University Students In Australia Research Articles

Understanding stigma and attitudes towards hepatitis B among university students in Australia of Chinese and Vietnamese background

IntroductionHepatitis B is a significant public health concern and a leading cause of liver cancer across the world. In Australia, hepatitis B is largely endemic in migrant communities, particularly amongst the Chinese and Vietnamese communities. Negative attitudes towards hepatitis B can be a major barrier to hepatitis B testing and linkage to care. This mixed-methods research explores the attitudes and beliefs, including stigma, about hepatitis B among students of Vietnamese and Chinese background in Australia. Students were chosen as participants as there is little research examining hepatitis B among university students in Australia and they provide a point of entry to communities with high prevalence of hepatitis B, that otherwise may be hard to access.MethodsOnline surveys were distributed in Chinese, Vietnamese, and English via social media and completed by 112 students of Chinese and 95 students of Vietnamese backgrounds. In-depth interviews were also conducted with 13 Vietnamese and 10 Chinese participants to further explore the survey results.ResultsSurvey findings suggest that students have varied attitudes towards people living with hepatitis B. Around half of the participants reported they would behave negatively towards other people with hepatitis B and that they would expect to experience stigma or discrimination if they had hepatitis B. While over 70% in both samples reported that people who have hepatitis B should not be isolated by family and friends, 47.6% of the Chinese sample and 28.3% of the Vietnamese sample reported they would avoid close contact with someone with hepatitis B. The qualitative data expands on the quantitative data. Four key themes were identified: (1) Caution not discrimination (2) Hepatitis B as a sign of immoral behaviour (3) Discriminatory behaviour based on perceived effects of hepatitis B and (4) Shifting attitudes.ConclusionThis research provides insights that could inform culturally sensitive health promotion programs to address negative attitudes towards hepatitis B among the broader Chinese and Vietnamese communities living in Australia.

University students’ access and use of sexual and reproductive health services in Australia

University attendance can lead to changes in sexual behaviour that place people at increased risk of negative sexual and reproductive health (SRH) experiences; however, relatively few studies have explored access to and use of SRH services by university students in Australia. A convenience sample of students (N = 4291) from five universities completed an online survey to examine barriers and facilitators to accessing SRH services. Descriptive statistics were used to analyse variations by gender, sexuality, and enrolment status. Content analyses were conducted on responses to two open-ended questions. Over half (59%, 2934) had never spoken to a health professional about SRH issues. Of the 41% (1357) who had, female, non-binary/gender diverse, and Australian-born students were significantly more likely to have done so than students identifying as male, heterosexual, or as an international student. Frequently reported barriers to use of SRH services were ‘feeling embarrassed’, ‘being judged’ and ‘not knowing where to go’. LGBTQIA+ students along with international and overseas-born domestic students faced specific access barriers. Recommendations targeting student-identified barriers to access are offered, calling for universities to support student wellbeing by providing supportive, non-judgemental, and inclusive SRH promotion and health services that cater to needs of diverse student cohorts.

‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity

Higher education aims to educate diverse professionals to operate in an increasingly complex world. Yet, academic assessment practices still rely upon standardisation, namely, that all students should demonstrate their achievement in ways that are largely comparable, if not identical. In this study, we theorise assessment standardisation as a technology of normalisation upon student diversity and identities. Our study is located in one of the most complex learning settings in higher education: placements. We theorise how diverse students navigate the tensions arising from standardised assessment situations that assess highly personalised forms of learning in complex assessment settings. Our data material consists of longitudinal interviews with 16 disabled university students in Australia before, during, and after a placement. Our findings show that assessment suppresses and normalises students’ diverse identities, calling into question the inclusivity of such assessment practices. We discuss how assessment provides students with narrow ways of forming their professional identities. While this is the case for all students, the social consequences of assessment standardisation might be more crucial for those who do not fit the ‘norm’ set by assessment, such as disabled students in our case.

“You're on your own, kid”: A critical analysis of Australian universities' international student mental health strategies

AbstractMental ill‐health is a serious and growing problem among university students in Australia. Within this cohort, international students are particularly vulnerable. International students in Australia have fewer social rights than domestic students and are at elevated risk of social isolation, exploitation in employment, precarious housing, financial insecurity, and racism and discrimination. When mental health challenges arise, international students are also less likely than their domestic counterparts to access support services. Against the backdrop of this escalating problem, this article presents a critical analysis of Australian universities' policy approaches to international student mental health. We ask: (a) How many universities have such policies publicly available, and (b) how do these policies understand and seek to address the problem of international student distress? Drawing on a documentary analysis of publicly available university mental health strategies, we find that—in the comparatively rare cases where such documents exist—international students' mental ill‐health is generally framed in these documents as an individual concern, placing the onus on individual students to develop “resilience” and/or seek out help. Leveraging theoretical insights concerning the collective production of (mental) health and illness, we caution that this individualisation of student distress naturalises and depoliticises the logics of financial exploitation and neglect that contribute to many international students' mental health problems to begin with.

Food Choices, Sustainability and Australian Native Foods: Perceptions among University Students.

(1) Background: Urgent changes in our food choices are needed for more sustainable, resilient and equitable food systems. Australian native plant-based foods have both environmental and health benefits. Including these foods in our diet may reduce both the risk of chronic diseases and the impact of climate change. This study explored the perceptions and attitudes towards food choices, sustainability and Australian native plant-based food among university students. (2) Methods: A cross-sectional online survey was completed by 212 university students in Australia from October to December 2022. Questions included information about sociodemographic characteristics, food choices, Australian native foods and the impact on sustainability. Logistic regression was used for analyses. (3) Results: Most participants recognised the impact of food choices on sustainability. There was a significant association between recognition of the impact of food choices on sustainability and the environmental and nutritional benefits of Australian native foods (OR = 2.89, 95% CI 1.29, 6.46, p = 0.010). Students who were familiar with or had tried Australian native plant-based foods were significantly more likely to recognise their environmental and nutritional benefits (p < 0.001). (4) Conclusions: Students who recognise the impact of food choices on sustainability and the benefits of Australian native foods are more likely to include native foods in their diet. More studies are needed to investigate the specific native foods consumed and the barriers and facilitators to the intake of these foods.

Hepatitis B screening and knowledge among Chinese and Vietnamese students in Australia.

Research has shown that there are significant gaps in hepatitis B knowledge among migrant communities who are at risk of hepatitis B, such as Chinese and Vietnamese communities. Many students studying within Australia come from countries with high prevalence of hepatitis B. However, there is very little research examining hepatitis B knowledge, screening, or vaccination among university students in Australia or worldwide. The aim of this paper was to measure both levels of and demographic differences in hepatitis B screening and knowledge among Chinese and Vietnamese students in Australia. Online surveys were completed by 112 Chinese- and 95 Vietnamese-identifying students in Australia, measuring knowledge of hepatitis B, engagement in screening and vaccination, and demographic characteristics. Results show that although engagement in screening and vaccination for hepatitis B was high, there were significant gaps in knowledge around transmission of hepatitis B. There were also some key demographic differences in screening and knowledge. For instance, those born in Australia were more likely to have been screened compared to those born Mainland China, Hong Kong, or Vietnam. Chinese students born in Australia had lower levels of knowledge compared to those born in Mainland China or Hong Kong. Among both samples, knowing someone living with hepatitis B was associated with higher levels of knowledge. Findings underscore the need for education-based interventions to address the significant gaps that exist in knowledge around hepatitis B, with a specific need for culturally appropriate resources in a range of languages to cater to the diverse communities who may be at risk of hepatitis B.

Data from four consecutive cohorts of students in Australia (2019-2022) show the impact of the COVID-19 pandemic on domestic and international university students' mental health.

COVID-19 and related travel and social restrictions caused significant stress for university students in Australia and globally. Learning quickly moved online and many students (particularly international students) were separated from social and economic support. This study examined the impact of the pandemic from pre-pandemic (2019) to the COVID-19 Omicron wave (2022) on domestic and international students' mental health. Participants were 1540 students (72% females, 28% international) in four first-year cohorts (2019, 2020, 2021, 2022). We screened for mental health concerns (% positive) and symptom scores for depression, anxiety and somatic distress using the PsyCheck, and general wellbeing using the Warwick-Edinburgh Mental Well-being scale. From pre-COVID (2019) to the first wave of COVID-19 (2020), the proportion of students screening positive for mental health problems rose in both domestic students (66-76%) and international students (46-67%). Depression symptoms and wellbeing were worse in 2020 than in 2019, 2021 and 2022. Anxiety symptoms increased from 2019 to 2020 and continued to rise in 2021 and 2022. Somatic symptoms did not show an effect of cohort. Contrary to expectations, domestic students reported higher distress and lower wellbeing than international students across cohorts. The pandemic was associated with a marked increase in psychological distress in first-year university students, not all of which settled with the easing of restrictions. Post-pandemic recovery in the Australian university sector must include university-wide access to mental health information and support for incoming students.

A multi-institution study of the impacts of concurrent work and study among university students in Australia

ABSTRACT A growing number of university students balance concurrent study and work. Previous studies highlight potential benefits including heightened career awareness alongside risks including decreased study time. This study asked to what extent paid work affects university students’ self-assessment of perceived employability. The study employed an online survey with 38,458 domestic students from Australian universities; students were not working full-time. The findings suggest that full-time students who hold part-time or casual work are significantly more confident in their perceived employability, and significantly more likely to understand the relevance of their studies to their future career. Practical and theoretical implications are discussed.

Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds

ABSTRACT In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practices. Through the ‘Day in the Life’ methodology, students in Australia and Hong Kong compiled video vignettes of key moments in their daily lives that they felt supported their wellbeing. Drawing on the notion of ‘mundane data’, we suggest that students’ mundane moments offer in-depth explorations of the student experience, improvisation, habits, and accomplishments across cultures, time, space, and virtual worlds for (re)turning to the basics when conceptualising wellbeing. Our analysis, therefore, notes the importance of attending to matters of mundanity to study and cultivate wellbeing for students across cultures, including how university campuses (both physical and digital) may incorporate these mundane moments via curriculum, pedagogy, and program design.

Early recognition of entrepreneurial traits and intentions: a comparative study on university students in Australia and Japan

The aim of this study is to evaluate the impact of entrepreneurial traits on entrepreneurial intentions, while exploring the mediating role of entrepreneurial alertness. An online structured questionnaire (facilitated by Qualtrics tool) via the Facebook platform was used to collect data from university students in Australia and Japan. We applied bootstrapping and algorithms performed on Smart-PLS software to test the study’s developed hypotheses. The findings suggest risk-taking propensity affects Australian and Japanese students’ entrepreneurial alertness the greatest. However, Japanese students’ need for achievement has a considerable influence on entrepreneurial alertness and an indirect effect on entrepreneurial intentions. Japanese students’ self-efficacy has little influence on entrepreneurial awareness or intentions, but Australian students do. Overall, Japanese student personality factors affect more to entrepreneurial alertness and entrepreneurial intentions. The research findings are original and unique and are based on established models and theories from the literature on entrepreneurship. The results are based on a sample of Australian and Japanese institutions owing to the Australia–Japan friendship, common strategy, and economic interests. Respondents are from six Australian and Japanese institutions. Educational institutions, academics, and policymakers may leverage the study results for entrepreneurial success. Future research should reflect this study’s limitations. The researcher did not study the direct impact of personality factors on entrepreneurial inclinations. Future studies should explore the influence of personality factors on entrepreneurial inclinations. Future research may conduct a similar study in other countries.

The underlying career values of young adults' protean and traditional career orientations.

Although young people espouse a range of career values, the extent to which traditional career values inter-mix with protean values is unclear. We interviewed a group of young university students in Australia (N = 24, MAge 19.4years; 50% young men) and examined the full range of traditional and protean values held. Employing applied thematic analysis, we found that freedom/autonomy and fit to self were dominant in protean career themes, while they strongly expressed a desire for job security in a traditional career. The results inform theory development in the career development area and can assist university career counselors.

STI and HIV testing: examining factors that influence uptake among domestic Australian-born, domestic overseas-born and international tertiary students studying in Australia

ObjectivesSexual health knowledge among international students in Australia is lower than domestic students, however, little is known about what factors affect the uptake of STI testing, nor if there are differences for overseas-born domestic students.MethodsWe included sexually active respondents from a survey of university students in Australia (N = 3,075). Multivariate regression and mediation analyses investigated associations of STI and HIV testing with STI and HIV knowledge respectively, sexual risk behaviour and demographics, including comparisons among: domestic Australian-born, domestic overseas-born, and international students.ResultsSTI and HIV knowledge was positively associated with STI and HIV testing respectively (STI OR = 1.13, 95% CI: 1.09, 1.16; HIV OR = 1.37, 95% CI: 1.27, 1.48). STI knowledge was significantly lower for international than domestic Australian-born students (10.8 vs. 12.2 out of 16), as was STI testing (32% vs. 38%); the difference in knowledge accounted for half the difference in STI testing rates between these two groups. International students from Southern Asia, and Eastern Asia reported the lowest STI testing rates. HIV testing was highest amongst international students from Africa and North America. Higher sexual risk behaviour, younger age, and identifying as gay or bisexual were positively associated with higher STI and HIV testing rates.ConclusionsOur study supports greater investment and commitment by universities for the provision of sexual health education that can promote access to testing to improve the health of their students.

Changes in mental health across the COVID-19 pandemic for local and international university students in Australia: a cohort study

PurposePrevious research has indicated that university students experienced substantial mental health issues during the global COVID-19 pandemic, but few studies have considered changes relative to pre-pandemic levels across population groups. Hence, the aim of this study was to compare changes in mental health and associated stressors across the pandemic for international and local university students studying in Australia.MethodsIn a cohort of 4407 university students, we assessed depression (Patient Health Questionnaire 2), anxiety (Generalized Anxiety Disorder-2), social support (Medical Outcomes Study—Social Support Survey), inability to afford food, fear of partner, and experiences of discrimination, both pre-pandemic (April–May 2019) and during the pandemic (September–October 2020). Change in prevalence between local and international students were estimated with logistic regression, adjusting for baseline factors.ResultsCompared to local students, international students experienced an increase in probable major depression (odds ratio (OR) 1.43, 95% Confidence Interval (CI) 1.23, 1.66), low social support (OR 2.63, 95% CI 2.23, 3.11), inability to afford food (OR 5.21, 95% CI 3.97, 6.83) race-based discrimination (OR 2.21, 95% CI 1.82, 2.68) and fear of partner (OR 3.46, 95% CI 2.26, 5.13). Interaction analyses indicated that these issues were more likely to be experienced by students living outside their country of origin, inclusive of international students based in Australia (depression p value interaction term 0.02).ConclusionThe pandemic had a substantial negative impact on international students, particularly those living outside of their country of origin during the pandemic. The inequalities exacerbated by the pandemic were present prior to the pandemic and are likely to continue post-pandemic without action. Interventions to build the supports for international students need to be urgently explored.

Mental health-related knowledge, attitudes and behaviours in a cross-sectional sample of australian university students: a comparison of domestic and international students

BackgroundThere are growing concerns about the mental health of university students in Australia and internationally, with universities, governments and other stakeholders actively developing new policies and practices. Previous research suggests that many students experience poor mental health while at university, and that the risk may be heightened for international students. Mental health-related knowledge, attitudes and behaviours are modifiable determinants of mental health and thus suitable targets for intervention. This study assessed the mental health-related knowledge, stigmatising attitudes, helping behaviours, and self-reported experiences of mental health problems in the student population of a large multi-campus Australian university, and conducted a comparative assessment of international and domestic students.MethodsParticipants were 883 international and 2,852 domestic students (overall response rate 7.1%) who completed an anonymous voluntary online survey that was sent to all enrolled students in July 2019 (n = ~ 52,341). Various measures of mental health-related knowledge, attitudes and helping behaviours were assessed. A comparative analysis of international and domestic students was conducted, including adjustment for age and sex.ResultsOverall, there was evidence of improvements in mental health-related knowledge, attitudes and behaviours relative to previous studies, including higher depression recognition, intentions to seek help, and reported help-seeking behaviour. Comparative analysis indicated that international students scored predominantly lower on a range of indicators (e.g., depression recognition, awareness of evidence-based forms of help); however, differences were narrower difference between the two groups compared to what has been reported previously. Finally, some indicators were more favourable among international students, such as higher help-seeking intentions, and lower prevalence of self-reported mental health problems compared to domestic students.ConclusionThough there were some important differences between domestic and international students in this study, differences were narrower than observed in previous studies. Study findings are informing the on-going implementation and refinement of this university’s student mental health strategy, and may be used to inform evolving policy and practice in the university sector.

Examining the Drinking Motives Questionnaire-Revised Short Form among university students in Australia, NewZealand and Argentina.

The Drinking Motives Questionnaire-Revised Short Form (DMQ-R-SF) is widely used among alcohol researchers studying adolescents and young adults. The psychometric properties of the DMQ-R-SF have been examined among university students in many countries, but to our knowledge, not in Australia, New Zealand or Argentina. We sought to examine the reliability and endorsement of the items on the DMQ-R-SF, and test the associations between the DMQ-R-SF subscales and alcohol use, and negative alcohol consequences between university students from Australia, New Zealand and Argentina. University students (N=820) in Australia (n=315), New Zealand (n=265) and Argentina (n=240) completed a confidential online alcohol survey which included the DMQ-R-SF, the Daily Drinking Questionnaire and the Brief Young Adult Alcohol Consequences Questionnaire. Using the alignment method, support for the four-factor model on the DMQ-R-SF emerged and the factor loadings for 11 of the 12 items were invariant across sites. Most items (8 out of 12) on the DMQ-R-SF were fully invariant across all sites, but some small differences in item reliability for one item, and endorsement for three items emerged between the sites. Across the three countries, coping motives were positively correlated with negative alcohol consequences. Enhancement motives were positively associated with both alcohol use and negative alcohol consequences among students from Australia and New Zealand. Most items on the DMQ-R-SF were comparably reliable among the university students sampled from Australia, New Zealand and Argentina. Our preliminary findings suggest that the DMQ-R-SF can be reliably used with university students from these countries.

“It Breaks the Ice”: A Qualitative Examination of Drinking Game Motives, Harms and Protective Behavioral Strategies among University Students in Australia

Background: Most research on drinking games (DG) behaviors and cognitions has been conducted among university students from the United States. Understanding why DGs are played, consequences and protective behavioral strategies (PBS) to reduce negative consequences is needed among Australian students. Objectives: In Australia, five focus groups (n=3-8) were held with 27 university students (63% female) aged 18-24 years who had played a DG in the past month. The study aimed to identify motives for playing DGs, consequences and adoption of PBS. Results: Four themes were identified: (1) social lubrication and conformity: playing to fit in; (2) community and camaraderie (perceived social benefits of DGs); (3) a means to an end (where getting drunk/predrinking was the goal and avoidance of PBS was prevalent); and (4) it is not a levelled playing field, which highlights that the risks are not equal for everyone. Conclusions: The interplay between DG motives, PBS and associated harms was identified. Expanding measurement of pre-existing DG motives and PBS is recommended, as well as the potential of DG motives to inform proposed interventions.

Towards a health promoting university: descriptive findings on health, wellbeing and academic performance amongst university students in Australia

BackgroundUniversities are increasingly recognised as institutions where health and wellbeing can be promoted to maximise academic outcomes, career transitions, and lifelong positive health behaviours. There is concern about the mental health of university students and other factors which affect academic outcomes particularly for subgroups such as international students. There are few cohort studies of the breadth of issues that can impact on mental health and academic outcomes for both local and international students. We conducted a baseline prevalence survey of students at a large Australian university covering health, academic, and social determinants of wellbeing. The purpose was to inform the university’s new student health and wellbeing framework with a view to follow-up to determine predictors of mental ill-health and academic outcomes in the subsequent year. In this paper we present the baseline prevalence data and report on selected mental health and health care access issues for local and international students.MethodsThe entire university population as of April 2019 of over 56,375 students aged 18 or above were invited to complete the online survey. Questions explored eight domains: demographic characteristics, general health and wellbeing, mental health, risk taking behaviours, psychosocial stressors, learning and academic factors, social and cultural environment, and awareness of and access to health and wellbeing services. Records of academic results were also accessed and matched with survey data for a large subset of students providing consent.ResultsFourteen thousand eight hundred eighty (26.4%) students commenced our survey and were representative of the entire student population on demographic characteristics. Three quarters were aged between 18 to 25 years and one third were international students. Eighty-five percent consented to access of their academic records. Similar proportions of local and international students experienced symptoms of a depression or anxiety disorder, however international students were less aware of and less likely to access available health services both inside and external to the university. We also reported on the prevalence of: general lifestyle factors (diet, exercise, amount of daily sleep); risk-taking behaviours (including alcohol, tobacco and other drug use; unprotected sexual activity); psychosocial stressors (financial, intimate partner violence, discrimination, academic stressors, acculturative stress); subjects failed; resilience; social supports; social media use; and health services accessed online.ConclusionsThis rigorous and comprehensive examination of the health status of local and international students in an Australian university student population establishes the prevalence of mental health issues and other psychosocial determinants of health and wellbeing, along with academic performance. This study will inform a university-wide student wellbeing framework to guide health and wellbeing promotion and is a baseline for a 12-month follow-up of the cohort in 2020 during the COVID-19 pandemic.

Promoting Compassionate Responses to Disclosures of Sexual Violence in University Settings: Exploring the Impact of a Social Marketing Campaign.

This study explores a social marketing campaign aimed to promote compassionate responses to disclosures of sexual violence from peers and raise awareness of university-based formal support services. Findings from a survey (n = 189) and follow-up focus groups (n = 11) conducted with university students in Australia indicated that exposure to the campaign may support students' self-perceived confidence in responding compassionately to disclosures of sexual violence and raise awareness of university-based formal support services. These findings suggest social marketing may be a useful tool to form part of universities' sexual violence response and prevention strategies. These findings may help inform future university campaigns.

Intimacy in online classrooms

Abstract In this article I describe the transition of a group of university students in Australia into an online learning environment during COVID-19 pandemic disruptions. I reflect upon my intersubjective experiences as the lecturer in an unexpected situation of urgency and physical distancing. Research has acknowledged synchronous virtual learning contexts as less psychologically distancing than previously thought. I argue that these contexts can foster profound intimacy between participants through linguistic and multimodal means. I use an auto-ethnographic narrative inquiry approach to share observations gained retrospectively through multimodal, critically reflexive, social semiotic discourse analysis of audio-visual recordings of synchronous workshops conducted in 2020. I attempt to fill the gap in research on intimacy in online educational settings by suggesting that intimacy can be created by linguaplay, personal testimonies, and contrived chaotic material ecologies. I advocate moving away from an obsession with standardising and generating student knowledge in formal online learning to a stance that values intimacy, connection, and spontaneity.

Physical Activity, Sedentary Behavior, and Educational Outcomes Among Australian University Students: Cross-Sectional and Longitudinal Associations.

This study aimed to examine cross-sectional and longitudinal associations between physical activity (PA), sedentary behavior (SB), and educational outcomes (EO) in first-year university students in Australia. Participants (N = 80) engaged in 3 data collection points (semesters 1, 2, and 3) that included self-reported and device-based PA and SB, and objective EO measures. Cross-sectional associations were examined using linear and binary logistic regressions, and longitudinal associations were examined using generalized estimating equations. Overall, results indicated some positive but weak cross-sectional associations between some device-based and self-reported measures of PA and EO outcomes when controlling for confounders. Self-reported SB was negatively associated with semester GPA at time point 3 after adjusting for confounders (β = -0.224; 95% confidence interval, -0.446 to -0.001; P < .05). No other significant cross-sectional or longitudinal associations were identified. Our findings suggest that SB may be a more important target healthy behavior than PA when aiming to influence EO, and that related interventions may be more appropriate in second rather than first-year university students. Further research is needed to better understand this relationship that uses larger sample sizes, follows students beyond first year, and includes measures that distinguish between leisure and educational screen time.