduate and postgraduate students from the University of Zaragoza and the National University of Distance Education (UNED) who reside in the autonomous community of Aragon, Spain. Interventions with either ABCT or relaxation therapy will be implemented, with an allocation ratio of 1:1 between groups. Both interventions will last six weeks and consist of six weekly group sessions lasting 1.5 h each. Data will be collected before and after the intervention, and there will be a follow-up at six months. The primary outcome will be psychological distress at post-intervention. Secondary outcomes will be depression, anxiety, stress and burnout symptoms, affectivity and emotional regulation. Attachment style, experiential avoidance, compassion (for others/oneself) and mindfulness skills will be measured as potential mechanistic variables. Intention-to-treat analysis will be performed using linear mixed regression models. The clinical significance of improvements will be calculated. Potential side effects will be monitored by an independent clinical psychologist. This study was approved by the Clinical Research Ethics Committee of Aragón. Participant data will remain anonymous, and results will be submitted to peer-reviewed open-access journals and disseminated via conferences. ClinicalTrials.gov, identifier NCT05197595.

The relationship between physical activity and interpersonal distress in college students: the chain mediating role of self-control and mobile phone addiction

Objective of the studyInterpersonal relationships, as an important variable affecting the physical and mental health and future development of individuals, were used to construct a structural equation model between physical activity and interpersonal relationships in order to help college students better adapt to society and achieve a high level of mental health. MethodsSPSS 27.0 software was used to statistically analyze the data, and Amos 28.0 software was used to construct the model between variables. The results showed that physical activity directly predicted the interpersonal relationship status of college students (β = − 0.108, 95% CI [− 0.210, − 0.005]), and the chain mediating effect of physical activity → self-control → mobile phone addiction tendency → interpersonal relationship distress was significant (β = − 0.012, 95% CI [− 0.033, − 0.003]). The results of this study suggest that physical activity may be viewed as an effective intervention strategy to mitigate the interpersonal challenges that college students may face in the future.

Correlational Research on Mobile Phone Addiction and the Interpersonal Relationship Distress of Chinese College Students

In this essay, we utilized the following scales: Mobile and Internet Addiction Test, Basic Psychological Needs Scale, Negative Coping Style Questionnaire, and Interpersonal Relationships Assessment Scale. With those, we surveyed 1,730 college students, investigating the influence of mobile phone addiction on their interpersonal relationship distress and the mediating chain effect of basic psychological needs and negative coping styles on mobile phone addiction and interpersonal relationship distress. The results indicate that: (1) Mobile phone addiction can predict interpersonal relationship distress in college students; (2) Basic psychological needs serve as the mediating variables between mobile phone addiction and interpersonal relationship distress; (3) Negative coping styles prove to be the mediator between mobile phone addiction and interpersonal relationship distress; and (4) Basic psychological needs and negative coping styles establish a mediating chain effect between mobile phone addiction and interpersonal relationship distress.

Soft Skills and Study-Related Factors: Direct and Indirect Associations with Academic Achievement and General Distress in University Students

Numerous noncognitive factors have been shown to influence students’ academic and nonacademic outcomes, yet few studies have contemporarily studied these factors to understand their specific roles. The present study tested a model in which five soft skills (i.e., epistemic curiosity, creativity, critical thinking, perseverance, and social awareness) were conceived as personal qualities that influence achievement and general distress through the mediation of four study-related factors (i.e., achievement emotions, self-regulated learning strategies, motivational beliefs, and study resilience). A total of 606 Italian university students (153 males, Mage = 22.74, SDage = 3.72) participated in the study and completed self-report measures of soft skills, study-related factors, and general distress measures; grades were considered for academic achievement. Results showed that all four study-related factors significantly mediated the relationship of soft skills with academic achievement, while only achievement emotions and study resilience emerged as significant mediators between soft skills and general distress. Our findings indicated complex relations between individual factors and students’ outcomes due to several factors. The theoretical and practical implications are discussed.

Coping with A Year of Online Education in Lock-Down: Impact of Prolonged COVID-19 Stressors On Problematic Drinking in College Students

The COVID-19 pandemic brought about unprecedented stressors for college students. Early reports found the immediate onset of these stressors led to increased problematic drinking and psychological distress in university students. However, it has remained unclear what lasting effects the pandemic will have on drinking and coping mechanisms. The current study examined the impact of prolonged COVID-19 stressors on the drinking behavior of college students a year into the pandemic. College students (N = 377) completed an online survey in the spring of 2021 that assessed their drinking during the pandemic, coping styles, and level of stress on 8 COVID-19 specific stressors developed by the research team. Our results showed a large percentage of college students continued to report problematic and increased drinking a year into the pandemic. Stress concerning online education was the strongest predictor of increased drinking, problematic drinking, and using substances to cope. These results suggest that students may be sensitive to abrupt changes in learning modality, and many may turn to negative coping mechanisms. This is an important consideration for educators when making changes to their instructional plans and suggests helping students regain an internal locus of control concerning their academics could be beneficial.

The Effect of COVID-Focused Expressive Writing on Symptoms of Depression, Anxiety, and Distress in College Students: A Randomized Controlled Trial

Objective: The coronavirus disease of 2019 (COVID-19) pandemic has been associated with increased levels of distress for college students. This study aimed to assess the efficacy of a COVID-focused expressive writing intervention in reducing symptoms of depression, anxiety, and distress. Methods: A total of 169 college students were assigned either to a COVID-focused expressive writing intervention or to a nonwriting control group. All participants completed a 1-month follow-up assessment, and all study procedures were completed online due to COVID-19 restrictions. Depression was measured with the Beck Depression Inventory-II, anxiety was measured with the Beck Anxiety Inventory, and distress was measured with a Likert-scale question that measured distress specifically related to the COVID-19 pandemic. Results: Results indicated that participants in the expressive writing group demonstrated a significant decrease (b = -1.35) in anxiety symptoms whereas participants in the control group did not. None of the participants in either group demonstrated a significant decrease in depression symptoms. Ratings of distress in the expressive writing group were significantly lower (d = -0.51) at the 1-month follow-up when compared to the control group. Discussion: COVID-focused expressive writing is a relatively brief and inexpensive intervention that has been associated with lower symptoms of anxiety and distress in college students. Theoretical implications are discussed.

Associations between Nonrestorative Sleep, Perceived Stress, Resilience, and Emotional Distress in Freshmen Students: A Latent Profile Analysis and Moderated Mediation Model

Objective. This study aims to explore the mediation role of perceived stress between nonrestorative sleep (NRS) and emotional distress, as well as the moderation role of resilience among NRS, perceived stress, and emotional distress in university students. Method. We recruited 851 students from the Be Resilient to Nursing Career program (BRNC, registration number: NFYKDX002) in June 2022. Nonrestorative sleep scale (NRSS), 10-item perceived stress scale (PSS-10), 10-item Kessler psychological distress scale (K10), and 10-item Connor–Davidson resilience scale (CD-RISC-10) were administered through a paper questionnaire. Latent profile analysis and moderated mediation analysis were performed. Results. Three profiles of perceived stress were identified: high ability-low stress (24.5%), middle ability-high stress (65.0%), and low ability-middle stress (10.5%). The mediation role of perceived stress between NRS and emotional distress was significant (SE = 0.025; 95% confidence interval = −0.369, −0.269). The moderation role of resilience among NRS, perceived stress, and emotional distress was not significant. Conclusion. Heterogeneity exists in freshmen students’ perceived stress. Perceived stress plays a significant mediating role between NRS and emotional distress, while resilience cannot significantly moderate the associations among NRS, perceived stress, and emotional distress. The trial is registered with ChiCTR2000038693.

Protocol for a bandit-based response adaptive trial to evaluate the effectiveness of brief self-guided digital interventions for reducing psychological distress in university students: the Vibe Up study

IntroductionMeta-analytical evidence confirms a range of interventions, including mindfulness, physical activity and sleep hygiene, can reduce psychological distress in university students. However, it is unclear which intervention is most effective....

The Effects of Emotion Regulation on Physical and Psychological Wellbeing in University Students: The Role of Depersonalization and Attachment Style

ABSTRACT Our ability to regulate our emotions plays a key protective role against psychological distress and somatic symptoms, with most of the literature focusing on the role of cognitive reappraisal in interventions such as cognitive behavioral therapy (CBT). This study seeks to examine the relationship between emotion dysregulation and psychological and physical distress in university students through the role of depersonalization (DP) and insecure attachment. This study will try to explain the deployment of DP as a defense mechanism to insecure attachment fears and overwhelming stress, developing a maladaptive emotion responding strategy, which affects wellbeing later in life. A cross-sectional design was used on a sample (N = 313) of university students over the age of 18 which consisted of an online survey of 7 questionnaires. Hierarchical multiple regression and mediation analysis were conducted on the results. The results showed that emotion dysregulation and DP predicted each variable of psychological distress and somatic symptoms. Both insecure attachment styles were found to predict psychological distress and somatization, mediated through higher levels of DP, whereby DP may be deployed as a defense mechanism to insecure attachment fears and overwhelming stress, which affects our wellbeing. Clinical implications of these findings highlight the importance of screening for DP in young adults and university students.

Personal growth initiative as a predictor of psychological distress in college students during the covid-19 pandemic

This study aims to determine the role of personal growth initiatives (PGI) in psychological distress among undergraduate students during the COVID-19 pandemic. This study hypothesizes that there is a role of PGI in psychological distress among undergraduate students during the COVID-19 pandemic. Respondents in this study were 200 active undergraduate students in Indonesia. The sampling technique used was purposive sampling. The measuring instruments were the General Health Questionnaire-12 (GHQ-12) and the PGI scale. The results show that PGI had a significant role in psychological distress, with F(1.198) = 13.784, p= 0.000, R2 = 0.065, and R2 adjusted = 0.060. The regression coefficient (β = -0.175) indicated that an increase in PGI, on average, could decrease the psychological distress score by 0.175. Thus, the hypothesis proposed in this study can be accepted.

Well-being and Distress in University Students with ADHD Traits: the Mediating Roles of Self-Compassion and Emotion Regulation Difficulties

Well-being and Distress in University Students with ADHD Traits: the Mediating Roles of Self-Compassion and Emotion Regulation Difficulties

Evaluation of the effectiveness of a relaxation intervention on distress in university students: A randomized controlled trial

University students are particularly vulnerable to stress due to the demands of higher education and the developmental transition from adolescence to adulthood. The adverse effects of prolonged stress responses highlight the importance of the development of coping skills. Relaxation appears as a tool capable of restoring the resources depleted by stress and increasing positive emotions,cultivating also self-compassion. This study aimed (1) evaluate the effectiveness of a relaxation training program in university students, using a randomized controlled trial comparing an active control group (exposed to listening to relaxing music) and a passive control groups (without any intervention), considering the changes over time in depression, anxiety and stress; (2) to examine how selfcompassion and subjective happiness contributed to depression, anxiety and stress in the full sample; (3) and to examine the moderating role of self-compassion in the association between happiness and depression, anxiety and stress. Anxiety and stress increased for participants in the relaxation training program, alluding to the possible side effects of the initial practice. Higher levels of self-compassion and subjective happiness were both associated with lower levels of depression, anxiety and stress. Programs aimed at increasing self-compassion and subjective happiness seem to be relevant to promote students’ mental health.