Well-being Of Undergraduate Students Research Articles

Impact of blended teaching on academic achievement and well-being in operating room students: a semi-experimental study

BackgroundVarious virtual education methods, in addition to encouraging student-centered learning, positively impact the development of personal capabilities and improvement of students’ personality growth, especially when e-learning is combined with traditional education.AimThe present study is a semi-experimental study that Impact of Blended Teaching on Academic Achievement and Well-being in Operating Room Students.MethodsThis semi-experimental study, conducted over one academic semester, involved pre-test and post-test assessments with 44 operating room students in two university centers. Participants were selected through a census method and assigned to control and intervention groups. Data collection tools included the Hermance’s Academic Achievement and Hein’s Academic Well-being questionnaires.ResultsThe results of this study indicated a statistically significant difference in the level of well-being before and after the intervention, demonstrating a significant improvement in well-being in the Blended Teaching group after the intervention (P < 0.01). Independent t-tests showed no statistically significant difference in the mean score of academic achievement between the two groups after the intervention.ConclusionBased on the results of this study, blended teaching led to an increase in academic well-being in undergraduate students. To improve the level of academic well-being of students, educational policy makers should consider ways to educate students about new educational approaches. Prioritizing strategies in using educational methods may enhance academic well-being and leading to positive educational outcomes and fostering qualified and competent care in the nursing profession. Teaching clinical skills needs repetition, daily practice and continuous use to be internalized and become a habit. It may be that due to the short period of time and the absence of the first-semester students in clinical courses and fields, the level of academic achievement of the students did not show any particular change. It is suggested that more studies be conducted on comparing the use of this method with other self-centered and active training methods with a larger sample size.

Perspective Physical Exercise of Students' Health and Fitness in Xi'an Physical Education University

Background and Aim: The university stage is a crucial period for promoting the healthy development of adolescents, and it also plays a pivotal role in cultivating exercise habits among undergraduate students. However, in the realm of exercise, we have observed a declining trend in proactive engagement, with students lacking access to a systematic exercise program to guide them. To address these issues and enhance the health and well-being of undergraduate students in Xi'an while simultaneously reducing anxiety, our goal was to develop an exercise program that can help students enhance their physical fitness and alleviate anxiety. Our ultimate aim is to foster the healthy growth of undergraduates by improving their physical fitness and reducing anxiety through a well-designed exercise regimen. Materials and Methods: First review physical fitness of low physical fitness and high anxiety of 1000 students at Xi'an Physical Education University. Survey anxiety of 45 students from university who had high anxiety levels by special sampling method.Result of a physical fitness test and anxiety test.Second semi-structured questionnaire and daft exercise program by experts’ deep interview. Next, we conduct an experimental exercise program. Finally, we can confirm the exercise program by survey. Result: Through the exercise programs we designed, we successfully increased students' fitness levels and reduced anxiety levels. After the students continued to exercise through this exercise program for eight weeks, the results of all physical fitness test items reached the passing level, and 31 students no longer felt anxious, while the number of students who felt mild anxiety dropped to 14. The findings strongly suggest that through targeted exercise programs, students' physical fitness levels can be significantly improved and help reduce anxiety on a psychological level. Conclusion: There are many students whose physical fitness scores are unsatisfactory, unqualified, and anxious. After eight weeks of physical exercise, the anxiety scores of 31 students were within the normal range, and the anxiety scores of 14 students had been reduced to low anxiety.

Network Analysis of Ecological Momentary Assessment Exploring the Role of Online and Offline Social Comparisons in the Mood and Wellbeing of Undergraduate Students

Whilst research suggests online social comparisons may be detrimental to wellbeing, little is known about the underlying temporal dynamics. Here we used Ecological Momentary Assessment to sample 100 undergraduate students’ experiences five times per day for 21 consecutive days, in conjunction with network analysis, to map dynamic interactions between (upward) online and offline social comparisons and multiple indicators of wellbeing. Contemporaneous, temporal, and between-subjects networks were estimated. Whilst online comparisons predicted lower self-esteem in the contemporaneous network, online comparisons predicted subsequent increases in positive, and decreases in negative, affect. In contrast, associations between offline social comparisons and poorer wellbeing were seen in all networks, and for multiple indices of wellbeing. Consistent with a two-step model of social comparisons, the findings suggest the effects of online comparisons may operate differently at different times-scales, and further, that offline comparisons may be more strongly related to poor wellbeing, with a potential causal association.

Mental health and wellbeing of undergraduate students in engineering: A systematic literature review

AbstractBackgroundThe wellbeing of college students today is at risk because of rising occurrences of mental health issues in higher education. Concurrently, undergraduate students perceive engineering courses and programs to be among the most arduous, and least welcoming and accommodating, in higher education. Although research related to mental health and wellbeing (MHW) in engineering is growing, a systematic review of this research has yet to be conducted.PurposeThis systematic literature review identifies and synthesizes empirical scholarship related to the MHW of undergraduate engineering students.Scope/MethodSpecified search terms and inclusion criteria were used to identify 34 empirical studies related to engineering undergraduates' MHW. Content and qualitative thematic analyses were conducted to characterize and synthesize trends in research quality and outcomes across studies.ResultsUndergraduate engineering students experience a variety of mental health issues that negatively affect their experiences in engineering education. Stress is the most prevalent mental health issue identified; anxiety, depression, and post‐traumatic stress disorder (PTSD) are also reported. Heavy academic workloads, sleep issues, and the nature of engineering education culture are identified as impediments to MHW in engineering education.ConclusionsAlthough MHW in engineering is a growing area of research internationally, current MHW research in engineering is nascent and focused on the characterization of student mental health issues. Researchers underutilize qualitative and mixed‐methods approaches, longitudinal and experimental designs, guiding frameworks, and robust sampling techniques. Academic and mindfulness interventions, as well as the use of mental wellness constructs from positive psychology, show promise for supporting MHW in engineering.

Exploring the Impact of Technology-Facilitated Sexual Violence on the Well-being of Undergraduate Students in Ni-gerian Tertiary Institutions

As the digital era reshapes human interactions, concerns regarding technology-facilitated sexual violence (TF-SV) have come to the fore. This study investigates the impact of TF-SV on the well-being and academic performance of undergraduate students in Nigerian tertiary institutions. Quantitative data were gathered from 360 participants from Lagos State University, Lagos State University of Education and Lagos State University of Science and Technology, using random sampling. Findings revealed a significant positive correlation between exposure to TF-SV and psychological distress indicators, including anxiety and depression. Moreover, negative correlations emerged between TF-SV exposure and self-esteem, suggesting a multifaceted impact on students’ psychological well-being. Academic performance indicators, including grade point average, showed a negative correlation with TF-SV exposure, indicating its potential to hinder educational success. The study advances knowledge by elucidating the nuanced repercussions of TF-SV within a Nigerian context and contributes to the broader discourse on technology-mediated vulnerabilities. Recommendations for educational institutions include awareness campaigns, digital literacy programs, support services, and policy reforms to create a safer digital environment for students. By addressing the complex challenges posed by TF-SV, institutions can safeguard students’ well-being and academic pursuits in the digital age.

Influence of Evjenth-Hamberg Stretching on Lung Functions of Undergraduate Students with Forward Head Posture

A study conducted on undergraduate students with Forward Head Posture (FHP) aimed to investigate the effects of Evjenth-Hamberg stretching exercises on their lung functions. The study involved 58 participants who underwent a six-week stretching intervention. Lung function parameters, including forced vital capacity (FVC), forced expiratory volume in one second (FEV1), and FEV1/FVC, were assessed before and after the intervention. The results showed a significant improvement in lung functions after the stretching intervention, with increased FVC, FEV1, and FEV1/FVC values. This suggests that incorporating Evjenth-Hamberg stretching exercises in physiotherapy interventions can positively impact respiratory function and overall well-being in undergraduate students with FHP.

Mediation analysis of circadian preferences and other behavioral and sociodemographic factors associated with subjective well-being in undergraduate students

ABSTRACT Undergraduate students are usually subjected to a routine with constant pressure, stress, circadian misalignment, and sleep irregularity that impairs their subjective well-being. Recent evidence suggests that circadian preference is also a risk factor for impaired mental health and factors related to subjective well-being. This study aimed to identify the sociodemographic factors associated with subjective well-being and describe the mediating behavioral variables. Between September 2018 and March 2021, 615 Brazilian students enrolled in higher educational institutions completed an electronic form containing questionnaires on subjective well-being, sociodemographic, and behavioral-related factors (convenience sample). A statistical mediation model was applied to describe how these variables influence subjective well-being. We observed that Morningness (p < .001), identification with the male gender (p = .010), not working while studying (p = .048), and the practice of Pilates/yoga (p = .028) were associated with greater subjective well-being. Except for employment status, no direct effects were observed, which reinforces the need to consider a multidimensional approach. The relationship between subjective well-being and sociodemographic factors exists only in the presence of behavioral mediators, specifically perceived stress, daytime sleepiness, symptoms of depression, sleep quality, and positive and negative affects. Future work should investigate in more detail the impact of sleep, stress, and circadian preferences on this relationship.

Application of the PERMA Model of Well-being in Undergraduate Students.

The PERMA model was introduced by Seligman in 2011 to increase and measure well-being. This model defines well-being in terms of Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA). Mental health concerns are common in undergraduate students and may prevent them from obtaining optimal well-being. The purpose of this study was to test whether all five PERMA elements of well-being could be constructed from items within the 2018 Purdue University Student Experience at a Research University (SERU) survey. Using confirmatory factor analysis, all five PERMA constructs were supported and demonstrated good model fit statistics. A second order PERMA well-being construct was built and demonstrated adequate model fit with RMSEA = 0.04. All five constructs were significant at p < .001. Accomplishment had the highest factor loading (0.76) and Meaning had the lowest factor loading (0.25). Results for this study support use of well-being theory in the context of undergraduate students and provides enhanced understanding of well-being characteristics in this population.

Pengaruh Rasa Syukur terhadap Kesejahteraan Psikologis pada Mahasiswa S1 UIN Tulung Agung di Masa Pandemi Covid-19

The Covid-19 pandemic that lasted for more than one year affected the psychological well-being of the community, including students. This study aimed to determine the effect of gratitude on psychological well-being in college students during the Covid-19 pandemic. The method used in this study is a quantitative method with data analysis techniques in the form of simple linear regression analysis. The population in this study amounted to 20,989 people, with total sample of 267 people, used cluster random sampling technique. The data collection technique used the Gratitude Scale and the Psychological well-being Scale. The results show that the significance value = 0.000 &lt;0.05 so that H0 was rejected with the regression equation Y = 20.236 + 1.243x. There is an effect of gratitude on psychological well-being in undergraduate students of Universitas Islam Negeri (UIN) Tulungagung during the Covid-19 pandemic. Moreover, gratitude has on effects the psychological well-being of 26.7% of undergraduate students of UIN Tulungagung during the Covid-19 pandemic, and the remaining 73.3% are other factors.

Comparing Mental Health, Wellbeing and Flourishing in Undergraduate Students Pre- and during the COVID-19 Pandemic.

There has been a preponderance of studies on student mental health, wellbeing and flourishing during the COVID-19 pandemic. Few studies have compared data on student mental health and wellbeing before and during the pandemic. The purpose of the current study was to compare mental health and wellbeing in undergraduate students before and during the COVID-19 pandemic. Survey research was conducted with three groups of undergraduate students (n = 905) from diverse scientific fields at a large, urban university in South Africa. Data was collected by means of electronic surveys, combining full-scale items from three instruments, the Mental Health Continuum Short Form, the Flourishing Scale and the Fragility of Happiness Scale. Data was analysed by the Statistical Package for the Social Sciences (SPSS), the Analysis of Moment Structures (AMOS) and R software. The results indicate that while the mental health and wellbeing of students declined during the pandemic concerning their perceived ability to contribute to society, having supportive and rewarding social relationships and them being engaged and interested in their daily activities, it also improved in terms of their perceived ability to manage their daily lives (environmental mastery), being challenged to grow (personal growth) and in terms of their views that society was becoming better (social growth/actualisation).

Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being

Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus groups to examine the impact of online learning and assessment on the undergraduate students’ well-being. The findings indicate that whilst some students report online learning and assessment to require more effort in comparison to traditional methods, other students value the increased flexibility afforded by online learning and assessment. It is recommended that academic staff scaffold online learning and assessment methods in the curriculum.

An interprofessional interventional approach to improve the mental well-being of medical students for better academic performances

Background: Medical students are the future doctors who are the primary caregivers for the society. High level of stress can obstruct the learning of medical students by impairing their concentration, problem solving, and decision-making skills. Improving mental well-being of medical students will ensure community safety. The stakeholders need to realize positive role of mental well-being on academic performance of students. This will not only benefit the students as well as the society as a whole. Aim and Objective: The present study was innovatively planned to determine the impact of the motivational sessions on relieving perceived stress and anxiety of the students along-with impact of such sessions on motivation for learning. Materials and Methods: An interventional cross-sectional study was designed for 2nd year MBBS students. A module comprising of eight sessions for improving mental well-being of undergraduate students was designed by an interprofessional team comprising a medical teacher, clinical phycologist, psychiatrist, and medical students. The pre-validated scales used were Hamilton Anxiety Rating Scale (HAM-A) to assess anxiety level, Perceived Stress Scale to assess perceived stress, and Motivated Strategies for Learning Questionnaire to measure the types of learning strategies and academic motivation of college students. Results: About 64% (n = 46) of the participants were male and 36% (n = 26) were female students. The present study showed no significant association between the gender and stress. It was seen that number of students with high perceived stress before the session were reduced by as much as 72.41% and that of students with highest motivation for learning strategies doubled from 18 to 36 (100% improvement).The difference in means of HAM-A scores in post-test and pre-tests is highly significant (P = 0.01). The students were very much satisfied with the mode and content of the module. They expressed that these sessions made them feel thought of and cared for. Conclusion: It is strongly recommended to apply this interprofessional interventional approach to improve the mental well-being of medical students for better academic performances.

Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers

ABSTRACT This qualitative study reports on the role of university lecturers in the well-being of undergraduate students. A sample of undergraduate student participants (n = 335) at a large, urban residential university in the Gauteng Province of South Africa participated in rapid, face-to-face interviews. Interviews were conducted by student fieldworkers during multiple 4-h blocks on all weekdays. Data were analysed by means of thematic analysis. Findings indicate that university lecturers play a substantive role in the well-being of undergraduate students. These findings are significant in that they have emerged from open-ended questioning. Furthermore, the role of university lecturers is frequently unrecognised in terms of the psychological well-being of students and rather articulated in terms of the academic task. The findings present the role of lecturers in student well-being in a multi-faceted way. It is delineated as lecturer support, benevolence, lecturer competence, lecturer availability, interaction, and the lecturer’s attitude towards their work.

The Development of “Friend from Heart” Application based on LINE System to Promote Well-Being of Undergraduate Students of Faculty of Education, Kasetsart University

Depression and suicide rates among youths tended to increase. From reviews, many applications and online counseling could reduce depression and anxiety to promote well-being of youths and university students effectively. This study was conducted to develop &amp;quot;Friend from heart&amp;quot; application based on LINE system to promote well-being for undergraduate students of faculty of education, Kasetsart University. The research method included the survey of basic data for developing the application and evaluation of the application by specialists. A total of 72 voluntary students were invited to join an online survey. It was found that most of the students (81.94%) wanted applications that provide physical health information such as exercise, eating healthy food, and health care. However, about 16.66% of students needed an application that can speak or listen problems with video calls. Then, researchers took the services that students were interested more than 50% to develop the applications. It worked through the application, consisting of chatbot, physical health, mental health, and appointment with counselor. The index of item-objective congruence was 0.66-1.00 with additional specialists commenting that the application had an interesting design with good structure to help students. For ethical approval, it was obtained from the Kasetsart University Research Ethics Committee.

“I Want to See People’s Reactions to the Selfies”: A Lefebvrian Analysis of the Impact of Social Networking Sites on Physical, Mental, and Emotional Functioning

Since the conception and exponential growth of social networking sites (SNSs), technology has advanced sufficiently to allow access to them at any moment for any reason. This has given users a “virtual space” (VS) in which to communicate and “live” within (e.g., Facebook), a space which disparate research has shown to have an impact on users’ behaviors, thoughts, and emotions. The present study aimed to examine the potential for SNSs to influence the physical, mental, and social well-being of undergraduate students. To explore this in a unified fashion, we conducted in-depth interviews with 25 participants across three qualitative studies. All interview transcripts were analyzed using a recursive deductive thematic analysis. Lefebvre’s trialectic of space was examined for its applicability to students’ experiences of VS vis-à-vis SNSs. Lefebvre’s spatial triad provides a novel and coherent framework to untangle and explain the multifaceted and often complicated nature of SNS use. Analysis found correspondence between Lefebvrian triadic space and SNSs to explain the pervasive, dominant, and sometimes pathological role that SNSs can have upon everyday functioning. Implications are that a Lefebvrian approach can inform future research as a means to untangle and explain the multifaceted and often complicated nature of SNS use.

Examining associations between smartphone use, smartphone addiction, and mental health outcomes: A cross-sectional study of college students.

Background: Prior studies have indicated the complex relationships of smartphone use and smartphone addiction with mental health and life satisfaction. The purpose of this study was to investigate the structural relationships among smartphone use, smartphone addiction, mental health problems (e.g., depression, anxiety, stress [DAS] and satisfaction with life [SWL]). Methods: Cross-sectional data were collected by convenience sampling via an online survey of undergraduate students at a Midwestern university in the United States. The sample size of601 collected from undergraduate students that owned a smartphone and completed responses to the variables was utilized in this study. We assessed the hypothesized variables, including smartphone use, smartphone addiction, and mental health outcomes variables on a Likert-type scale. Structural analysis was used to examine the relationships. Results: Results suggested that smartphone use had a significant negative association with DAS symptoms (β = -.31, t = -3.81, P < .001) and was positively associated with SWL (β =.25, t = 3.41, P < .001). However, smartphone use had a significant positive relationship with smartphone addiction (β = .48, t = 5.51, P < .001). Smartphone addiction was positively related to DAS (β = .44, t = 6.33, P < .001), but it was not related to SWL (β = -.08, t = -1.26, P > .05). Conclusion: This study enhances our understanding of the associations between smartphone use and the health and well-being of undergraduate students. Implications for supporting their psychological health are discussed.

Coping Strategies and Subjective Well-being in Undergraduate Students

Coping strategies are assumed to be able to improve subjective well-being in undergraduate students who spend time in their education at universities. The purpose of this study is to find out whether coping strategies affect subjective wellbeing of undergraduate students. This study involved 60 undergraduate students. In this study used the multiple regression hypothesis test. The results showed that there was no effect of coping strategies on subjective well-being, even though the problem focused coping was more in increasing one's subjective well-being.

Relationship between a Stress-Is-Enhancing Mindset and the Psychological Well-Being of Undergraduate Students: Mediating Effects of Problem-Focused Coping, Avoidance-Focused Coping, and Stress Response

Relationship between a Stress-Is-Enhancing Mindset and the Psychological Well-Being of Undergraduate Students: Mediating Effects of Problem-Focused Coping, Avoidance-Focused Coping, and Stress Response

Student well-being in Veterinary Sciences: Implications for student support and career agility

This case study investigates the factors that support and hinder the well-being of undergraduate students in Veterinary Sciences. The study aims to provide textured, nuanced and in-depth qualitative perspectives on the well-being of veterinary science students. The study aims to supplement the growing body of quantitative studies that indicate substantive concerns about the psychological well-being of students in Veterinary Sciences. The study utilised face-to-face interviews (n = 78) and an in-depth focus group interview (n = 9) within the bounded system of a Faculty of Veterinary Science at a large, urban university. Findings indicate that the well-being of students in Veterinary Sciences is supported by students actively taking ownership of their psychological well-being, and the presence of animals in their social and personal lives. The study also shows that a sense of isolation, both socially and geographically, may be hindering students’ well-being.

Problems and Developmental Approaches to Mental Health Education for Undergraduate Students in China

Undergraduate mental health education is not only an important means to promote the development of mental health and the psychological well-being of undergraduate students, but also an important strategy so that China can realize the quality of undergraduate education and promote the holistic development of undergraduate students. However, there are still many problems in mental health education for undergraduate students in China. For example, Chinese mental health education for undergraduate students lacks independent development space, localized basic theory, scientific management system, comprehensive curriculum system, professional faculty and professional service system. These problems affect the realization of the goals of mental health education to a certain extent. Therefore, the purpose of this paper is to analyze the causes of the above problems, and to propose the development path and coping strategies for mental health education for undergraduate students in China. In order to achieve this goal, by analyzing and interpreting the official documents of the Chinese government and the Ministry of Education, this study seeks to show the characteristics and current situation of the mental health education for undergraduate students in China. Furthermore, based on the author’s own long-term teaching experience and the research results of other scholars, it seeks to reveal the reasons for the above problems existing in the mental health education for undergraduate students. On this basis, this study will propose rationalization suggestions for improving the mental health education for undergraduate students in China. This study believes that scientific concepts of education, effective administrative departments, optimized curriculum systems, professional faculty, and a comprehensive service system may contribute to the success of implementing mental health education for undergraduate students.