Distress In University Students Research Articles

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.

Relation between procrastination and psychological distress in university students Focusing on sex differences. Focusing on sex differences

Relation between procrastination and psychological distress in university students Focusing on sex differences. Focusing on sex differences

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.

Videoconferencing-delivered psychological intervention for the treatment of COVID-19 related psychological distress in University students: study protocol for a randomised controlled trial in India

BackgroundThe mental health impacts of the COVID-19 pandemic have been profound. This paper outlines the study protocol for a trial that tests the efficacy of a brief group-based psychological intervention (Coping with COVID; CWC), relative to Supportive Counselling, to reduce distress associated with COVID-19 in a young adult population in Bangalore, India.MethodsA single-blind, parallel, randomized controlled trial will be carried out via video conferencing in a small group format. Following informed consent, adults that screen positive for levels of psychological distress (Kessler 10 (K-10 score ≥ 20) and have access to a videoconferencing platform will be randomised to an adapted version of CWC (n = 90) or Supportive Counselling (SC) (n = 90). The primary outcome will be reduction in psychological distress including anxiety and depression at 2-months post treatment. Secondary outcomes include worry, positive wellbeing, and stress in relation to COVID-19.DiscussionThis treatment trial will assess whether CWC will result in reduced distress relative to Supportive Counselling in a young adult population in Bangalore, India. This study will yield important insights into the role of nonspecific factors versus the intervention’s components in impacting COVID-19 related distress.Trial registrationThis trial was prospectively registered on the Australian New Zealand Clinical Trials Registry (ACTRN12621001064897).Ethics and disseminationEthics approval has been obtained from the participating institution, CHRIST University in Bangalore. Results of the trial will be submitted for publication in peer reviewed journals and findings presented at scientific conferences and to key service providers and policy makers.

The Efficacy of Guided and Unguided Game-Based Cognitive-Behavioral Therapy in Reducing Distress in College Students.

Objective: College students` mental health is an international prioritized research subject. Dedicated interventions are constantly developed to be more suited, attractive, and effective and to reach as many students as possible. Our study aims to investigate the efficacy of an online game-based cognitive-behavioral therapy transdiagnostic intervention (REThink game) in reducing psychology students' distress. Method: Our sample consisted of 139 students (mean age 26.27; 17 male students and 122 female students) who voluntarily enrolled in our study, and they were randomly assigned to 1 of our 3 groups (REThink game without guidance n = 44; REThink game with guidance n = 46; or care-as-usual control group n = 49). They completed the pretest questionnaires (distress [negative functional and dysfunctional emotions], rational, and irrational cognitions), then they were offered to play the trial version of the REThink game, and after that, two specific levels focused on relaxation with mindfulness abilities, and on cognitive change emotion-regulation abilities. After completing the game, students in the REThink game with guidance received email support aimed to help them implement the skills learned in the game. Results: Results showed medium effect size improvements for the REThink game without guidance group compared to the control group in terms of dysfunctional negative emotions and improvements in irrational cognitions for both experimental groups compared to the control group. Conclusion: So far, the REThink therapeutic game proved to be a promising innovative, efficient, and highly accessible intervention for helping students manage distress. Trial Registration: ClinicalTrials.gov NCT04763954.

Relationships between Intolerance of Uncertainty, Worry, Rumination, and Distress in College Students During the Coronavirus Pandemic: the Role of COVID-19 Threat Appraisals.

BackgroundIn two conditional process models, we examined whether intolerance of uncertainty (IU) had both direct and indirect effects on coronavirus anxiety (through worry) and depressive symptoms (through rumination) among college students; these associations were hypothesized to be more likely among students who appraised COVID-19 as highly threatening.MethodData were collected during the COVID-19 pandemic from September 2020 to November 2020 in the USA. Participants (n = 134) completed measures of IU, COVID-19 specific threat appraisal, rumination, worry, coronavirus anxiety, and depressive symptoms. The PROCESS macro (Model 8) was used for analyses with gender as a covariate.ResultsIU had a direct positive effect on coronavirus anxiety and the effect was strongest among students who perceived COVID-19 as more threatening. Threat appraisal did not moderate the IU–depressive symptoms relationship. IU had an indirect effect on depressive symptoms through rumination at all levels of threat appraisal. Unexpectedly, this indirect effect was strongest among students who perceived the pandemic as less threatening.ConclusionResults may inform interventions that address IU, threat appraisals, and repetitive negative thinking to mitigate symptoms of coronavirus anxiety and depression.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12529-022-10116-3.

Testing positive, losing a loved one, and financial hardship: Real-world impacts of COVID-19 on US college student distress

BackgroundThe COVID-19 pandemic has taken a particularly heavy toll on U.S. college students. In addition to facing academic-related stress and social pressures, these individuals are now increasingly susceptible to experiences such as contracting the virus, losing loved ones to COVID-19, or facing financial hardship due to the pandemic. The effects of such personal, pandemic-related experiences on young adult mental health — and the inherent racial disparities within these outcomes — remain largely understudied. MethodsWe analyzed 65,568 undergraduate students from the Spring 2021 American College Health Association-National College Health Assessment (ACHA-NCHA). ResultsThe rates of the aforementioned COVID-19-related stressors were unevenly distributed across racial groups. A logistic regression analysis to identify predictors of moderate and serious psychological distress revealed that participants who had experienced the death of a loved one had 1.14 times greater odds of developing psychological distress (p < 0.0001). Those who experienced financial hardship had an odds ratio of 1.78 (p < 0.0001). Surprisingly, testing positive for COVID-19 was associated with an odds ratio of 0.82 of psychological distress (p < 0.0001). LimitationsSelf-reported measures are susceptible to recall bias and misinterpretation. Exposure and outcome variables were measured simultaneously in this cross-sectional study which limits inference on causality. ConclusionsFinancial burdens and bereavement are especially impactful stressors among college students during the pandemic, whereas contracting COVID-19 seemingly exhibits less impact on distress levels. When addressing student wellbeing, institutions should consider prioritizing the implementation of resources to support individuals affected by pandemic-related financial and familial losses.

Effectiveness of psychodynamic-oriented counselling intervention in reducing psychological distress in university students seeking help

ABSTRACT The outcome of a psychodynamic counselling intervention for students seeking psychological help at a university counselling centre in Italy was evaluated by examining its effect on clinical symptoms of the students. The intervention consisted of four counselling sessions and a later three-month follow-up session. The sample (N = 160) was drawn from a population of 360 university students. An in-treatment group (n = 86) was compared to a waiting-list comparison group (n = 74). Post-test measures were administered one month after baseline for each group. The psychodynamic counselling intervention was found to be a valid method to reduce psychopathological symptoms and to improve psychological adjustment among university students.

Moderating role of insecure attachment styles in the relationship between spiritual compatibility with spiritual growth and psychological distress in university students who experienced emotional failure

Moderating role of insecure attachment styles in the relationship between spiritual compatibility with spiritual growth and psychological distress in university students who experienced emotional failure

Cross-cultural validation and psychometric testing of the counseling center assessment of psychological symptoms: experience of Serbia.

Psychological distress in university students represents a rising public health concern. The complexity of this phenomenon calls for a more in-depth scrutiny, in order to address the wide diversity of mental health issues that may arise in this population. The instrument designed for the purpose of measuring the student-specific distress is needed. An appropriate tool is the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62), multidimensional scale widely used at many universities. The objective of the present study was to translate, culturally adapt and psychometrically validate CCAPS-62 in Serbian student population. A total of 1326 Belgrade University students were recruited from twelve different faculties. Considering the possible culturally conditioned differences in the quality of distress both exploratory and confirmatory factor analyses were performed. The results of the exploratory factor analysis supported the eight-factor model with the item composition of the factors different to a certain extent from the original version. This measurement model was verified by confirmatory factor analysis. Findings demonstrated good internal consistency for the total scale as well as for the eight subscales applied among Serbian students. Implications are discussed with respect to the cultural context of mental health concerns in student population.

A Qualitative Study of COVID-19 Distress in University Students

The psychological effect of the pandemic and measures taken in response to control viral spread are not yet well understood in university students; in-depth qualitative analysis can provide nuanced information about the young adult distress experience. Undergraduate students ( N = 624) in an early US outbreak “hotspot” completed an online narrative writing about the impact and distress experienced due to the COVID-19 pandemic. Data were collected April-May 2020. A random selection of 50 cases were sampled for thematic analysis. Nine themes were identified: viral outbreak distress, fear of virus contraction/transmission, proximity to virus, dissatisfaction with public response, physical distancing distress, social distancing distress, academic and school-related distress, disruptive changes in health behavior and routines, financial strain and unemployment, worsening of pre-existing mental health problems, and social referencing that minimizes distress. Future work is needed to understand the persistence of the distress, in addition to developing methods for assessment, monitoring, and mitigation of the distress.

Association of vitamin D insufficiency and low physical activity with fatigue, headaches and psychological distress in college students, North-Mediterranean Croatia – a pilot study

Association of vitamin D insufficiency and low physical activity with fatigue, headaches and psychological distress in college students, North-Mediterranean Croatia – a pilot study

Thwarted Needs and Psychological Inflexibility Predicting Psychological Distress in University Students

Thwarted Needs and Psychological Inflexibility Predicting Psychological Distress in University Students

Bidirectional Relations Between Sleep and Emotional Distress in College Students: Loneliness as a Moderator

Mental health symptoms are of increasing concern among college students in the United States and are often associated with insufficient sleep. However, the predictive relations between sleep and mental health are not well understood. The present study examined the daily, bidirectional associations between multiple sleep variables (subjective rating of morning restedness, objective measurement of nighttime sleep minutes) and college students’ feelings of emotional distress. Self-reported loneliness was assessed as a moderator of these bidirectional relations. Participants were 101 undergraduate students (80% women) attending a liberal arts college in the northeastern United States. Students wore an actigraph to monitor nighttime sleep minutes across four weeknights (Monday–Thursday). They self-reported loneliness on the first day of the study and completed daily electronic assessments regarding restedness and emotional distress (worry, stress) each day for the remainder of the week. Multilevel modeling analyses demonstrated that greater restedness was predictive of less worry and stress that day. Further, the associations between better sleep (more rested, more nighttime sleep minutes) and less distress were stronger for less lonely students. In contrast, none of the distress indices were directly predictive of next-day restedness or nighttime sleep minutes, though one significant interaction demonstrated that the association between less worry and feeling more rested the next day was stronger for students who reported low compared to high loneliness. Together, the results point to sleep as a stronger influence on emotional distress than the reverse pathway and may suggest that social connection facilitates the positive influence of good sleep on student mental health.

Mental and somatic health in university students with type 1 diabetes: new results from DiaSHoT18, a cross sectional national health and well-being survey.

To explore mental and somatic health, quality of life, alcohol-related problems, sleep problems, and diabetes related distress in university students with type 1 diabetes (T1D), compared to students without T1D. Further, we evaluated associations with gender, treatment modalities, and achieved metabolic control. All fulltime Norwegian students aged 18-35 years pursuing higher education in 2018 (n=162.512) were invited into a comprehensive national survey on health and well-being. Students that stated having diabetes was asked further questions about their diabetes care. Of 49,684 participating students, 324 participants stated having T1D. Students with T1D did not show more mental or somatic health symptoms, or report a higher level of loneliness. However, T1D was significantly associated with lower quality of life (QoL). Students with good metabolic control reached the same QoL as students without T1D. Mental disorders and suicidality were associated with lacking metabolic control. The proportion of unhealthy drinking habits was generally low, and even lower in students with T1D. Sleeping patterns were generally good, but students using continuous glucose measurement were awakening more often during sleep. Females with T1D showed higher levels of diabetes related problems and distress, but good metabolic control was associated with lower diabetes distress level. Students with T1D scored equally on most mental and somatic health scales. Their quality of life was significantly worse compared to their healthy peers. Knowledge on the impact of metabolic control, gender and the use of CSII and CGM can be valuable for the caretakers of young adults with T1D.

Alcohol Use, Drug Use, and Psychological Distress in University Students: Findings from a Canadian Campus Survey

Mental health problems, alcohol misuse, and drug misuse are prevalent in postsecondary students. However, the links between mental health, alcohol, and drug use are tangled. The present study examined alcohol use and drug use as predictors of psychological distress in postsecondary students at a large metropolitan Canadian university. An online survey was used to collect data from 3288 undergraduate students using the Alcohol Use Disorders Identification Test (AUDIT), the Drug Abuse Screening Test (DAST), and the Kessler Psychological Distress Scale (K-10). There was a significant correlation between high-risk level alcohol use and moderate-to-severe mental distress (r = .422, 95% CI = .200–.602, p < .0005) and between intermediate-to-severe drug abuse and moderate-to-severe mental distress (r = .144, 95% CI = .011–.272, p = .034). The AUDIT score and gender were significantly associated with moderate-to-severe mental distress (χ2 = 94.288, p < .0005). The DAST score and gender were also significantly associated with moderate-to-severe mental distress (χ2 = 89.757, p < .0005) when referenced to the “no mental disorder” group. Heavy drinking and a high-risk level of drug use were both associated with psychological distress. The associations between the effects of alcohol and drug use on mental health might differ according to gender.

Impact of Covid-19 Pandemic and Conspiracy Belief on Psychological Distress in University Students

Impact of Covid-19 Pandemic and Conspiracy Belief on Psychological Distress in University Students

Effectiveness of NoiBene: A Web-based programme to promote psychological well-being and prevent psychological distress in university students.

Mental health problems are very common among university students. NoiBene is an evidence-based intervention for the promotion of well-being and the prevention of psychological distress among university students. NoiBene was tested in two studies. In study 1, a randomized controlled pilot trial was conducted to investigate the efficacy of NoiBene on students' well-being, emotional awareness, emotion regulation and assertiveness. The degree of satisfaction with the intervention was also investigated. Students (n=24) were assigned to either the NoiBene programme or a control condition. In study 2, to confirm the usefulness of NoiBene, we analysed data from the current use of NoiBene (n=178). The effectiveness of NoiBene on transdiagnostic mechanisms (perfectionism, repetitive thinking and experiential avoidance) was also investigated. In study 1, NoiBene improved self-acceptance and increased the ability to identify feelings. Students reported a good level of perceived usefulness. In study 2, the results confirmed findings from the first study and suggested that NoiBene can improve emotional awareness and decrease transdiagnostic mechanisms. NoiBene is a promising tool that can improve students' psychological well-being. More control studies are mandatory.

Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students.

The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes—adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.