Well-being Of College Students Research Articles

Cyber-Stalking, Social Comparison, and Psychological Well-being in University Students

The current study aimed to investigate the relationship between cyber stalking, social comparison, and psychological well-being in university students. Correlational research design and quantitative method were used to conduct the study. It was hypothesized that there is likely a relationship between cyber stalking, social comparison, and psychological well-being. Moreover, it was also hypothesized that cyber stalking is likely to negatively predict psychological well-being in students. Data was collected online through purposive sampling technique. The study consisted of (n=150) university students. Standardized measures, Cyber Obsessional Pursuit Scale, Social Comparison Orientation Scale, and Psychological Well-being Scale, were used to collect the data. Data was analyzed using SPSS version 21. The results of correlational analysis showed highly significant correlation between all study variables. Regression analysis showed that only cyber stalking and social comparison were the significant predictors of psychological well-being in students. These results imply that authorities and respective institutions must devise psychosocial interventions to minimize the psychological disturbances in social media users by controlling cyber-crimes and to promote well-being at individual and societal level.

The Effect of Anxiety and Depression on Academic Performance of the Students

The purpose of this study is to explore how social support is related to the overall well-being of college students. Literature suggests social support buffers a negative effect of distress on academic performance. A multiple linear regression was conducted to examine the association between anxiety, depression, social support, and academic performance. Some findings were not congruent with the literature. Although social support had a significant moderating effect, it did not necessarily buffer the negative influence of depression on academic performance. Surprisingly, among the group who reported having low social support, depression had a positive relationship with academic performance. After eliminating an insignificant moderating effect of social support on the relationship between anxiety and academic performance, the total effect of anxiety on academic performance was not significant. The implication of the findings is not to disregard mental health issues; rather, it is possible that these students are more difficult to reach due to less visible symptoms and/or succeeding academically.

How do social and parasocial relationships on TikTok impact the well-being of university students? The roles of algorithm awareness and compulsive use

Social media now has emerged as one of the most widely used communication channels. The objective of this work is to verify the factors that influence the compulsive use of TikTok, as well as the mediating role of algorithm awareness, and to identify the predictors of well-being related to the use of TikTok. In the present work, the relevance of the study of PSRs and FoMO that affect the compulsive use of TikTok in young people is discussed. A total of 379 young university students (56.7 % girls) between 15 and 25 years old (M = 19.80; S.D. = 1.49) were surveyed using self-reports. Data treatment followed serial mediation through structural equation modeling. The results showed that exist significant relationships between these variables. Likewise, they reinforce the understanding of the diversity of the mechanisms of social and parasocial motivations on compulsive use and well-being. The results highlight the need to strengthen the training and education of young people in the appropriate and regulated use of TikTok in the university setting.

Evaluation of Resilience and Mental Health in the "Post-Pandemic Era" among University Students: Protocol for a Mixed-Methods Study.

The mental well-being of university students has been a growing concern in Public Health and has been exacerbated by the COVID-19 pandemic. The pandemic (including the post-pandemic era) introduced and exacerbated a variety of potential stressors for vulnerable individuals and communities, resulting in an increase in mental health issues among university students. Resilience, as a process, is the ability of a system to adapt and grow in the face of adversity. This is a crucial aspect to consider when examining the coping of university students in critical situations such as COVID-19. This study aims to assess the association between resilience and mental health outcomes among university students in Cyprus during the post-COVID-19 pandemic era. A parallel embedded mixed methods research design will be utilized to assess resilience, measured by the Conner-Davidson Resilience Scale (CD-RISC), the COVID-19 Impact Scale (CIS) and mental health outcomes measured by the Symptom Checklist 90-Revised (SCL 90-R), during the COVID-19 post-pandemic era (January 2022-July 2024) among university students in the Republic of Cyprus. The study will be conducted in two stages: a pilot study followed by the main study. Quantitative data will be collected through a web-based survey, while qualitative data will be obtained through in-person focus groups designed to capture participants' experiences. Participants will be recruited using a proportional quota sampling approach to achieve representativeness based on predefined demographics. The study protocol has been approved by the Cyprus Bioethics Committee (approval no: EEC/EP/2023/31). This study is expected to broaden our understanding of the intricate interactions between the COVID-19 pandemic's impact, resilience, and mental health outcomes. The focus on university students' psychological wellbeing is consistent with the call by the WHO to focus on mental health (World Health Organization, 2019).

Exploring Well-being in College Students: The Influence of Resilience and Social Support

Resilience and social support are pivotal factors in fostering positive mental health outcomes and enhancing overall well-being among students. With this in mind, the present study sought to examine the impact of resilience and social support on subjective well-being among college students. Employing a quantitative research approach, the researchers utilized a descriptive- correlational technique to survey 255 college students. Standardized instruments, validated by experts and subjected to reliability testing, were employed for data collection. The statistical analysis revealed that students exhibited a high level of resilience and perceived social support. Moreover, students reported a high level of subjective well-being. Notably, correlation analysis highlighted a significant relationship between resilience, social support, and subjective well-being. Regression analysis further underscored the influential role of resilience and social support in shaping subjective well- being. This finding suggests that students with higher resilience levels are better equipped to manage stress and adversity, while those with robust social support networks benefit from emotional, informational, and practical assistance, thereby contributing to an enhanced sense of well-being.

The importance of belonging for well-being in college students

The importance of belonging for well-being in college students

Yoga as a therapeutic approach to mental health in university students: a randomized controlled trial.

The purpose of this study has been to analyze the efficacy of a yoga-based intervention on stress, emotional wellbeing, state anxiety and trait anxiety in university students. This study was a randomized controlled trial. The sample consisted of 129 university students, of which 65 underwent a yoga training for 12 weeks and a control group that did not carry out any type of intervention. The primary outcome was stress, which was collected through The Perceived Stress Scale (PSS). The secondary outcomes were emotional wellbeing which was measured through the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), and anxiety through State-Trait Anxiety Inventory (STAI). All variables were measured before and after the intervention. Participants in the experimental group showed statistically significant improvements in the primary outcome perceived stress (Cohen's d = 0.44) and the secondary outcomes emotional wellbeing (Cohen's d = 0.47), and both state anxiety (Cohen's d = 0.38) and trait anxiety (Cohen's d = 0.80) compared to the control group that did not carry out any type of physical training. This study demonstrated that a 12-week yoga intervention can significantly reduce perceived stress and anxiety, and improve emotional wellbeing in university students. Initially, the experimental group (EG) reported higher levels of stress and anxiety than the control group (CG), but after the intervention, the EG experienced significant improvements compared to the CG.

The interplay of academic emotions and teacher interpersonal behaviors on psychological well-being of university students in China

This paper investigated the association between students’ perceptions of teacher autonomy-supportive and controlling interpersonal behaviours, positive and negative academic emotions, and subjective vitality and emotional exhaustion. Study 1 employed a cross-sectional survey design to collect data from 328 undergraduate students from three public universities in China. Study 2 employed an experimental design and collected data from 64 undergraduate students. The results of the structural equation modelling with latent variables indicated that teacher autonomy-supportive interpersonal behaviours did not reduce negative academic emotions, and negative emotions did not explain subjective vitality, while positive emotions did not explain emotional exhaustion. These findings suggest that positive and negative emotions are mutually exclusive in predicting subjective vitality and emotional exhaustion. The study discusses the implications of these findings for instructors’ interpersonal behaviours and the role of emotions in predicting students’ psychological well-being in the Chinese context.

Online Video-Mediated Compassion Training Program for Mental Health and Well-Being of University Students.

College students experiencing psychological distress have significantly greater negative emotions than students who practice compassionate thinking. We have developed Eight Steps to Great Compassion (ESGC), an innovative brief and no-cost online video training program about how to increase compassion among busy and young adult university students. To examine the effectiveness and benefits of the ESGC, a single-group pre-test-post-test quantitative design with undergraduate university students (N = 92; Mage = 20.39) evaluated its effects. The results from the post-test showed that the ESGC had a significant positive impact on increased feelings of compassion towards oneself, compassion for others, and the sense of personal well-being from the pre-test. The analysis of the PERMA-Profiler subscales also reflected a statistically significant increase in overall well-being and health and a decrease in negative emotions and loneliness. From the Post-Survey Lesson Feedback, 88% of the participants reported significant positive changes in themselves and the way that they live due to the program. These findings appear to show important implications for improving healthy minds and reducing negative emotions among university students.

The effects of social support and parental autonomy support on the mental well-being of university students: the mediating role of a parent–child relationship

The COVID-19 pandemic, as well as the complex response techniques employed to halt its spread, are both detrimental to mental and emotional well-being. Students’ lives have been damaged by social alienation and self-isolation. These effects must be detected, analyzed, and dealt with to make sure the well-being of individuals, specifically students. This research examines the impact of parent–child relationships, parental autonomy support, and social support on enhancing students’ mental well-being using data collected from post-COVID-19. The Potential participants were students from several universities in Pakistan. For this reason, we chose Pakistan’s Punjab province, with 8 prominent institutions, as the primary focus for data collection. A questionnaire was created to gather information from 355 students. For descriptive statistics, SPSS was used, while AMOS structural equation modeling was used to test hypotheses. The findings revealed that social support on mental well-being (standardized β = 0.43, t = 7.57, p < 0.01) and parental autonomy support was significant and positively related to mental well-being (standardized β = 0.31, t = 5.016, p < 0.01), and predicted parent–child relationships. Furthermore, the parent–child relationship strongly mediated the association between social support, parental autonomy support, and students’ mental well-being. This research proposes that good social support and parental autonomy support improve parent–children relationships and contribute to students’ mental well-being.

Better emotion regulation mediates gratitude and increased stress in undergraduate students across a university semester.

It is well established that university students are vulnerable to poor mental health. Although increased gratitude has been shown to reduce stress among students, a clearer understanding of key mechanisms underpinning this relationship are needed to better inform theoretical models and potential interventions targeted at improving well-being in university students. The present study provides the first direct test of whether capacity for emotion regulation mediates the relationship of gratitude with stress at the beginning and middle of the academic semester. This study is also the first to assess this relationship in a cross-lagged panel mediation model. We used a repeated measures design and a total of 343 undergraduate students completed two online surveys with validated measures of gratitude, stress, and emotion regulation-one at the beginning and the second in the middle of the academic semester. Results showed that emotion regulation mediated the relationship between gratitude and stress at the beginning of semester, and again 6weeks later. A Clogg's z-score test suggested that the strength of the indirect effect significantly increased across the two time points. A post-hoc cross-lagged panel model found that high gratitude at the beginning of the semester predicted low stress in the middle of the semester via emotion regulation. These data provide novel evidence that emotion regulation may serve as a key protective factor against undergraduate stress. The results provide evidence to support leading theories on how gratitude can reduce stress and promote well-being in university students. They also highlight the practical importance of strengthening emotion regulation abilities in university students and can be used to inform future targeted interventions to improve well-being in university students.

The Impact of Resilience Interventions on University Students’ Mental Health and Well-Being: A Systematic Review

Attending university is a time of considerable change, and there are rising concerns about the mental health and well-being of university students, leading to calls for a whole-university approach to student support. Resilience interventions offer an opportunity to improve mental health and well-being, whilst also developing a much sought-after graduate attribute. We conducted a systematic review of interventions designed to increase university students’ levels of resilience and examined the impact of these on students’ mental health and well-being. Five databases identified 1377 unique records, 47 of which were eligible for inclusion. Eligible studies were drawn from a range of countries and adopted different designs, with the most common being the randomised controlled trial (RCT). Interventions were classified into mindfulness, skills-based, psychoeducation, and coaching, with delivery both online and face-to-face. The most common outcomes were depression, anxiety, stress, and well-being. The ‘Quality Assessment Tool for Before-After (Pre-/Post) Studies’ was used to assess the risk of bias with most studies rated as fair. Overall, the studies indicated that there is little evidence of a positive effect on depression, but stress and anxiety may be reduced following interventions. Well-being data were inconclusive. Interestingly, most interventions did not impact measures of resilience or mindfulness, despite the training targeting these constructs. The available research is currently limited and there is a need for more high-quality designs providing descriptions of interventions.

Research on the influencing factors of subjective well-being of Chinese college students based on panel model.

The subjective well-being of Chinese college students has always been a topic of concern. Subjective well-being is an overall evaluation of the quality of life according to the standards set by individuals, which is of great significance to the development of college students. Based on the data published in the past 5 years of China's comprehensive social survey, this study uses panel model and adversarial explanatory structure model to analyze the influencing factors of subjective well-being of Chinese college students from five dimensions: social equity attitude, parental education, use of network, social interaction and physical health. The results show that social justice attitude, parents' education, network use, social interaction and physical health have a positive impact on the subjective well-being of Chinese college students. Among them, the use of the network and the education of parents mainly affect the social justice attitude, social interaction attitude, physical health status, and ultimately affect the subjective well-being of college students. Based on the above conclusions, this study proposes strategies to improve the subjective well-being of college students, which has certain reference and guiding significance for educators and decision makers, and has reference significance for developing countries.

Analyzing the impact of unemployment on mental health among Chinese university graduates: a study of emotional and linguistic patterns on Weibo.

This study explores the intricate relationship between unemployment rates and emotional responses among Chinese university graduates, analyzing how these factors correlate with specific linguistic features on the popular social media platform Sina Weibo. The goal is to uncover patterns that elucidate the psychological and emotional dimensions of unemployment challenges among this demographic. The analysis utilized a dataset of 30,540 Sina Weibo posts containing specific keywords related to unemployment and anxiety, collected from January 2019 to June 2023. The posts were pre-processed to eliminate noise and refine the data quality. Linear regression and textual analyses were employed to identify correlations between unemployment rates for individuals aged 16-24 and the linguistic characteristics of the posts. The study found significant fluctuations in urban youth unemployment rates, peaking at 21.3% in June 2023. A corresponding increase in anxiety-related expressions was noted in the social media posts, with peak expressions aligning with high unemployment rates. Linguistic analysis revealed that the category of "Affect" showed a strong positive correlation with unemployment rates, indicating increased emotional expression alongside rising unemployment. Other categories such as "Negative emotion" and "Sadness" also showed significant correlations, highlighting a robust relationship between economic challenges and emotional distress. The findings underscore the profound impact of unemployment on the emotional well-being of university students, suggesting that economic hardships are closely linked to psychological stress and heightened negative emotions. This study contributes to a holistic understanding of the socio-economic challenges faced by young adults, advocating for comprehensive support systems that address both the economic and psychological facets of unemployment.

Exploring the Role of Emotional Intelligence on Mental Health and Wellbeing of University Students in China

Objectives: Emotional intelligence is the ability of an individual to manage emotions and facilitate thinking. Emotional intelligence can also affect psychological and behavioral aspects of individuals. This study investigated the role of emotional intelligence of university students in defining their mental health and psychological well-being with the moderation of perceived social support. Methods: A quantitative research methodology with a sample size of 267 university students in China was used for collecting data through a questionnaire. SPSS program was used for data analysis and to incorporate linear regression analysis for evaluating the significance between variables. Results: The result of the regression analysis revealed that emotional intelligence had a significant impact on the psychological well-being and mental well-being. Conclusion: The analysis of the study disclosed that the moderation of perceived social support was significant for the direct relationship between emotional intelligence on the psychological well-being. However, the moderation was insignificant on the relationship between emotional intelligence and mental health. In the last sections of the study, the study pointed out limitations, significance, and the potential for future research.

Latent Profile Analysis of Eating Disorders and Emotional Well-being in College Students

Abstract Background: University students face a unique combination of academic pressures, transitional life stages, and potential social isolation, which can contribute to the development of unhealthy eating patterns and emotional problems. Objectives: To explore the association between quality of life, emotional problems, and eating disorders (ED) among university students, using Latent Profile Analysis (LPA) to identify distinct eating profiles. Methods: This cross-sectional exploratory study involved a total of 1,798 university students from Brazil and Canada (mean age= 21.2; women = 78.4%). The instruments used included the Addiction-like Eating Behaviour Scale (AEBS), Depression, Anxiety, and Stress Scale (DASS-21), WHOQOL-bref, Yale Food Addiction Scale 2.0 (YFAS), Difficulties in Emotion Regulation Scale (DERS), and Impulsive Behavior Scale (UPPS-P). Results: The LPA, conducted based on the AEBS raw scores due to the absence of diagnostic criteria, identified three eating behavior profiles: Profile 1 with lower scores in AEBS and YFAS, indicating a healthy eating pattern; Profile 2 with high scores, reflecting eating compulsion; and Profile 3 with intermediate characteristics. Profile 2, associated with higher levels of anxiety, depression, and stress, showed a significantly reduced quality of life. No differences were detected regarding nationality, gender, type of university, or housing. Conclusion: The results highlight the complex relationships between eating behavior, mental health, and quality of life in university students, underscoring the need for targeted interventions to improve their well-being. Thus, ED and their consequent impact on mental health and quality of life are increasingly recognized as critical issues among university students, a group uniquely vulnerable to such challenges due to transitional life stages and academic pressures. Keywords: Latent Profile Analysis, Eating Disorders, University Students, Mental Health, Cross-Sectional Study.

Intervention Algorithm for College Students' Psychological Problems Based on Decision Tree

College students often face a variety of psychological problems due to the transition to higher education, academic pressure, social challenges, and lifestyle changes. Common psychological issues among college students include stress, anxiety, depression, loneliness, and adjustment difficulties. These problems can significantly impact students' academic performance, overall well-being, and quality of life. Factors such as academic workload, financial stress, relationship issues, and homesickness can exacerbate psychological distress among college students. This paper presents an innovative approach to addressing college student mental health challenges through the integration of a Recommender System with Psychometric Data Analytics (RC-PDA). With rising concerns about the psychological well-being of college students, there is a growing need for personalized and targeted interventions to support their mental health needs. RC-PDA offers a novel solution by harnessing psychometric data and decision tree algorithms to provide personalized assessments and interventions tailored to individual student profiles. Through the analysis of psychometric data, RC-PDA accurately predicts student well-being levels and guides the implementation of interventions aimed at alleviating stress and promoting mental health. This paper discusses the methodology and findings of a study that evaluates the effectiveness of RC-PDA in supporting college student mental health. Through the analysis of psychometric data, RC-PDA accurately predicts student well-being levels with an average accuracy of 85% and guides the implementation of interventions aimed at alleviating stress and promoting mental health. This paper discusses the methodology and findings of a study that evaluates the effectiveness of RC-PDA in supporting college student mental health. Results demonstrate the utility of RC-PDA in predicting student well-being levels and reducing stress levels by an average of 20% through targeted interventions.

Meta-analysis of the relationship between social support and subjective well-being of Chinese college students

[Objective] To explore the relationship between social support and college students' subjective well-being based on the social support rating scale, and explore the research characteristics that affect the relationship between the two. [Methods] We searched the databases of CNKI, Wanfang and VIP, collected the articles on social support and college students' subjective well-being published from 2003 to 2023, and used CMA software to conduct meta-analysis. [Results] A total of 40 articles were included and 40 independent samples were generated, with a total of 27740 samples. The results showed that subjective support, objective support and utilization of support were positively correlated with the overall subjective well-being of college students, life satisfaction and positive emotions, and negatively correlated with negative emotions. The correlation between the two was regulated by the test group, that is, the correlation between the two was different in different test groups.

The role of digitalization in knowledge exchange and sources of knowledge acquisition for students’ well-being

ABSTRACT The purpose of this study is to evaluate the psychological well-being of university students in the context of the impact made by knowledge exchange in online learning. The research includes case analysis and collects feedback from students and teachers on tasks in digital format. The study involved 219 students from two Russian universities, who formed experimental and control groups. Before the cluster training program, both groups took the “Psychological Well-being Test” method at the start of the educational process. After completing the digital knowledge exchange program, students took the test again. The results showed a significant correlation between the experimental and control groups. There was a significant improvement in the effectiveness of students in the experimental group in terms of interpersonal interaction during the preparation of reports (p = 4.187). Practically, this study confirms the effectiveness of digital knowledge exchange in the context of improving the well-being of students.

The Impacts of Visible Green Spaces on the Mental well-being of University Students

The benefits of green spaces on individuals’ health have been widely acknowledged due to their inherent natural qualities. Currently, university students are experiencing significantly higher levels of mental health problems than other social groups. There is a scarcity of studies examining the association between built environment factors and mental health issues among university students, particularly in the Chinese context. University campuses in China are physically isolated, secluded communities, and in this respect, they differ markedly from the spatial organisation patterns of Western universities. Therefore, this study focuses on the correlation between the extent of green space exposure within closed university campuses and the occurrence of mental health issues among resident students. A deep-learning methodology incorporating streetscape images, remote sensing data, and multilevel linear modelling is employed in order to facilitate a comprehensive analysis. The results demonstrate a negative correlation between green space exposure on campus and the level of mental health issues among university students. Individual socio-demographic characteristics, such as whether a person has a partner, are also found to influence the level of mental health issues that they experience. In addition, a significant relationship is found between travel patterns and mental health issues, with students who walked regularly having a lower incidence of mental health issues than those who drove. Our research indicates that, in order to foster healthier communities and enhance social inclusion, urban planners should prioritise the development of greener campuses and urban transport services to improve accessibility to green spaces.