Problems Of University Students Research Articles

Early detection of mental health problems in university students

Early detection of mental health problems in university students

'Am I really the priority here?': help-seeking experiences of university students who self-harmed.

Self-harm is a significant problem in university students because of its association with emotional distress, physical harm, broader mental health issues and potential suicidality. Research suggests that fewer than half of students who have self-harmed seek professional help when at university. This study aimed to explore the help-seeking journeys of university students who had engaged in self-harm, to identify perceived facilitators and barriers to securing both formal and informal support. Participants comprised 12 students who had self-harmed during their university tenure. Engaging in two semi-structured interviews over the academic year, they shared insights into their help-seeking behaviours and proposed enhancements to local services. Data underwent reflexive thematic analysis within a critical realist framework. The analysis identified four themes: 'The initial university phase poses the greatest challenge', 'Perceived criteria for "valid" mental health problems', 'Evading external judgements, concerns and consequences' and 'The pivotal role of treatment options and flexibility in recovery'. Students felt isolated and misunderstood, which amplified self-harming tendencies and diminished inclinations for help-seeking. A prevalent belief was that for self-harm to be deemed 'valid', it must manifest with a certain severity; however, concurrent fears existed around the ramifications of perceived excessive severity. Participants expressed a desire for streamlined pathways to mental health resources, encompassing both university and external mental health services. Insights from this study could guide future research and inform current service paradigms within academic and healthcare systems.

Epidemiology and Related Factors of Internet Addiction with Emphasizing the Role of Feeling Loneliness and Interpersonal Problems in University Students

Background: Internet addiction is recognized as a global public health issue, with high prevalence among medical students. The identification of risk factors related to Internet addiction is crucial for reducing its prevalence and severity. Objectives: This study aimed to assess the epidemiology and related factors to Internet addiction, emphasizing the role of feeling loneliness and interpersonal problems. Methods: A cross-sectional correlational study was conducted in 2022, involving 414 students from the Nursing and Midwifery Faculty, Jundishapur University of Medical Sciences, Ahvaz, Iran. Young’s Internet addiction questionnaire, along with the assessments of interpersonal problems and loneliness, was used. Descriptive and inferential statistics (including correlation coefficients and hierarchical regression) were applied using SPSS software (version 22), with a significance level set at P < 0.05. Results: All students had internet addiction; nevertheless, the majority (82.4%) of them were in the range of mild addiction, and none of them had severe Internet addiction. The average score of Internet addiction was 51.59 (4.77), which shows moderate Internet addiction among students. Internet addiction had a positive and significant relationship with students’ lodging (dormitory), feelings of loneliness, and interpersonal problems; however, there was no correlation with age, gender, marital status, major, and academic year. Conclusions: The prevalence of Internet addiction was significantly higher in the present study than in previous studies, serving as a critical warning for health practitioners and planners. Notably, the highest level of addiction observed was at a mild level, necessitating early intervention to prevent further escalation. Considering the correlation between Internet addiction and students’ lodging (dormitory), feelings of loneliness, and interpersonal problems, it is imperative to explore alternative activities within dormitories and provide regular psychological counseling for the early detection of these issues.

Visual display terminal syndrome and its associated factors among university students during the COVID-19 pandemic.

Ever since the start of the coronavirus disease 2019 (COVID-19) pandemic, students have been spending an increasingly longer time staring at electrical devices to take online courses. This study aimed to investigate the effect of the virtual class environment on eye and musculoskeletal problems in university students during the COVID-19 pandemic. A total of 365 university students were enrolled in this study. They completed an online survey to examine the effects of online learning on eye and musculoskeletal health during the COVID-19 pandemic. The questionnaires consisted of four sections: demographic and general information, environmental and work factors, device-related factors, and visual display terminal syndrome (VDTS). Participants have been taking online classes of 14.5 hours per week during the COVID-19 pandemic. They reported the mean daily usage of digital devices of 4.8±2.2 hours before the pandemic but this increased to 8.1±2.9 during the pandemic. Eye fatigue and neck, shoulder, and back pain have also been reported. The mean VDTS score was significantly influenced by gender, obesity, daily exercise, regular breaks, wear of blue light-blocking glasses, daily hours of electronic device use, and illumination of room. The results of this study showed that university students taking online classes suffered more from VDTS, especially in eye fatigue and neck, lower back, and shoulder pain during COVID-19 pandemic than prior. This study suggests that it is necessary to take breaks in online classes and regularly provide appropriate eye exercise and physical activity to prevent VDTS.

Sociocultural Influence and Eating Problem in University Students: Mediating Role of Body Image Dissatisfaction

Sociocultural Influence and Eating Problem in University Students: Mediating Role of Body Image Dissatisfaction

Mental health problems in first‐generation university students: A scoping review

AbstractDespite growing concern about mental health problems in university students and increasing recognition that first‐generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database searches and screening, 40 peer‐reviewed articles were included in the scoping review. Findings from these studies were synthesised for: types of mental health problems in FGS; prevalence of mental health problems in FGS compared to continuing‐generation students (CGS); factors associated with mental health problems in FGS; effects of mental health problems on FGS; help‐seeking for mental health problems in FGS; and interventions. Significant gaps were highlighted and recommendations made for future research, particularly outside the United States. True commitment to widening participation demands much more research on mental health problems in FGS to ensure that they thrive not just arrive. Context and implications Rationale for this studyThe aim of this scoping review was to map the existing international research on mental health problems in first‐generation university students (FGS).Why do the new findings matter?The scoping review synthesises findings from 40 empirical studies published in peer‐reviewed journals, giving valuable insights into mental health problems in FGS and highlighting significant gaps in our understanding.Implications for higher education researchers and universitiesThe findings of the scoping review are a call to action for future research in this field. More studies are needed, particularly outside the United States, using a variety of research designs to gain a more comprehensive understanding of mental health problems in FGS. This research should be prioritised so that universities are provided with evidence‐based recommendations to mitigate and/or address mental health problems in FGS, thereby helping to ensure that they thrive in higher education.

Resultados de una evaluación y seguimiento online de problemas de salud mental en universitarios chilenos

The exponential increase in higher education students and the new university profile that incorporates more vulnerable social groups are associated with an increase in mental health problems in this population. Likewise, the complex stage of the life cycle in which these young people find themselves and the stress of the transition between adolescence and adulthood are other risk factors for the development of mental health problems. The emergence of mental health problems in this group could then be due to a confluence of factors, also facilitating risk behaviors. National and international researches have reported the worrying rates of mental health disorders in university students, mainly in relation to the presence of depression, anxiety, stress, alcohol or drug use, eating disorders, and suicidal ideation. These disorders tend to be aggravated, because the university population is prone not to seek help. The stigma of presenting mental health problems, skepticism about treatments, not wanting to worry the closest family and the few economic resources or not having a health plan, lead to not seeking help or do this late. Studies have found that more than half of students who need mental health and support services are not receiving them. On the other hand, a high percentage seeks help late, which implies that the disorders are accentuated or become chronic, which makes subsequent treatment and improvement difficult, even becoming a public health problem due to the high economic and professional demand that these treatments require. Given these antecedents and the exponential increase in these high rates of mental health, it was proposed to carry out a complete process of Mental Health Problems Screening, feedback, and follow-up in a large sample of university students, in order to determine both the prevalence of mental health symptoms, such as the impact of the use of information technologies on feedback and guidance in seeking help. To do this, a battery of questionnaires aimed at investigating hopelessness and suicide risk, depressive symptoms, anxiety, stress, eating disorders and perceived social support were applied through the university online platform to 1 707 students. Once the instruments were answered, the students received feedback about their levels of symptoms and information about networks and establishments to seek help and receive care in the required cases. In the middle of the following year, a follow-up survey was conducted with 577 of the students who had previously answered all the questionnaires. The results of the battery of questionnaires applied indicate high rates of mental health symptoms, with statistically significant differences according to sex, with women having the highest prevalence. These results are consistent with various studies that show high percentages of mental health problems in university students and various associations. In turn, the subsequent follow-up showed that the feedback provided triggered the search for help, with positive correlations between feeling better and having sought mental health treatment or having asked friends or family for help. In addition, the most of the young people surveyed consider that the use of computer platforms are useful to obtain help on mental health issues and that they are useful to better understand what is happening to them and learn about mental health problems. Both the increase in the university population and the high prevalence of morbidity have led to the need to implement various resources that make mental health more accessible to young people. The use of information technologies in mental health research and prevention would have a positive outreach, being a useful, accessible and close tool for young people. https://doi.org/10.16888/interd.2023.40.2.16

Trauma Level, Coping with Stress and Post-Traumatic Change in University Students Experiencing Kahramanmaraş Centered Earthquake: A Cross-Sectional Study.

The aim of this research is to examine the levels of post-traumatic stress, coping with stress, and post-traumatic change in university students after the Kahramanmaraş-centered earthquakes in February 2023. The research is descriptive and relational. The sample of the study consists of 221 university students. Personal Information Form, Post-earthquake Trauma Level Determination Scale, Strategies for Coping with Earthquake Stress Scale, and Post-Traumatic Change Scale were used as data collection tools. Descriptive analyses (percentage, arithmetic mean), correlation analysis, and regression analysis were used in the analysis of the data. It was determined that the students were highly traumatized after the earthquake, and post-traumatic stress symptoms were observed in a significant majority of the students. It was determined that the students used the post-earthquake coping strategies effectively. Post-traumatic change is positive. Inter-scale correlations are significant (P < 0.05). According to regression analysis, the level of post-earthquake trauma and the level of coping with earthquake stress are significant predictors of post-traumatic change. In addition, the damage to houses during the earthquake significantly affects the post-traumatic change. We think that pre-planning the psychological support services, increasing social supports, and teaching methods of coping with stress that can be applied after disasters such as earthquakes will be effective in preventing post-traumatic problems in university students at risk after trauma. It is hoped that the findings of this study will assist researchers, practitioners, and policymakers in implementing effective strategies for post-disaster.

STUDENTS’ ATTITUDES AND PROBLEMS ON QUESTION-BASED ARGUMENTATIVE ESSAY WRITING INSTRUCTION

Teaching argumentative essay writing to students through questioning is prominent to provide them with sufficient skills to compete in this world. Having this in mind, this descriptive study was conducted to identify students’ attitudes and their common problems in practicing argumentative essay writing skills through questioning method at DMU, in Ethiopia. To fulfill the purpose of this study, sixty management students answered the questionnaire. The results from the questionnaire revealed that all students have positive attitudes towards using the method while practicing writing. The data also revealed that inappropriate teaching method, time constraints, and large class size were the most common problems that did not allow students to apply their argumentative essay writing skills through questioning method effectively. This study recommends educators, policymakers, and other stakeholders to reconsider the attitudes and problems of university students while designing question-based argumentative essay writing teaching materials.

Propensity to learning difficulties and developmental problems in university students from the Peruvian Amazon

Propensity to learning difficulties and developmental problems in university students from the Peruvian Amazon

Correlates of Eating Problems in University Students

This study examined the relationship between sociocultural influences (family, peers, and media), body image dissatisfaction (BE-Appearance, BE-Weight, BE-Attribution) and eating problems in university students. It was hypothesized that (a) sociocultural influences, body image dissatisfaction would be positively correlate and predict eating problems, (b) there would be gender differences in sociocultural influences, body image dissatisfaction and eating problems. A cross-sectional correlational study was conducted with 181 participants (men = 91; women = 89) selected from a private university (Mage = 21.87 years, SD = 1.88) through convenient sampling. An online self-administered survey was undertaken by using Sociocultural Attitudes towards Appearance Questionnaire (Schaefer et al., 2015), Body Esteem Scale for Adolescents and Adults (Mendelson et al., 2001) and Eating Attitudes Test (EAT-26) (Garner et al., 1982). Results indicated that sociocultural influences (family, peers, and media) and body image dissatisfaction (BE-Appearance, BE-Weight) were positively correlated as well as predicted with eating problems in university students. Media, peer influence and BE-Attribution positively predicted eating problems, while BE-Appearance negatively predicted eating problems. Women showed significantly more eating problems than men. The study has implications for prevention and intervention with reference to media literacy programs, counseling and psych education.&#x0D;

Exposure to smoking and general health problems among university students: mediating role of positive affect and moderating role of parenting

ABSTRACT Objectives Based on the Social Learning Theory (SCL), the current study examined the mediating role of positive affect (feelings) and the moderating role of parenting between exposure to smoking and general health problems in University Students. Method A quantitative cross-sectional web-based survey was conducted on (n = 200) university students of Lahore. By using of Classifying a Smoking Scale, Positive Negative Affect Schedule (adopted only positive feelings items), Parenting Style Questionnaire, and Physical Health Questionnaire (PHQ). The mediation and moderation analysis was run by using Andrew Hayes Model no 1 and 4. Results The major results revealed that exposure to smoking has a negative impact on general health problems of university students and there is no indirect relation found between positive feelings and exposure to smoking and general health. Whereas, parenting has been found to have a direct positive effect on the exposure to smoking and general health problems in university students. Conclusion Moreover, the study concluded that parenting plays a pivotal role in the initiation and cessation of smoking and other substance-related problems.

Attachment Styles and Interpersonal Problems in University Students Living in Hostels: Mediating Role of Emotional Reactivity and Cutoff

&lt;p style="text-align: justify;"&gt;The current study investigated the mediation effect of emotional reactivity and cutoff between attachment styles and interpersonal problems. The gender differences were also determined. A sample of (N = 200) students living in hostels of two universities of Lahore was used. There were (N = 100) female in the sample. The average age of the participants was 22.3 (SD = 1.46). The results of the study showed a significant relationship between close attachment style, emotional reactivity and cut-off, and with subscales of interpersonal problems like too much aggressive, too much caring, too much dependent, socially inhibited, hard to be involved, and hard to be supportive. Similarly, anxious and dependent attachment style showed significant relationship with emotional reactivity and cut-off and with subscales of interpersonal problems of hard to be sociable, hard to be assertive, hard to be supportive, hard to be involved, too aggressive, much caring, too open and too much dependent. The mediation analysis using Structural Equation Modeling (SEM) revealed that emotional reactivity and cut-off showed partially significant mediation between attachment styles and interpersonal problems. Women showed more interpersonal problems as too open and too much caring compared to men living in hostels. The findings of the study have significant implications in the social structure of relationships in hostels, particularly in South Asian cultural context.&lt;/p&gt;

Mental Health Status Among Iranian Medical University Students: A Cross-sectional Study

Background: Mental health status of university students is a critical issue due to its essential role in students’ academic performance. Therefore, this study aimed to evaluate the mental health status of first-year students at Hamadan University of Medical Sciences in 2020. Methods: All first-year students of Hamadan University of Medical Sciences entered this cross-sectional study through census sampling. Two Questionnaires, the Goldberg’s General Health Questionnaire-12 (GHQ-12) as a screening instrument, and a researcher-made questionnaire were used to collect demographic information. After data collection, the chi-square test and logistic regression coefficient were applied to analyze the data at a significance level of 0.05. Results: The results showed that out of 875 students, 170 cases (19.4%) suffered from mental disorders, including depressed mood (93.5%) and anxiety attack (22%) as the most and least common disorders, respectively. Fitting the logistic regression model revealed that the highest educational degree (P&lt;0.001, medical residency), admission quotas other than the free quota (P=0.03), high (P=0.04) and low (P=0.01) financial status, and fathers’ unemployment (P=0.04) increased the chance of mental health disorders. Conclusion: Due to the high rate and negative consequences of mental health problems in university students, it is recommended that university counseling centers provide services for students with a focus on coping with more frequent mental disorders. Finally, it is suggested they have yearly follow-up surveys to recognize the effects of the university environment and different conducted programs on the students’ mental status.

Prevalence and correlates of depressive symptoms among university students: A cross-sectional study

ABSTRACT The prevalence of mental health problems in university students is increasing and attributable to various factors. We examine the protective and risk factors of depressive symptoms among a cross-section of 251 university students. Results showed 40.2% of students reported moderate to severe depressive symptoms. Multiple regression analysis confirmed that perceived stress and maladaptive coping were positively associated with depressive symptoms, whereas adaptive coping and perceived support was inversely related to depressive symptoms. Findings highlight the need for psychological empowerment strategies in students to manage various stressors more effectively and the importance of enhancing social support as a valuable resource for university students.

Sustainable UNiversity Life (SUN) study: protocol for a prospective cohort study of modifiable risk and prognostic factors for mental health problems and musculoskeletal pain among university students

IntroductionMental health problems and musculoskeletal pain are common health problems among young adults including students. Little is known about the aetiology and prognosis of these problems in university students. We...

The Effect of Evaluative Concern Perfectionism on Interpersonal Problems in University Students: The Mediating Effects of Rejection Sensitivity and Emotional Clarity

본 연구는 대학생을 대상으로 하여 평가염려 완벽주의가 대인관계문제에 미치는 영향에 대해 거 부민감성과 정서인식명확성의 매개효과가 나타나는지 검증하였다. 국내 대학생 352명의 대학생을 대상으로 설문조사를 실시하였고 연구 결과는 다음과 같다. 첫째, 평가염려 완벽주의, 거부민감성, 정서인식명확성 및 대인관계문제 간의 상관분석을 실시한 결과, 주요 변인 간의 상관이 모두 유의미 하였다. 둘째, 평가염려 완벽주의와 대인관계문제의 관계에서 거부민감성과 정서인식 명확성은 모두 유의미한 부분 매개효과를 갖는 것으로 나타났다. 셋째, 평가염려 완벽주의와 대인관계문제의 관계 에서 거부민감성과 정서인식 명확성의 이중매개 효과는 유의미하지 않은 것으로 나타났다. 본 연구 는 평가염려 완벽주의를 가진 대학생들의 대인관계문제에 대해 도움을 제공하고자 하였다. 마지막 으로 본 연구의 제한점 및 추후 연구 과제에 대해 논의하였다.

Effectiveness of a Mindfulness-Based Group Intervention for Chinese University Students with Sleep Problems.

The increasing prevalence of sleep disorders among university students should be taken seriously. Group counseling involving a mindfulness-based strategy may help prevent students from developing insomnia and subsequent mental health disorders. This study aimed to evaluate the ameliorating effects of a mindfulness-based group intervention on sleep problems and emotional symptoms in university students in China. Twenty-one university students (16 females, 22.71 ± 4.28 years) who were not on medication were recruited and assigned to the intervention group based on the criterion of high levels of sleep problems. Additionally, twenty-four university students (19 females, 24.50 ± 0.93 years) were included as a nonrandomized control group. Individuals in the intervention group participated in a two-hour group intervention once a week for eight sessions. All participants completed self-reported questionnaire baseline tests, postintervention tests, and one-month follow-ups on mindfulness, sleep quality, anxiety and depressive symptoms. Repeated-measures ANOVA was performed. The results revealed significant intervention effects, with significant differences observed between the two groups in mindfulness and sleep quality. However, there was no significant effect of the intervention on anxiety and depressive symptoms. This study contributes to a better understanding of the effectiveness of mindfulness-based intervention in addressing sleep problems in university students.

Recursos psicológicos como predictores de problemas emocionales y conductuales en jóvenes universitarios

Introduction: Preventing problem behaviors in university students requires the identification of its causes and possible protective factors. Objective: To identify the psychological resources that can predict emotional and behavioral issues in young people. Method: Four different scales were used to evaluate a non-probabilistic sample of 320 university students: the emotional and behavioral issues scales, the intra-family relationships scale, and the social resources scale and affective resources scale. The sample included 146 men and 173 women between the ages of 18 to 24 (mean: 20.04, standard deviation: 1.62). Results: The main findings show significant statistical negative correlations between the problem behaviors and the affective, social, and family resources. Regarding the differences between participants, women showed higher mean scores of depressions and somatic problems, while men showed higher scores of alcohols and tobacco consumption. The step-by-step regression results revealed depression to be the problem behavior with the highest explained variance (47%), predicted by difficulties in managing sadness, lack of self-control regarding anger, the expression of emotions, and problems with anger management. Conclusion: Strengthening psychological resources and incorporating them in the design of universal and selective intervention programs is fundamental to prevent emotional and behavioral problems in university students to promote their positive development.

A mixed-methods evaluation of experiential intervention exercises for values and committed action from an Acceptance and Commitment Therapy (ACT) mental health promotion program for university students

The mental health vulnerabilities of university students is an emerging global public health crisis. Acceptance and Commitment Therapy (ACT) interventions, particularly those that are web-based, provide discrete, cost-effective, transdiagnostic support for university students. Whilst many studies have researched core ACT processes important for positive outcomes in university students, no published study has reported specific quantitative and qualitative user-responses to commonly used ACT values and committed action experiential exercises. The purpose of this study is to investigate responses to widely used ACT values and committed action exercises to serve three aims: 1) to delineate the values and goals of university students and their relative importance, 2) to assess engagement with exercises, and 3) to translate this data into recommendations for the design and refinement of future mental health programs. Reponses analysed were provided by 1,162 university students on ‘values and committed action’ experiential exercises that formed part of YOLO (You Only Live Once), a web-based ACT mental health promotion intervention for university students. Results showed that university students report a diverse array of personal values, although few students endorsed the values self-caring, healthy, relaxed, and flexible. Participant identified goals were performance-focused rather than task-focused. Results demonstrated that participants showed high engagement with the experiential values and committed action exercises. Responses to the exercises documented in this study add to the published data supporting the efficacy of ACT components in the effective treatment of mental health problems in university students. Findings also illuminate potential areas for development and refinement to improve models of care for university students.