Well-being Of College Students Research Articles

Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university

Autonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, F(1, 286) = 4.67, p = 0.032, η2 = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, F(1, 286) = 11.23, p < 0.001, η2 = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.

Estilos de Crianza y Bienestar Psicológico en estudiantes universitarios de Extremadura

Introduction. The aim of this study is to identify which types of parenting styles are associated with optimal results in the psychological well-being of university students in Extremadura. The participants were 400 students from Extremadura, aged between 18 and 30 years, 80% of them women and 20% men. Parenting styles were classified into three types according to Darling and Steinberg: commitment, psychological autonomy, and behavioral control. For the dimensions of psychological well-being, six were used according to Ryff: positive relationships, self-acceptance, personal growth, purpose in life, mastery of the environment, and autonomy. Method. Regression analysis and discriminant analysis were performed to test the associations between students' parenting styles and psychological well-being. Results. The results show direct significant relationships between parenting styles and psychological well-being. Discussion or Conclusion. The commitment dimension of parenting styles interacted with a higher level of psychological well-being in young people. On the other hand, no significant relationships were found between behavioral control and psychological well-being.

COVID-19 Related Stressors, Cognitive Reappraisal, and Students’ Engagement in Online Learning: A Mediation Model

The effects of COVID-19 remained significant on the social and academic well-being of university students. This raised various mental and psychological challenges for the students, which had the potential to deteriorate their academic engagement and performance in online learning environments. The emotion regulation theory hypothesizes that various cognitive skills may assist people in coping with such types of social and psychological challenges. Cognitive reappraisal is a strategy used at the individual level to regularize thought processes in stressful situations. This study aimed to investigate the influence of cognitive reappraisal “as a mediator” on the relationships between COVID-19 related stressors and university students’ engagement in an online learning environment. Three hundred and one students selected from eight public sector universities in Pakistan participated in a survey. Three instruments, including the COVID-19 Related Stressors, Cognitive Reappraisal Questionnaire, and Student Engagement Dimensions, were used to collect data. Mediation analysis confirmed the application of emotion regulation theory in the context of relationships between COVID-19 related stressors and students’ engagement in online learning environments. The study has significant implications for promoting students’ well-being in online setups during stressful situations.

The chain mediation effects of psychological resilience and active coping style between discrimination perceptions and subjective well being among college students with disability

Exploring the relationship between discrimination perceptions and subjective well-being among college students with disabilities and the chain-mediated effects of psychological resilience and positive coping styles. Questionnaires were administered to 528 college students with disabilities using the Discrimination Perceptions Scale, Index of Well-Being Scale, Psychological Resilience Scale, and Simple Coping Styles Scale. SPSS 24.0 and Amos 26.0 were used to analyze chained mediation effects and construct structural equation modeling tests. ①Discrimination perception was significantly negatively correlated with subjective well-being (r = -0.294, p < 0.01), psychological resilience(r = -0.427, p < 0.01) and all 3 of its dimensions, and positive coping styles (r = -0.328, p <0.01); subjective well-being was significantly positively correlated with psychological resilience (r = 0.334, p < 0.01) and all 3 of its dimensions, and positive coping styles (r = 0.363, p<0.01); and positive coping styles was significantly positively correlated with psychological resilience(r = 0.433, p < 0.01) and all 3 of its dimensions.② The direct effect of discrimination perceptions on college students with disabilities was significant, and the mediating effect value was-0.191.③Psychological resilience and positive coping styles not only play a significant separate mediating role between discrimination perceptions and subjective well-being of college students with disabilities, with mediation effect values of -0.138 (49.11%) and − 0.087 (30.96%), respectively but also play a significant chain mediating role between discrimination perceptions and subjective well-being, with an effect value of -0.056 (19.93%). Discrimination perceptions can directly affect the subjective well-being of college students with disabilities, and can also indirectly affect the subjective well-being of college students with disabilities through the separate and chain-mediated effects of psychological resilience and positive coping styles.

Anxious Thoughts and Well-Being in University Students with Anxiety in the Two Years After the COVID-19 Pandemic: The Mediational Relationship of Physical Symptoms and Sadness Rumination.

This study examines the relationship between anxious thoughts and well-being, with physical symptoms and sadness rumination as mediators, in young people who suffer from anxiety in the first two years after the COVID-19 pandemic. A community sample of 198 participants, 94 males and 104 females, aged between 19 and 35 years, all of them experiencing an anxiety disorder in their past, answered an online survey during the years 2022-2023. The instruments were the Rumination of Sadness and Anger Questionnaire, The Burns Inventory, and Ryff's Psychological Well-being Scale. The data analysis used hierarchical regression. The results show that the conditional indirect effects of anxious thoughts on well-being are statistically significant (β = -0.29, SE = 0.08, p < 0.001) for high physical symptoms of anxiety (β = 0.25, SE = 0.11, p < 0.001) and for high sadness rumination (β = -0.82, SE = 0.04, p < 0.001). Physical symptoms of anxiety (β = 0.25, SE = 0.11, p < 0.001) and sadness rumination (β = 0.05, SE = 0.07, p < 0.001) have a partial serially mediating effect on the relationship between anxious thoughts and well-being (β = -0.74, SE = 0.02, p < 0.001).

Rumination as a Moderator of the Relation between Childhood Adversity Exposure and College Students’ Psychological Distress

American college students (N = 598) completed self-report questionnaires assessing rumination, psychological distress while attending college (general distress, anhedonic depression, anxious arousal), and exposure to specific types of childhood adversity (i.e., emotional abuse, sexual abuse, physical abuse, emotional neglect, and physical neglect). Latent Moderated Structural Equation Modeling indicated that 1) rumination was associated with all three indicators of psychological distress and 2) rumination moderated associations between childhood adversity exposure and college students’ reports of general distress and anxious arousal such that associations were strongest at higher levels of rumination and weaker at lower levels of rumination. Implications regarding higher education professionals’ efforts to support college student well-being are discussed.

Relationship Between Physical Activity and Subjective Well-Being Among College Students: The Mediating Role of Social Support.

Subjective well-being is a key concept in positive psychology and is associated with a variety of physical and mental health outcomes. Physical activity (PA) is a modifiable health behavior that has been identified as a potential correlate of subjective well-being. However, the underlying mechanisms that connect PA to subjective well-being are not well-understood. This study aimed to examine the association between the PA and various components of subjective well-being in college students, and to determine if social support mediated this association. A total of 1158 college students (46.3% female, mean age = 19.75years) voluntarily completed a set of questionnaires measuring PA, life satisfaction, positive affect, negative affect, and social support in a single-wave assessment. Three sets of mediation analyses were conducted (employing bootstrapping techniques with 10,000 samples), with life satisfaction, positive affect, and negative affect serving as the dependent variables, PA as the independent variable, and social support as the mediator. The findings revealed that the relationships between PA, subjective well-being, and social support differ by the component of subjective well-being. While no association was detected between PA and negative affect, increased PA led to enhanced social support, which in turn contributed to higher levels of life satisfaction and positive affect. As social support was found to mediate the relationship between PA and subjective well-being, future interventions are suggested to foster supportive social environments and develop effective strategies to modify the social experience of PA to maximize their benefits in enhancing subjective well-being.

Success4Life Youth Empowerment Pilot for Promoting Well-Being in University Students: A Qualitative Study.

Background and aim The Success4Life (S4L) program is a web-based, holisticsocial-emotional learning (SEL) initiative aimed at improving the mental wellness of adolescents and young adults. It adopts a coaching student-led active learning methodology that integrates hands-on experiences with positive psychology along with inquiry-based learning (IBL) and project-based learning. The objective of this study was to examine and understand the experiences of the participants with the S4L program when conducted per the published protocol. Methods This primarily qualitative exploratory study adopted a mixed-methods study design based on a previously published protocol. This preliminary study examined the experiences of the first cohort of students in the pilot phase at a mid-Atlantic university in the United States. Results A total of 10 students were approached, and four expressed interest in participating and completed the informed consent form. Three out of four participants completed the full program. The thematic analysis from the focus group interview of the three participants who successfully completed the S4L program revealed several critical findings. The participants appreciated the program's effectiveness in enhancing self-reflection and self-awareness and reducing stress through improved social interactions, enhanced self-care, and positive thinking. Practical skills such as time management and mindful social media usage were considerably enhanced, contributing to better sleep patterns and increased personal productivity. However, feedback from the participants highlighted the need for incorporating more interactive and peer-based learning methods. Conclusions The study suggests integrating more real-time discussions and peer interactions to enhance the learning experience in synchronous virtual settings. Overall, the S4L program demonstrates substantial potential in fostering significant improvements in mental health and well-being among the youth, with recommendations for enhancing peer-based interactive elements in future iterations.

Can self-guided colouring improve university student wellbeing, mental health, and mindfulness?

ABSTRACT Background Mindfulness-based interventions can successfully improve wellbeing in young adults. Mindful colouring is an applied mindfulness practice and improves short-term wellbeing. Less evidence is available about the effectiveness of regular, self-guided colouring. We investigated a self-guided two-week colouring intervention for university student wellbeing. Methods One-hundred and forty university students completed a minimum of 10-min self-guided colouring, six times over two weeks. Participants were assessed at baseline and two-week follow-up using self-report measures of wellbeing, relating to quality of life, perceived stress, anxiety, depression, and mindfulness. Results Colouring significantly improved all measures of mental health, wellbeing and mindfulness in students who completed at least six sessions of self-guided colouring. Conclusion Colouring is an accessible activity that can improve student wellbeing when carried out regularly over two weeks. Future research should investigate the impact of longer-term colouring practice on wellbeing, and the effect of this intervention in the general adult population.

Time to act: Mental health and desired university supports among graduate students

ABSTRACT Research on university student well-being often fails to differentiate between graduate and undergraduate students or overlooks graduate students entirely. The different characteristics of graduate (vs. undergraduate) students may contribute to unique mental health needs in this population; hence research is needed to specifically address their psychological functioning. Thus, the goals of the present study were to report on: (1) the mental health profile of a large sample of Canadian graduate students; and (2) graduate students’ recommendations for what their university could do to improve their well-being. We used an online survey administered from September 2021 to October 2022. Participants included 648 graduate students from a university in Southwestern Ontario, Canada (response rate = 20.6%; M age = 27.9; 73.1% women; 65.1% White). We examined mental health variables and perceived university supportiveness; and conducted an inductive content analysis of recommendations to improve university-provided support. Graduate students reported alarming rates of ill-being across various domains. Advisor support was associated with better graduate student mental health across multiple indicators. Most frequently, graduate students requested increased financial support to improve well-being. Taken together, these results punctuate the need for action to support graduate students and provide suggestions for meaningful change.

Perceived Health Risks Associated with Smartphone Use Among Health College Students at Qassim University in Saudi Arabia

Background Smartphones have evolved into a fusion of traditional personal digital assistants and cellular phones, integrating mobile communication capabilities with features parallel to those of a handheld computer. Objective This study aimed to assess the health risks associated with smartphone use and the prevalence and nature of observed health issues among health college students at Qassim University in Saudi Arabia. Methods Employing a descriptive cross-sectional research design, this study surveyed a convenience sample of 511 health college students at Qassim University. The data collection instrument comprised two sections: Section 1 assessed sociodemographic, academic, and health-related information, while Section 2 evaluated the health risks as perceived by students. Results The majority of the participants were women (71%) and were studying nursing (26%). A significant proportion (39.9%) reported blurred vision, while 38.6% indicated a lack of adequate sleep. Notably, no significant association was observed between the health complaints and sociodemographic information. The analysis also revealed no significant relationship between health complaints and smartphone usage patterns. Conclusion The findings highlight a critical need for further research to investigate the factors contributing to the effect of smartphone use on the physiological well-being of university students. Such research is essential for developing targeted interventions to mitigate the associated health risks.

Self-Attitude Parameters as Predictors of Psychological Well-Being in Students with Limited Health Capacities.

Psychological well-being is a system of optimal psychological qualities and states manifested as life strategy and a system of personal attitude to the world and oneself. Self-attitude is an intrapersonal phenomenon of individual projections in the field of self-awareness. In assessing psychological well-being, it acts as a guiding vector for self-development and self-actualization. In case of people with disabilities, psychological well-being largely depends on self-attitude as a predictor. This study featured the effect of self-attitude on psychological well-being in university students with limited health capacities. The study involved 60 students aged 18–25. The list of methodological tools involved Sentence Completion (J. M. Sacks, S. Levy), Subjective Well-Being Scale (adapted by M. V. Sokolova), and Personal Self-Attitude (V. V. Stolin, S. R. Pantileev). The study established differences in the assessment of psychological well-being by students with and without disabilities. Physically challenged students tended to demonstrate low self-esteem, associated with negative emotional and health experience. They also had specific parameters of self-attitude with a vector of positivity and trends towards personal growth. These parameters are a motivating component of social behavior that determines the general perception of psychological well-being by students with disabilities.

Protective Effect of Exercise Against Depression, Anxiety, and Stress Among University Students Based on Their Level of Academic Performance.

Background and Objectives: Certain lifestyle behaviors can act as either buffering or aggravating factors influencing the mental well-being of university students. The current investigation assessed the association between academic performance and the risk of anxiety, depression, and stress among university students and how physical activity might buffer the levels of these conditions. Materials and Methods: A cross-sectional design was utilized to reach a sample of university students from Saudi Arabia. Data about the demographics of the students, GPA, exercise regularity, and levels of anxiety, depression, and stress were collected. Logistic regression was performed to investigate the influence of exercise regularity on the presence of anxiety, depression, and stress, dividing the sample according to the GPA category. Result: A total of 506 students were recruited. The mean age of the students was 22 years, and 53% of the students were men. An assessment of the levels of depression, anxiety, and stress indicated that 60%, 57%, and 40% have abnormal levels of these conditions, respectively. Students with a GPA of "good" or lower exhibited higher levels of stress. Exercising regularly was associated with a protective effect against depression and stress (p < 0.05). However, the buffering effect of exercise was more apparent among students with a GPA of "very good" or above compared to students with lower academic achievement. Conclusions: The lack of a statistically significant association between physical activity regularity and mental well-being among students classified as low academic achievers may indicate the need for additional psychological support in addition to the promotion of a physically active lifestyle.

Assessing well-being of university students and evaluation of its determinants

BackgroundOur study aimed to examine the well-being of students studying at the three (non-medical) faculties of Semmelweis University Budapest, to analyse the relationships between well-being, stress, emotional support, sleep patterns, sport, and further variables like smoking, consumption of sleeping pills, sedatives, psychoactive agents, energy drinks, and exam anxiety.MethodsIn our cross-sectional study, we asked 561 students of the Semmelweis University of Budapest; two internationally recognised instruments were used: the WHO-5 well-being index and the Perceived Stress Scale.ResultsThe mean WHO-5 well-being index was 42.62 ± 20.51 on a scale ranging from 0 to 100. We saw an inverse correlation between student well-being and years of study. The average anxiety level regarding oral exams and assessments was 7.63 ± SD = 2.04, while the mean level was lower concerning written exams and assessments 5.74 ± SD = 2.09. The result of a linear regression model indicates that the best level of explaining power by the regression model was with following variables combination: grade average + anxiety before written exam + academic year + stress.ConclusionOur data indicate that some students have poor or very poor well-being, which fluctuates over the study period. The worst state was found in the first and final academic year. The students’ well-being level is positively correlated with emotional support, physical activity, and quality of sleep and correlates negatively with anxiety before exams. Our results suggest that well-being could be improved when universities play an active role, supporting influential activities and offering help regarding coping with stress, like stress management, as well as by providing information on learning methods and techniques.

Capacity to Striving for Goals and Coping with Earthquake Stress in University Students After the Kahramanmaraş Earthquakes

Earthquakes are natural disasters that cause loss of life, property, and can lead to mental health issues such as PTSD. The Kahramanmaraş Earthquakes, which caused widespread destruction across Turkey on February 6, 2023, significantly impacted the psychosocial well-being of university students. The aim of this study was to investigate the relationship between the symptoms of post-traumatic stress disorder, coping strategies with earthquake stress, and striving for goals and the factors affecting them in university students after the 6 February earthquakes in Turkey. The mean scale scores of the participants were ESCS (46.0±8.7) high, SGS (40.8±6.1) moderate, and PSS-SR (32.9±12.0) moderate. According to the sociodemographic characteristics of the participants and their experiences in the earthquake, the mean scores of ESCS and PSS-SR and the median score value of SGS showed a significant difference (p

The Influential Role of Baduanjin on the Mental Health of Medical Students: A Review

Baduanjin, a traditional Chinese health care practice, not only promotes muscle relaxation and bone strengthening while preventing and treating illnesses but also contributes positively to mental nourishment and emotional regulation. This paper employs a literature review and logical analysis to comprehensively assess the impact of Baduanjin on the mental health of medical students in higher education institutions. The findings indicate a significant prevalence of mental health issues among medical students in recent years, with a myriad of complex influencing factors. Furthermore, interventions aimed at enhancing the mental well-being of college students have become increasingly diverse. Notably, Baduanjin stands out as a traditional physical activity intervention that is both straightforward to implement and effective in bolstering students' mental health. Moving forward, it may serve as a preventive measure for mental wellness in the physical education curricula of universities, fostering the holistic development of both physical and mental health.

Exploring the Associations between Autistic Traits, Sleep Quality and Well-Being in University Students: A Narrative Review.

While research on autism spectrum disorder (ASD) has been growing, not enough research has been conducted to understand the impact of autistic traits and the broader autism phenotype (BAP), especially on the sleep quality and well-being of university students. The focus of this paper is to review the existing research on this topic and identify the key areas of interest for future research, presented in the form of a narrative review. While the review identifies the need for research on the topic, it also identifies other factors such as gender, age, culture, and internet and smartphone use that may have an impact on the relationship between autistic traits, sleep quality and well-being in university students. The review also identified the importance of using a larger sample size, appropriate measures, especially for quantifying autistic traits, and an appropriate analysis strategy involving a multivariate analysis.

Modeling the effects of health-related habits and lifestyle on the general health of university students.

The general health of undergraduate university students has long-term social and career implications. This study, involving a cross-sectional design, is aimed at modeling the impact of sleep quality, living condition, lifestyle, eating habit, financial situation and some demographic factors on the general health and wellbeing of university students. A sample of 699 undergraduate students who met the inclusion criteria where recruited from the Faculty of Education of the University of Nigeria, Nsukka, Nigeria for the study. Quantitative data were collected with the help of general heath questionnaire, sleep quality assessment questionnaire, lifestyle index, eating habit questionnaire, living condition questions, and demographic questions. Generalized linear regression analysis was used to evaluate the predictors of general health of the students while Chi-square measure of association was used to ascertain the relationship between sleep quality and living condition of the students. At 0.05 level of significance, the year of study, sex, Parents/guardians' financial status, student's financial situation last 1 month, living condition (living in overcrowded rooms), source of daily meals, number of times food is eating per day, change in eating habit, risky lifestyle and severe sleep difficulty have significant negative effect on the general health of the students. Eating 3 times a day improved the health of the students. Mitigating food insecurity, insufficient financial challenges and risky lifestyles of the students while improving the living conditions will improve the health and wellbeing of the students.

Mind-Body Dualism, Health, and Well-being in University Students

Abstract Mind-body dualism conceptualizes mind and body as distinct, but there are different ways that dualism may be instantiated. In this study, we examined how Hierarchical Dualism (the belief that mind and body are distinct, and the mind is superior) and Mutual-Influence Dualism (the belief that mind and body are separate but interrelate) related to health behaviors and mental health in three student samples: exclusively queer, exclusively straight, and a mixed university subject pool (N = 535). Participants in each sample endorsed Mutual-Influence Dualism at a higher rate than Hierarchical Dualism. Mutual-Influence dualism was consistently associated with greater engagement in health-promoting behaviors and greater well-being, whereas Hierarchical Dualism differed by sample. These results suggest that dualist beliefs do not uniformly shape the lives of those who hold them: rather, the relation between dualist beliefs and health differs as a function of the type of dualism and the identities we hold.

Exploring Academic Well-Being Of College Students In The Digital Age: Evaluating YouTube's Impact As An Educational Resource

Social media has strongly influenced various aspects of our everyday walks of life. During the pandemic, Online education tools and techniques have taken over from the traditional face-to-face teaching-learning method of chalk and board. As a good digitalized teaching medium, YouTube has now emerged to satisfy Generation Z's needs. With its ground-breaking approach to audio-visual learning, YouTube has simplified and revolutionized teaching and learning. YouTube has shown to be a successful educational tool since it links academics, educators, and research investigators across the globe and provides intriguing, enlightening, and entertaining content. This has given education a new dynamic perspective by fostering innovation and creativity. Hence, the objective of the current study is to investigate the various factors that influence the use of YouTube as a learning tool, which also influences the academic well-being of college students in the digital era. Structural Equation Modeling was applied to evaluate the influence of key constructs like Information Quality, Information Usefulness, and Information adoption on the Academic well-being of the students in digital format. The study confirms the significant effect of YouTube as a learning tool on the academic well-being of Undergraduate students of Arts, Science and Humanities disciplines.