Well-being Of College Students Research Articles

Latent profiles of emotion regulation among university students: links to repetitive negative thinking, internet addiction, and subjective wellbeing.

Recent years have seen a deterioration in the mental health of university students and notable surge in the need for psychological support. Due to its links to psychopathology and high-risk behaviors, difficulty in emotion regulation frequently serves as a transdiagnostic dimension. This cross-sectional study used a person-centered analytical approach (latent profile analysis; LPA) to identify groups of Portuguese university students with similar profiles of emotion regulation difficulties (N = 261; Mage = 22.5 ± 1.2 years; n = 213 female) and describe how these groups differ in their presentation of repetitive negative thinking, internet addiction, and subjective wellbeing. The analyses identified four latent profiles: 14.5% of students showed global dysregulation (the Low Emotion Regulation Profile), 23% were moderately dysregulated with elevated problems in goal-directed behavior (the Moderate Emotion Regulation Profile), 8% showed specific difficulties with low emotional awareness and clarity (the Low Insight Profile), and 54.4% showed adaptive emotion regulation (the High Emotion Regulation Profile). As anticipated, the Low Emotion Regulation Profile had the lowest subjective wellbeing and the highest prevalence of repetitive negative thinking and internet addiction. Students with a Low Insight Profile also showed low subjective wellbeing, but less repetitive negative thinking compared to the Low Emotion Regulation Profile. Our findings suggest that interventions aimed at improving health and wellbeing among university students should consider each student's unique set of emotion regulation difficulties, rather than focusing on particular strategies. Further research may help determine whether emotion regulation profiles can serve as predictive indicators of varying mental health trajectories and subjective wellbeing in university students.

The influence of early diet quality on the mental health of college students: the mediation effects of height and qi-deficiency.

In China, the prevalence of mental health issues among college students is a significant concern in society. This study aims to investigate the impact of early dietary quality on the psychological well-being of college students and elucidate the underlying mechanisms through which these effects occur, specifically focusing on height and qi-deficiency as mediators according to Chinese traditional medicine (CTM). A total of 655 college students were surveyed in October 2023 using paper-pencil-based questionnaires at four second-tier universities in Sichuan Province. The assessment included mental health, height, and qi-deficiency. Pearson's correlation and linear regression analyses were employed to examine the mediation model and test the hypotheses. The college students exhibited acceptable levels of early diet quality (M = 3.72) and mental health (M = 3.63), while also presenting mild qi-deficiency symptoms (M = 2.25). Their average height was measured at 164.61 cm. Early diet quality demonstrated significant associations with mental health (r = 0.38, p < 0.01), height (r = 0.32, p < 0.01), and qi-deficiency (r = -0.32, p < 0.01). Mental health displayed correlations with height (r = 0.32, p < 0.01) and qi-deficiency (r = -0.49, p < 0.01). The results of linear regression analyses revealed significant associations between early diet quality and mental health (β = 0.31, p < 0.01), height (β = 0.21, p < 0.01), as well as qi-deficiency (β = -0.26, p < 0.01). Furthermore, when early diet quality was included in the regression model, both height (β = 0.21, p < 0.01) and qi-deficiency (β = -0.35, p < 0.01) emerged as significant mediators in the relationship with mental health. The mediation model and hypotheses were strongly supported, demonstrating that early diet quality exerted an influence on the mental health of college students through two distinct pathways: height and qi-deficiency. Moreover, the mediating effect of qi-deficiency was found to be more pronounced than that of height in the relationship between early diet quality and mental health among college students.

Role of Media Consumption, Governmental Distrust &amp; Psychological Vulnerability in Predicting Affective Well-being of University Students &amp; Healthcare Professionals during COVID-19

The present research aimed to explore the role of media consumption, governmental distrust, and psychological vulnerability in predicting the practical well-being of university students and healthcare professionals during COVID-19. Two correlational studies were conducted. Study 1 was conducted with 411 university students (206 Women; 205 men), and it was conducted during the first lockdown in Pakistan. Study 2 was conducted during the thigh-intensity phase he COVID-19, and the sample comprised 375 healthcare professionals (198 women; 177 men). Both studies showed that higher levels of media consumption, governmental distrust, and psychological vulnerability were associated with lower levels of well-being. Our path models in both studies (with students and healthcare professionals) indicate that during the pandemic, participants’ level of media consumption, trust in the government, and their personal vulnerability were negatively associated with their affective well-being. These findings have implications for individuals’ affective well-being during healthcare crises such as the COVID-19 pandemic.

Starting well to stay well - randomised controlled trial of Whitu, an app for improving the well-being of university students

IntroductionUniversity students often face challenges to their well-being and up to a third develop mental health problems. Given high rates of smartphone use among this group, app-based digital mental health interventions may play a role in preventing these problems. Previously demonstrated to improve well-being and mental health outcomes in young people aged 16-25, ‘Whitu: seven ways in seven days’ is a well-being app based on positive psychology, cognitive behaviour therapy (CBT) and psychoeducation principles.ObjectivesThis randomised controlled trial was undertaken to evaluate the efficacy, usability and acceptability of Whitu with first year university students.Methods Ninety first year university students were recruited via a social media advertising campaign to take part in a prospective randomised controlled trial of Whitu against a standard university self-help website, with 45 participants in each arm. Primary outcomes were changes in well-being on the World Health Organisation 5-item well-being index (WHO-5) and short Warwick-Edinburgh mental well-being escale (SWEMWBS). Secondary outcomes were changes in depression on the Centre for Epidemiological Studies Depression Scale (CES-D), anxiety on the Generalised Anxiety Disorder seven item scale (GAD-7), self-compassion on the Self Compassion Scale- Short Form (SCS-SF), stress on the 10-item Perceived Stress Scale (PSS-10), sleep on the single-item Sleep Quality Scale (SQS), and self-reported acceptability of the app. Outcomes were evaluated at baseline, four weeks (primary study endpoint) and three months.Results At 4 weeks, participants in the intervention group experienced significantly higher mental well-being and significantly lower depression compared to controls. Emotional well-being among the Whitu group was greater in the intervention group at 3 months. Other outcomes did not differ between groups. User feedback was positive, with 88% of those who provided feedback saying they would recommend the app to a friend.ConclusionsOur findings provide preliminary evidence that Whitu is an acceptable and more effective, scalable and multi-modal means of improving some aspects of well-being and mental health among university students than direction to a self-help website.Disclosure of InterestNone Declared

Psychological Distress During COVID-19: Its Association With Stress, Emotion Regulation, and Sleep

Background and Objective The COVID-19 pandemic has been linked to an increase in psychological distress and mental disorders worldwide. The objectives of this study were to investigate the correlates of psychological distress during the COVID-19 pandemic and explore whether the relationship between stress and psychological distress was mediated by cognitive emotion regulation strategies and sleep.Methods Four hundred ninety-six university students completed the Mental Health Inventory, the Insomnia Scale, the Cognitive Emotion Regulation Questionnaire, and the Perceived Stress Scale.Results Female gender and younger age were related to stress, sleep difficulties, and psychological distress. Stress was positively correlated with psychological distress and these two variables were associated with sleep difficulties, negative cognitive emotion regulation strategies (both positively), and positive cognitive emotion regulation strategies (inversely). In mediation analyses, there was a statistically significant positive direct/indirect impact of stress on psychological distress. The indirect pathways linking stress to psychological distress were: through an increase in negative cognitive emotion regulation strategies or a reduction in positive ones; through sleep difficulties; and through negative cognitive emotion regulation strategies and sleep. Female gender had a positive impact on sleep difficulty index, negative cognitive emotion regulation, and psychological distress.Conclusions The cognitive-emotional arousal associated with stress, as well as the maladaptive cognitive emotion regulation to cope with stress, may be implicated in the genesis and maintenance of sleep difficulties and distress during the pandemic. Strategies that include stress management, emotional self-regulation, and sleep hygiene should be implemented to promote the mental/psychological well-being of university students in future public health crises, such as the COVID-19 pandemic.

Patterns of adverse childhood experiences and associations with lower mental well-being among university students

BackgroundUniversity students report high levels of adverse childhood experiences (ACEs), which can lead to severe mental health problems. Understanding how ACEs impact well-being in this population is essential, yet research to date is limited. ObjectiveTo explore ACE patterns and their association with lower well-being in university students. Participants and setting1023 Spanish students (71.6 % female) aged between 18 and 64 years old (M = 20.10, SD = 3.93) completed a self-report questionnaire. MethodsThis study used a cross-sectional design. The ACE International Questionnaire (ACE-IQ) and the Short Warwick-Edinburgh Mental Well-being Scale were used to assess, respectively, childhood adversities and mental well-being. Latent Class Analysis and regression modeling were conducted to analyze the link between ACEs and lower mental well-being, considering the covariates of age, country of origin, sexual orientation, and mental illness. ResultsFour ACE classes were identified: Low ACEs (49.5 %), Dysfunctional Household (12.3 %), Household and Peer Abuse (31.0 %), and High ACEs (7.2 %). The regression analysis (F(3, 1007) = 19.2, p < .001, R2adj = 0.054) successfully predicted well-being scores based on ACE classes. When compared with the Low ACE class, all other classes exhibited lower levels of well-being. Age, sexual orientation, and mental illness were also related to lower well-being, with mental illness having the strongest negative effect (β = −0.635, t(1015) = −6.49, p < .001). ConclusionsThese findings underscore the relationship between childhood adversity and mental health, offering insights for future prevention efforts and enriching our understanding of ACEs and their impact on well-being.

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

IntroductionThe COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.MethodsIn this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).ResultsThe model relating the study variables showed an adequate fit: χ2(4) = 31.5, p &amp;lt; 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p &amp;lt; 0.001, and from academic engagement, β = 0.61, p &amp;lt; 0.001. Additionally, a 43% variance was explained in satisfaction with studies.ConclusionThis study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.

A Scar in Each of Us: LGBTQ+ College Student Well-Being in Texas During the COVID-19 Pandemic

The purpose of this article is to highlight the effects of the COVID-19 pandemic on mental health, access to care, housing, education, employment, and food security among LGBTQ+ college students in Texas. An online survey was distributed during the Fall 2021 and Spring 2022 semesters. Inequalities were examined across outcomes based on age, ethnicity, and income. A qualitative analysis of narrative responses was also completed. Significant impacts were noted during the pandemic across all factors studied. Self-perceived mental health was particularly affected, including measures of depression, sleep disturbance, anxiety, anger, personality functioning, and suicidal ideation. Age, race/ethnicity, and income were associated with significant differences in housing, food security, employment, and access to mental healthcare. Four major themes arose from the narrative responses which focused on instability, educational challenges, mental health implications, and resilience and coping strategies. The unique geographic and political factors in Texas during this time are also discussed as exacerbating factors. As public health entities prepare to better care for vulnerable populations, this study identifies multiple factors where change is needed to improve overall health in LGBTQ+ college students.

The efficacy of a virtual and in-person mindfulness-based intervention course on university students’ during COVID-19 pandemic

Objective: The purpose of this research was to evaluate the impact of a mindfulness-based intervention (MBI) on university students during the COVID-19 pandemic. Methods and participants: There were 53 participants who voluntarily enrolled in a mindfulness course at a regional state university (24 virtual and 29 in-person) and 56 in the control group. Participants completed surveys at the beginning and end of the course on mindfulness, life satisfaction, and resilience. Results: Results revealed that the in-person group showed significantly higher mindfulness, life satisfaction, and resilience over the course of the semester. The virtual group showed increases across all three variables as well, but only significantly improved on resilience. Conclusion: Results indicate that the inclusion of MBIs in university courses may be a cost-effective and proactive means to support the mental health and well-being of college students, and that in-person delivery may be a more effective modality.

The challenges of mental health in Chilean university students.

Mental health is a crucial issue in Chile and worldwide, gaining even more relevance following social events in Chile in 2019, including the sociopolitical crisis and the COVID-19 pandemic. In Chile, over 20% of adolescents experience mental health problems such as anxiety, depression, and stress, with many going untreated due to limited access or the stigma associated with these issues. The COVID-19 pandemic has exacerbated this situation, with a 25% increase in the prevalence of anxiety and depression. The university population is particularly vulnerable to mental health challenges due to the unique pressures of the academic environment, including increased academic demands and the acquisition of university-related behaviors that can negatively impact physical and mental health, with notable gender differences. Effectively addressing these issues is essential for ensuring the emotional and psychological well-being of university students. Specific policies and programs are needed to address the mental health needs of university adolescents and ensure that they have access to mental health services required to navigate the challenges of daily life. A methodology reflective of the essayistic approach guides this exploration, which is characterized by critical reflection and structured argumentation.

The impact of college students' achievement motivation on subjective well-being: Self-efficacy as a mediating variable

Purpose: The purpose of this study is to analyze the factors affecting college students' subjective well-being and the relationship between research achievement motivation, self-efficacy and emotional well-being among college students.&#x0D; Design/Methodology/Approach: 1,082 students were selected from 10 universities in Guangxi Province using a convenience sampling method. Questionnaires were administered based on achievement motivation, self-efficacy and subjective well-being scales. The data were analyzed using SPSS 24.0 and AMOS 22.0.&#x0D; Findings: College students' achievement motivation has a significant positive effect on emotional well-being. Self-efficacy acts as a mediator in the relationship between achievement motivation and subjective well-being.&#x0D; Conclusion: Achievement motivation can stimulate positive actions and efforts in college students enabling them to face challenges and difficulties more confidently. Approving activities and increased confidence enhance students' self-efficacy improving their subjective well-being.&#x0D; Research Limitations The interpretation of study results and inferences is constrained in sampling because of the time and expertise of the researchers.&#x0D; Practical Implications: It is possible to effectively improve college students' subjective well-being by focusing on the development of achievement motivation, self-efficacy and social support.&#x0D; Contribution to the Literature: This study further clarifies the influence of achievement motivation on subjective well-being and the mechanism of self-efficacy which is a supplement to the current research in this field at the same time. It also helps to enrich and perfect the research on achievement motivation, self-efficacy and subjective well-being of college students.

Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education

Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship, with a particular emphasis on the barriers and enablers to independent learning and the implications for the wellbeing of university students as part of a whole university approach. Drawing on data from a large national student survey and nine focus groups with university staff conducted during the formulation of the University Mental Health Charter, the findings demonstrate important intersectionalities between independent learning and student wellbeing. In particular, they highlight that facilitating independent learning has the potential to allow students to flourish in higher education but only when factors relating to accessibility, inclusivity, expectations, and goals are explicitly addressed. Going forward, it is imperative that these links are more widely acknowledged and addressed within higher education research, policy, and practice to ensure that students are supported to develop as learners during both their transition into university and their journey through and beyond their studies.

Variations in anxiety and emotional support among first-year college students across different learning modes (distance and face-to-face) during COVID-19.

College students with more emotional support experience lower levels of anxiety and other psychosocial and behavioral problems. During the COVID-19 pandemic, the emotional well-being of college students was additionally challenged by an abrupt shift to distance learning followed by a return to face-to-face classes. In this exploratory study, we compared the levels of perceived emotional support and anxiety among incoming first-year undergraduate students, prior to starting classes, which included different learning modes in five semesters of instruction from 2021-2023 (three distance semesters and two face-to-face semesters). Data from 8659 undergraduate students were extracted from a Mexican state university database, corresponding to students' responses collected during new student orientation week. Participants were students in the arts and humanities (9.7%), social and legal sciences (38%), life and health sciences (28.9%), and engineering and architecture (23.4%). Anxiety levels were measured with the GAD-7 scale, and emotional support was measured using a subscale of the PERACT-R (To go through with resilience) inventory. Comparisons of emotional support and anxiety scores among semesters revealed highly significant differences with small effect sizes. Anxiety levels increased significantly with mean average of 6.65 SD(5.52) during the baseline measure to the highest in 2022-2 to 7.53 SD(5.3) and Emotional Support decreased systematically each semester from baseline mean = 8.03 SD(2.0) to the lowest 7.52 SD(1.8) in 2022-2. The results show that a return to face-to-face classes was associated with increased anxiety levels, whereas levels of emotional support systematically decreased across the five semesters. MANOVA analysis revealed significant differences in anxiety and emotional support scores between semesters, with peaks during the learning mode semester that students returned to face-to-face classes after distance learning even after adjusting for gender. Given that the effect of emotional support on anxiety may be related to success in future educational and professional activities, it is important to develop interventions to restore and increase college students' emotional support levels and develop anxiety management strategies.

Resilience of University Students During the Coronavirus Disease 2019 Pandemic and Results of a Pilot Positive Psychotherapy Intervention Study.

University students were significantly affected by the 2019 coronavirus disease pandemic, with significant impacts on their mental health, resilience skills, and life skills. The primary aim of this study was to evaluate these parameters by focusing on the experiences of 472 university students as well as examining correlations between mental states, resilience, and life skills. The secondary aim was to conduct a pilot study of a 10-week psychoeducation program that uses positive psychotherapy to improve resilience skills. The first phase of this research project was designed as a quantitative and correlative study, while the second phase was designed as a quasi-experimental model. Data collection tools used in the first phase included the Sociodemographic Information Form, Life Skills Scale (LSS), Symptom Checklist (SCL90R), and Brief Resilience Scale (BRS). The Resilience Scale for Adults (RSA) was used in the second phase. The sample group for the first phase was 472 university students from several university institutes in Cyprus, while the quasi-experimental group consisted of 33 psychology students from the University of Cyprus. The average mental symptoms score for students based on SCL90R was 1.10 ± 0.70, showing they have psychological symptoms and grievances. Significant negative correlations were found between the BRS general score and the LSS general and SCL90R scores (all P = .001). The model was found to be significant and could explain 18.5% of the effect according to the predictive status of LSS and SCL90R scores in BRS scores. In conclusion, this study provides vital insights into the mental well-being of university students during the pandemic. The findings reveal a concerning prevalence of psychological symptoms and distress among students, indicating a significant impact of the COVID-19 crisis on their mental health. This research also demonstrated the effectiveness of targeted interventions. The positive changes in resilience skills and reduced mental health symptoms observed after the 10-week study period highlight the importance of proactive approaches. This study underscores the urgent need for accessible mental health resources and tailored support mechanisms for university students, especially during times of crisis. Addressing these issues is crucial for fostering a resilient and mentally healthy student population.

Understanding the impacts of COVID-19 pandemic on mental health and well-being among university students in Dhaka, Bangladesh: A nested mixed-methods study

BackgroundUniversity students are more at risk of mental illness compared with the general population. Declaration of a global COVID-19 pandemic led the Bangladesh government in March 2020 to implement a national lockdown, home quarantining, social distancing measures, and closure of educational institutions. We aimed to explore the impact of lockdown on the mental health and well-being of university students in Bangladesh. MethodsA nested mixed-methods survey design was undertaken using a semi structured questionnaire and in-depth interviews conducted by telephone of 73 university students (mean age of 22 years, range 18 to 26-years-old) attending public and private academic institutions in Dhaka. A questionnaire was developed de-novo and pre-tested. Qualitative, open-ended questions were used to understand experiences regarding students’ mental health and well-being, their perceptions of COVID–19, and coping strategies. ResultsFifty nine percent of students reported that lockdown had a significant impact on their mental health and well-being. They described difficulties with social isolation and loneliness, motivation, and interpersonal conflict within families. Students' knowledge of COVID-19 were high with television, newspapers, online, and social media were main sources of information; few relied on government reports. Most pressing concerns were timely graduation and employment (83%), not being able to socialize (46%), being stuck at home (37%), and financial difficulties regarding university fees (29%). Additional underlying stressors included financial insecurity of respondents’ households and parental health. Coping strategies included watching television or films, online meetings with friends, social media, as well interactions with family. ConclusionAs a result of Bangladesh's first national lockdown, university students experienced negative effects on their mental health and well-being. There is an urgent need for greater proactive measures within educational settings, such as mental health literacy programmes and diagnosis management that could mitigate and prevent adverse impacts of future lockdowns.

Binge Drinking and its Relationship with Suicidal Thoughts and Suicidal Attempts in University Students

AbstractBinge drinking, notably common among university students, poses health risks. Despite a significant global concern about suicide, especially among young people, research on the connection between binge drinking and suicide in university students is limited. This cross-sectional study investigated the relationship between binge drinking, suicidal attempts, and suicidal thoughts among university students from two institutions. Among the 2178 participants from public universities, 4.0% reported suicidal attempts, and 26.5% reported suicidal thoughts. Binge drinking did not show a significant association with suicidal attempts or suicidal thoughts. The results revealed that female gender (OR 1.62, 95% CI: 1.32–2.01; p &lt; 0.001) and alcohol use disorder (OR 2.23, 95% CI: 1.49–3.55; p &lt; 0.001] were independent predictive variables for suicidal behavior. These findings underscore the need for targeted interventions addressing alcohol-related behaviors and mental health, particularly among females and those with alcohol use disorder, to enhance the overall psychological well-being of university students.

Assessment of mental wellbeing of university students in Bangladesh using Goldberg's GHQ-12: A cross-sectional study.

The mental well-being of university students is a primary public health concern worldwide, including in Bangladesh. The objective of this study was to determine the prevalence of the overall mental health status among Bangladeshi university students. The study used larger and more diverse sample compared to previous studies, and also explored factors associated with the mental health well-being of those students. Data were collected through an online questionnaire, utilizing the proportional allocation method, from students in various universities across Bangladesh. The sample included 2036 participants. The study applied Goldberg's General Health Questionnaire (GHQ-12) using the GHQ2+ threshold (i.e., having more than two symptoms). A binary outcome variable was created with two levels: "good mental health" and "poor mental health," to assess the mental health status of the university students. The explanatory variables were age, gender, academic year, type of university, and sources of personal expenses. Exploratory data analysis, association tests, and binary logistic regression models were used to identify factors influencing the outcome variable. A total of 55.9% of students (male: 52.6% and female: 62.8%) exhibited poor mental health status. Female students' mental health was found to be worse (odds ratio [OR]: 1.49, 95% confidence interval [CI]: 1.23-1.81) compared to that of males. Similarly, public university students displayed a worse mental health condition than their counterparts in private universities (OR: 1.29, 95% CI: 1.03-1.61). The overall mental health of university students in Bangladesh is concerning. There is a pressing need for effective mental health policies and interventions to bolster the mental well-being of university students, with a specific focus on students from public universities and females.

The impact of social media on the happiness of Chinese college students

BackgroundIn the contemporary academic milieu, an array of erudite investigations has meticulously delved into the ramifications of social media paradigms on the nuances of modern societal interactions. Predominantly, these scholarly endeavors have harnessed quantitative methodologies to discern both the advantageous and detrimental implications of social media. Notwithstanding these extensive analyses, there appears to be a conspicuous lacuna in the literature about the subjective repercussions of social media on the well-being and contentment of tertiary education students. In light of this gap, the present qualitative exploration seeks to elucidate the perceptions of Chinese collegiate individuals vis-à-vis the influence of social media platforms on their experiential happiness. MethodGuided by interpretative phenomenological analysis (Jonathan et al., 2022) [1], we conducted 3 semi-structured interviews with 5 university students. ResultUsing an interpretive phenomenology analysis approach four themes. They are (1) The Paradox of Temperance and Indulgence, (2) Identity Construction and Presentation, (3) Social Support and Connection, and (4) Social Comparison and Self-Evaluation. DiscussionFindings suggest that the individual well-being of college students may be affected by ambivalence between moderate and indulgent use of social media, social media interactions to maintain and enhance personal identity, and comparisons between individuals and certain online groups. Therefore, the government, higher education institutions, and college students should work together to build a safe and happy university life.

Levels of physical activity, physical and psychological well-being of university students, during the COVID-19 pandemic

The objective of the study was to evaluate the levels of physical activity practice and psychological well-being of university students, of both sexes, during the COVID-19 pandemic. We opted for the cross-sectional experimental design method, when addressing the variables of physical exercise, stress, depression and anxiety that were manipulated and combined to verify a greater change in the responses to be analyzed in the research proposal, that is, that greater levels of physical exercises would be related to minor negative symptoms in the sphere of mental health. The results showed that, according to the sample collected, the proposed relationship was not verified, since the prevalence rates of symptoms of anxiety, depression and stress showed normal rates, without scores that indicate significant severity in the health condition mental health, and thus not proving, in this study, that the time of weekly physical activity had a direct influence on the mental health of the evaluated individuals, either in the improvement or reduction of the negative symptoms. Thus, it was verified that the Brazilian university students of the respective sample, despite not having adequate levels of physical activity practice, presented mental health conditions with a low prevalence of negative symptoms related to the psychological profile, indicating, therefore, little significance regarding the study hypothesis that positive mental health indicators would be directly related to higher levels of physical activity. Key-words: Physical activity. University students. Anxiety. Depression. Mood states. Stress.

Exploring the Mechanisms Behind Well-Being: Social Support and Basic Psychological Needs

This study explores how social support and basic psychological needs influence the well-being of college students in Shandong, China. The primary objective of this research is to offer practical recommendations for improving the well-being of college students. The study involved surveys administered to 288 university students from three universities in Shandong, China. Data analysis was conducted using SPSS v22.0 and SmartPLS 4 software. Notably, the results showed that college students scored an average of (22.48 ± 5.40) for well-being. Moreover, the research correlation results indicated a strong positive relationship between social support and well-being (r = 0.732, p &lt; 0.01), as well as between basic psychological needs and well-being (r = 0.748, p &lt; 0.01). Furthermore, the path coefficients for social support and basic psychological needs concerning well-being were statistically significant (p &lt; 0.05), with values of β = 0.413 and β = 0.444. In conclusion, this study has identified significant well-being predictors among Shandong University students in China.