Social Support In College Students Research Articles

인문사회계열 대학생의 사회적지지와 진로준비행동 간의 관계에서 진로결정자기 효능감과 취업불안의 조절된 매개효과

The purpose of this study was to examine the moderated mediating effect of career decision self-efficacy and job search anxiety in the relationship between social support and career preparation behaviors in humanities and social science college students. To this end, a research study was conducted targeting students of humanities and social sciences at A University in Gyeonggi-do, and finally, 379 copies of data were collected. The data was analyzed using Hayes' (2022) PROCESS macro (Model=14). The findings are as follows: First, career decision self-efficacy had a full mediating effect on the relationship between social support and career preparation behaviors among humanities and social sciences college students. Second, job search anxiety showed a moderating effect on the relationship between career decision self-efficacy and career preparation behaviors. The above findings suggest that efforts should be made to improve the social support of college students in the humanities and social sciences to reduce job search anxiety and increase career decision self-efficacy.

The Depression, General Self-Efficacy and Social Support in Medical Vocational College Students: Basis for a Psychological Intervention Program

Depression is a common psychological problem among college students, and its incidence has increased gradually in recent years. Studies have shown that self-efficacy is significantly negatively correlated with depression, and social support is significantly negatively correlated with depression. This paper mainly summarizes the status quo of depression, self-efficacy and social support of college students in existing studies, and summarizes the corresponding intervention programs. It provides a theoretical basis for further research.

Social Support in College Students with ADHD Symptoms: Quantity Beats Quality in Moderating Impairment

ABSTRACT ADHD symptoms in emerging adult college students are associated with multiple impairments. Social support may buffer the relation between ADHD and impairment. Social support can be defined in terms of quantity or quality; more research is needed to better understand this distinction. Thus, the current study examined the moderating effect of social support quantity vs. quality on the relation between ADHD symptoms and impairment in college students. Our sample included 2,517 undergraduate students (75% women) in the United States who participated in an online survey. In a series of moderated regression analyses, we found that social support quantity (i.e. having a larger social network) served as a buffer of impairment, while social support quality (i.e. the depth and availability of individuals in the social circle) did not. This suggests that college students with ADHD symptoms may need to spread their social support needs among a larger group of people to receive the support they need. Clinically, college counseling centers should be aware of this, and tailor their interventions accordingly. Limitations and future directions are discussed.

An Effects of Self-Leadership and Social Support of College Students on College Life Adaptation through Resilience in China

본 연구는 중국 대학생의 셀프리더십과 사회적지지가 회복탄력성을 매개로 대학생활적응에 미치는 영향을 분석하는데 목적이 있다. 연구대상은 중국의 4개 성에 소재하고 있는 650명의 대학생이고, 설문기간은 2021년 5월 1일부터 6월 25일까지이다. 회수된 설문 중 불성실 응답 70부을 제외한 580부를 통계 분석하였다. 연구결과는 다음과 같다. 첫째, 셀프리더십, 사회적지지 및 대학생활적응의 구조적 관계에서 회복탄력성은 대학생활적응에 유의한 영향을 주었으며, 셀프리더십과 사회적지지는 대학생활적응에 유의하였다. 둘째, 셀프리더십과 대학생활적응의 관계에서 회복탄력성이 대학생활적응으로 가는 경로에서 유의한 간접효과가 있었다. 셋째, 사회적지지와 대학생활적응의 관계에서 회복탄력성이 대학생활적응으로 가는 경로에서 유의한 간접효과가 있었다. 대학생들은 셀프리더십을 통해 사회의 다양한 지지를 받고, 회복탄력성을 통해 대학생활에 적응하는 능력을 강화하는 일은 매우 중요함을 시사하고 있다.

대학생의 사회·심리적 스트레스와 우울 관계에 대한 사회적 지지의 매개효과

The purpose of this study was to examine the mediating effect of social support on the relationship between social and psychosocial stress and depression of college students. The survey was based on an online survey of 176 university students in D metropolitan City using a self-administered questionnaire during the period from September 1 to October 30, 2021. As a result of the study, the higher the psychosocial stress, the higher the depression (p<0.001), while the lower the social support, the higher the depression (p<0.001) of the study subjects. In the correlation between depression and psychosocial stress and social support of the study subjects, depression showed a significant positive correlation with psychosocial stress (r=0.648, p<0.01), while a significant negative correlation with social support (r=-0.215, p<0.05). As a result of verifying the mediating effect of social support in the relationship between psychosocial stress and depression of the study subjects, it was found that social support plays a partial mediating role between psychosocial stress and depression (Z=-5.28, p<0.01). These results suggest that social support of college students may have a mediating effect on relieving psychosocial stress related to depression.

Interventions in Chinese Undergraduate Students' Mental Health: Systematic Review.

BackgroundOver 30% of university students from 8 countries were afflicted with mental distress according to a World Health Organization survey. Undergraduate students in increasing numbers in China have also been reported to suffer from different mental problems. Various psychological distresses significantly impact their academic and daily life, thereby causing role impairments and unsatisfactory academic achievements. While the prevalence of, diverse underlying factors for, and interventions of social support in college students’ mental health have extensively been investigated in China, there is no study exclusively focusing on the impact of interventions on their psychological well-being.ObjectiveThe aim of this review was to identify and synthesize the interventions in the mental health concerns of Chinese undergraduate students studying in China reported in the literature to inform educational authorities, college and university management, students’ affairs counselors, and mental health providers.MethodsWe performed a systematic review and reported the research findings of previous studies according to the protocol of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 statement. First, based on the predefined search strategy, keyword searches were performed in the PubMed and ProQuest databases to retrieve relevant studies. Subsequently, we screened the candidate articles based on predefined inclusion and exclusion criteria. Finally, we analyzed the included papers for qualitative synthesis.ResultsWe retrieved a total of 675 studies from the PubMed and ProQuest databases using the search strategy on March 15, 2022. Among these candidate studies, 15 that were not written in English, 76 duplicates, and 149 studies of other document types were removed before screening. An additional 313 studies were excluded in the screening process, with 73 articles ruled out for being not relevant to interventions, not related to mental health, or not focused on undergraduate students in the full-text review. As a result, 49 papers were eligible and included in this systematic review. In the qualitative synthesis, we divided the interventions reported in the selected studies into two categories: (1) social support from government authorities, university authorities, students’ affairs counselors and teachers, family members, health care authorities and professionals, and the media (various online platforms), and (2) various coping strategies adopted by undergraduate students themselves. We identified further research on mental health interventions that may be delivered by digital medical platforms, conversational agents (eg, chatbots), and researchers.ConclusionsThis was the first systematic review of interventions to address the mental health concerns of Chinese undergraduate students studying in China. The categorization of reported interventions and the identification of new intervention channels can effectively inform stakeholders. Interventions for undergraduate students’ mental health is a research topic worth further investigation.

Internet addiction and college students’ depression : an analysis of moderating mediating effects

Objective To explore the mediating role played by college students’ social anxiety and social support in the relationship between internet addiction and depression. Methods A cluster random sampling method was used to conduct a questionnaire survey among 3 536 college students in three higher vocational colleges in Anhui Province. The content included general demographic characteristics, depression, Internet addiction, social support, and social anxiety. The Process program was used to mediate and analysis of regulation. Results Among the survey subjects, 1 552(43.90%) had depressive symptoms, including 561(45.65%) boys and 991(42.96%) girls.The total score of Internet addiction was significantly positively correlated with depression score ( r = 0.30, P <0.01) ; social anxiety (social fear, social avoidance) was positively correlated with depression ( r = 0.24, 0.27, P <0.01); social support (subjective support, objective support, support utilization) was significantly negatively correlated with depression ( r = 0.25, -0.23, -0.17, P <0.01). Conditional process analysis shows that social anxiety had a mediating role between internet addiction and depression (c′=0.06, P <0.01), and that Internet addiction and social anxiety were regulated by social support ( β = -0.00 P =0.02). Conclusion By increasing the social support of college students to improve social anxiety, it might help to reduce the depression of college students caused by Internet addiction. 【摘要】 目的 探讨大学生社交焦虑、社会支持在网络成瘾与抑郁关系中的作用, 为寻找抑郁诱因以及对学生网络成瘾 行为的矫正等实践工作提供理论资料。 方法 采用整群随机抽样法, 对安徽省 3 所髙职院校 3 536 名大学生进行问卷调 査, 内容包括一般人口学特征、抑郁状况、网络成瘾、社会支持和社交焦虑情况, 采用Process程序进行中介与调节作用分 析。 结果 大学生中有抑郁症状的有 1 552 名 (43.90%), 其中男生 561 名 (45.65%), 女生991名 (42.96%)。网络成瘾总 分与抑郁得分呈正相关 ( r = 0.30, P <0.01);社交焦虑各维度 (社交恐惧、社会回避) 与抑郁呈正相关 ( r 值分别为 0.24,0.27, P 值均<0.01), 社会支持各维度 (主观支持、客观支持、支持利用度) 与抑郁呈负相关 ( r 值分别为-0.25,-0.23, -0.17, P 值 均<0.01)。调节作用分析显示社交焦虑在网络成瘾与抑郁之间具有部分中介作用 ( c ′=0.06, P <0.01), 网络成瘾和社交焦 虑之间受到社会支持的调节( β =-0.00, P =0.02)。 结论 通过增加大学生的社会支持, 可以改善由网络成瘾引起的社交 焦虑, 从而能进一步减少大学生的抑郁情绪。

Relationships between disease factors and social support in college students with chronic physical illnesses

ABSTRACTUnderstanding how disease factors impact social support received by college students with chronic health conditions (CHCs) has implications for promoting optimal adjustment. To this end, 121 undergraduates with various CHCs completed measures of general and illness-specific social support from peers and provided information about their CHC diagnosis and pain symptoms. Social support levels were similar across those with CHCs and healthy peers. Although functional etiology and pain symptoms did not impact general social support or perceived peer supportiveness following disclosure, those with CHCs of functional etiology or those with pain as a symptom disclosed their diagnosis to fewer friends.

Effects of Depression, Self-Esteem, and Social Support on Suicidal Ideation in College Students

Purpose: This study was done to examine whether depression, self-esteem, and social support influence suicidal ideation among college students. Methods: Using a correlation study design, participants were recruited from two universities selected by convenience sampling. Data were collected from June 1, to August 31, 2014 from the 206 participants included in the study. The data were analyzed using SPSS / Win 18.0. Results: There was a significant correlation between depression, self esteem, social support, and suicidal ideation. Suicidal ideation was negatively correlated with self-esteem (r=-.64, p＜.001) and social support (r=-.45, p＜.001), while, suicidal ideation showed a positive correlation with depression (r=.69, p＜.001). The significant predictors related to suicidal ideation were depression, self-esteem, and social support. Conclusion: Findings indicate that sensitively assessing depression in college students and efforts to reduce depression can reduce the risk of suicide. Self-esteem and social support of college students are also important resources for suicide prevention.

Economic Stress, Depression, Suicidal Ideation, Resilience, and Social Support in College Students

Purpose: The purpose of this study was to examine economic stress, depression, suicidal ideation, resilience and social support in college students and to examine the correlation between these variables. Methods: The participants were 157 3th and 4th year college students. Data were collected in September and October, 2016. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficients, and multiple regression. Results: Students` economic hardship and worry about future economic security, sub-categories of economic stress had pos-itive correlations with depression and suicidal ideation. Economic hardship showed a significant negative correlation with resilience but no correlation with social support while worry about future economic security had negative correla-tions with resilience and social support. Factors significantly influencing suicidal ideation were depression (β=.37, p<.001) and social support (β=-.31, p<.001), with a total explanatory power of 36% (F=9.09, p<.001). Conclusion: These findings indicate that intervention strategies for managing economic stress in college students should include developing resilience and providing social support as well as decreasing depression and suicidal ideation.

The Mediated Effects of Ego-Resilience in the Relationship Between Social Support of College Students with Disabilities and Career Decision Making Self-Efficacy

The Mediated Effects of Ego-Resilience in the Relationship Between Social Support of College Students with Disabilities and Career Decision Making Self-Efficacy

The dangers of the web: Cybervictimization, depression, and social support in college students

Data on students’ perceptions of social support, traditional and cyber victimization behavior, and social-emotional well-being were collected from a sample of 267 university students in the Midwestern United States. One purpose of the current study was to examine possible sex differences in perceptions of the prevalence of cybervictimization experiences. The current study also examined whether cybervictimization accounted for additional variance in depression beyond traditional victimization and if social support would buffer the associations among traditional and cyber victimization and depression. Young men and women did not report significantly different rates of cybervictimization. Cybervictimization was significantly related to depression above and beyond that of traditional victimization. Social support was negatively related to depression. However, there was no moderating role of social support. The results of this study highlight the significant impact that traditional and cyber victimization may have on college students’ well-being. Social support was also an important factor in the relation to depression, however, it did not provide a buffer in the association between victimization and depression.

The Role of Generational Status, Self‐Esteem, Academic Self‐Efficacy, and Perceived Social Support in College Students' Psychological Well‐Being

This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed.

Influencing of family background on social support in college students

目的 探讨家庭因素对大学生社会支持的影响.方法采用社会支持评定量表(SSRS)以及自拟家庭情况问卷,对河南省高校1 100名在校大学生进行了调查.结果低收入家庭学生的客观支持分(7.74±1.76)低于高收人家庭的学生(8.17±2.19);不完整家庭学生的主观支持分(19.79±4.14)和支持总分(35.11±6.45)低于完整家庭学生(21.03±3.31,36.55±4.72);父亲文化程度高的学生其客观支持和主观支持得分显著偏高;母亲文化程度高的学生其主观支持和支持总分显著偏高.结论家庭因素对大学生社会支持的获得有着重要影响,家庭经济状况只是一个方面,家庭结构和父母文化程度所起的作用尤其对学生获得主观支持的作用更为突出。

Relação entre as crenças de auto-eficácia e o apoio social na transição para o trabalho em estudantes finalistas do ensino superior

Com base na teoria sócio­?cognitiva de Bandura (1995), a presente investigação teve como objectivo estudar a relação entre as crenças de auto­?eficácia na transição para o trabalho e o apoio social percebido em estudantes finalistas do ensino superior. A amostra foi constituída por 221 participantes. Os instrumentos utilizados foram a Escala de Auto­?eficácia na Transição para o Trabalho (Vieira &amp; Coimbra, 2005) e a Escala de Apoio Social (Vaux et al., 1986; versão adaptada por Antunes &amp; Fontaine, 1994/5). Os resultados indicaram uma relação positiva e significativa entre as crenças de auto­?eficácia e o apoio social percebido no que diz respeito ao apoio social percebido por parte de amigos e de outros em geral.&#x0D; DOI: http://dx.doi.org/10.17575/rpsicol.v25i1.283