Well-being Of College Students Research Articles

Can an Authentic Assessment Task Improve the Health Behaviours of Undergraduate Students?

Currently, more than ever, the mental and physical well-being of university students have been identified as priorities, and universities are well placed to address well-being by integrating health promotion into their courses. This study looks at the effectiveness of embedding an authentic assessment task to improve health-seeking behaviours related to sleep, stress, and nutrition into the curricula of undergraduate health-science students. Qualitative and quantitative data were gathered both pre- and post-test, and content was qualitatively analysed. The study found that students were willing and able to improve health-seeking behaviours, with a significant increase in fruit consumption. There was no reported change in stress or sleep.

Mental distress and well-being of university students amid COVID-19 pandemic: findings from an online integrative intervention for psychology trainees.

University students have been severely affected by the COVID-19 pandemic, as significant changes supervened their academic and social life. To tackle these challenges, several adjustments in the educational methods may be warranted for cultivating a positive environment at higher education institutions. The aim of this study was to investigate the risk and protective factors of students' mental health and well-being as well as their potential for flourishing in an undergraduate clinical psychology course that took place online due to the COVID-19 restrictive measures and incorporated positive psychology exercises as a means to empower young people amid the adverse conditions of the lockdown. In total, 124 students attended the course and completed mental health (i.e., DASS-9, HADS, ERQ) and well-being (i.e., MHC-SF, SWLS, PANAS, GQ-6, BRS) measures at two time points (pre-and-post-test), during the first restrictions in Greece (March-June 2020). According to the results, students aged 18-20 years old reported higher levels of stress [χ2 = 14.72, p = 0.002], while students who felt that the quality of their studies had deteriorated [χ2 = 6.57, p = 0.038] reported increased levels of anxiety. High levels of depression were correlated with worse relationships with significant others (z = 7.02, p = 0.030 and χ2 = 11.39, p = 0.003 for family and friends, respectively), while gratitude and resilience were positively correlated with improved relationships with others, both during and after the lockdown. Factors associated with students' well-being were satisfaction with life and gratitude. These results suggest that well-being enhancement factors may have added value to current educational practices for promoting students' mental health and well-being in times of crisis.

Exploring Art Hives: Implications of virtual art studio communities on positive and negative affect

This study investigated the relationship between virtual Art Hives, a community art studio program, and positive and negative affect in 24 undergraduate college students. Past research indicated a sharp increase in anxiety disorders and depression in adults in the United States (Gallagher, 2010). However, art making has been shown to decrease negative affect and increase positive affect. Furthermore, a strong sense of community has been shown to buffer against symptoms of anxiety and depression. In this study, the Positive and Negative Affect Schedule (PANAS: Watson & Clark, 1988) and the Sense of Community Index-2 (SCI-2: Chavis et al., 2008) measured sense of community and changes in affect before and after virtually participating in an Art Hive. Participants could use any materials available to them during participation. Results showed significant improvements in positive affect after participation but no significant changes in negative affect. Additionally, sense of community was found to be a significant predictor of changes in positive affect. These findings suggest that a brief period of art making virtually with other people can significantly improve positive affect, which may have implications for art studio communities as resources for the well-being of college students and others.

The mental health of college students in the transition of post-pandemic era in Pampanga, Philippines: an input for psychoeducation programme

ABSTRACT The study examined the mental health of 894 college students during the post-pandemic transition using the DASS-21 tool in a local college in Pampanga, Philippines. Using a descriptive-comparative method, the research explored mental health differences based on sex. Results indicated moderate levels of depression and anxiety, with normal stress levels among college students. The findings emphasized the vulnerability of college students, particularly females, to depression, anxiety, and stress during the post-pandemic transition. The study recommends psychoeducation interventions to address these mental health challenges, providing valuable insights into the well-being of college students in the changing post-pandemic environment.

Emotional Lability and Perceived Social Support in Association with Psychological Well-Being Among University Students: An Exploratory Analysis

The Current study examined correlation among emotional lability, perceived social support and psychological well-being of university students. Methods: Cross sectional study with quantitative method was used in the current study. Sample comprised of 300 university students from various backgrounds was recruited through random probability sampling technique. For assessment self-developed demographic sheet with standardized scales Affective Lability Scale, Multi-Dimensional Scale of Perceived Social Support, and Ryff’s Psychological Well-Being Scale 42-Items Version were administered. For analysis both descriptive and inferential statistics were used. Results: Results revealed that perceived social support had a positive relationship with psychological well-being(r=0.49**), which means that with increase in social support, psychological well-being begun to improve. Moreover, PSS had negative relationship with emotional lability (r= -0.52**), indicating that emotional instability decreases with the increase of PSS. Furthermore, results of regression analysis explored that PSS is significant predictor of EL and PWB among university students. Mean score test results indicates that EL and PWB are affected by PSS. Hence, a significant relationship exists between perceived social support and PWB and EL. Conclusions: To conclude it is stated that perceived social support presented role as a moderator in predicting the relationship between emotional lability and psychological well-being.

IMPORTANCE OF SOCIAL SUPPORT AND SUBJECTIVE WELL-BEING WITH MEDIATING EFFECT OF HAPPINESS AMONGST UNIVERSITY STUDENTS DURING COVID-19

This study focused on the relationship of social support with happiness and subjective well-being of university students during the COVID-19 outbreak. Primary data was used to acquire the objectives of the study and online forms were used to collect data from a sample of 200 students. The results revealed a positive correlation between social support & happiness (r = .58, p < .01) and subjective well-being (r=.64, p< .01) and also a positive correlation between happiness and subjective well-being (r=.59, p< .01). The differences between males and females in this regard were also significant with females scoring higher on all variables. Additionally, as the findings suggest that social support, particularly from family, friends, and significant others, can play an important role in promoting happiness and subjective well-being among university students during times of crisis it can lead to the strengthening of support networks and also help academic authorities pay special attention to the needs of the students.

Anxiety, Stress Perception, and Coping Strategies among Students with COVID-19 Exposure.

Background: Studying anxiety, stress, and coping strategies during the COVID-19 pandemic is crucial to mitigate the negative effects associated with infection risk and disease consequences. Objective: This study aimed to investigate anxiety levels, stress perception, and coping strategies in relation to the presence of illness. Material and Methods: A cross-sectional online survey was conducted anonymously among 3950 university students from Poland (1822), Lithuania (232), and the Russian exclave of Kaliningrad (1896). Due to the nearly identical application of anti-epidemic measures, the respondents were treated as a unified group. The State-trait Anxiety Inventory (STAI), Perceived Stress Scale 10 (PSS-10), and mini-COPE scale questionnaires were used. Statistical analysis included the Shapiro-Wilk test to check normality, the Mann-Whitney U test for comparative analysis between groups, the Pearson χ2 test for categorical data, and Spearman coefficients for correlations between variables. Results: A significant proportion of young adults in the community exhibited symptoms of anxiety and stress during the COVID-19 pandemic. Among the 1212 men and 2738 women surveyed, 348 (28.7%) and 1020 (37.3%) individuals, respectively, were diagnosed with COVID-19 according to clinical protocols. Prolonged disease duration and more severe residual symptoms correlated with higher self-reported anxiety levels. Conclusions: The level of anxiety and stress varied depending on the duration of the disease, significantly impacting the choice of coping strategies. Overall, students displayed a proactive approach to coping activities but tended to postpone important decisions. Seeking social support was a prevalent coping mechanism, although respondents who had COVID-19 showed higher levels of concern for their own emotions, a tendency to discharge emotions through alcohol or other substances (male), and a greater reliance on religion (female). The study provides data that may be useful in developing educational and health policies focused on the mental well-being of university students and potentially other social groups.

IMPORTANCE OF SOCIAL SUPPORT AND SUBJECTIVE WELL-BEING WITH MEDIATING EFFECT OF HAPPINESS AMONGST UNIVERSITY STUDENTS DURING COVID-19

This study focused on the relationship of social support with happiness and subjective well-being of university students during the COVID-19 outbreak. Primary data was used to acquire the objectives of the study and online forms were used to collect data from a sample of 200 students. The results revealed a positive correlation between social support & happiness (r = .58, p < .01) and subjective well-being (r=.64, p< .01) and also a positive correlation between happiness and subjective well-being (r=.59, p< .01). The differences between males and females in this regard were also significant with females scoring higher on all variables. Additionally, as the findings suggest that social support, particularly from family, friends, and significant others, can play an important role in promoting happiness and subjective well-being among university students during times of crisis it can lead to the strengthening of support networks and also help academic authorities pay special attention to the needs of the students.

IMPORTANCE OF SOCIAL SUPPORT AND SUBJECTIVE WELL-BEING WITH MEDIATING EFFECT OF HAPPINESS AMONGST UNIVERSITY STUDENTS DURING COVID-19

This study focused on the relationship of social support with happiness and subjective well-being of university students during the COVID-19 outbreak. Primary data was used to acquire the objectives of the study and online forms were used to collect data from a sample of 200 students. The results revealed a positive correlation between social support & happiness (r = .58, p < .01) and subjective well-being (r=.64, p< .01) and also a positive correlation between happiness and subjective well-being (r=.59, p< .01). The differences between males and females in this regard were also significant with females scoring higher on all variables. Additionally, as the findings suggest that social support, particularly from family, friends, and significant others, can play an important role in promoting happiness and subjective well-being among university students during times of crisis it can lead to the strengthening of support networks and also help academic authorities pay special attention to the needs of the students.

Exploring the Relationship between Social-Self-Esteem, Psychological Distress, and Disordered Eating Patterns among University Students

This study aimed to investigate the correlation between disordered eating patterns, psychological distress, and social self-esteem among university students in Rawalpindi and Islamabad. The study included University Students as participants and it utilized a correlational cross-sectional research design. The data collection involved administering a series of questionnaires, which included the Social Self Esteem Scale (SSES), Eating Disorder Examination Questionnaire (EDE-Q), and DASS-21 (Depression, Anxiety, and Stress Scale). The study adhered to ethical considerations in a rigorous manner. The results indicated a statistically significant and positive correlation between psychological distresses and disordered eating behaviors. Furthermore, a notable inverse relationship was identified between psychological distress and social self-esteem, as well as between psychological distress and disordered eating behaviors. The findings of this study carry significant implications for the design and implementation of targeted interventions aimed at promoting the mental and physical well-being of college students. Additionally, these results may contribute to the development of educational initiatives that seek to prevent the emergence and advancement of eating disorders within this susceptible group. Limitations of the study include the utilization of a cross-sectional design and the limited representativeness of the sample. These factors should be taken into account in future research endeavors.

Mental Health Status and Countermeasures of College Students in the Mainland and Hong Kong in the Post-epidemic Era

The study focuses on investigating the mental health status and implementing educational countermeasures among college students in Tianjin Normal University (TJNU) and The Education University of Hong Kong (EdUHK) during the post-epidemic era. This study holds significant importance as It aims to provide a comprehensive understanding of the mental well-being of college students in these regions and identify effective strategies and interventions to address their mental health needs. To accomplish the thesis objectives, an interpretive thesis methodology has been employed in this dissertation. Educational institutions in Mainland China and Hong Kong should prioritize mental health education and equip students with the necessary knowledge, skills, and support systems to enhance their mental well-being. Establishing comprehensive mental health programs, counseling services, and accessible helplines are essential. Moreover, it is crucial to raise awareness, reduce stigma, and foster a supportive environment that encourages open dialogue and emotional well-being among college students.

Examining the Effects of Animal-Assisted Activities Against Standard Treatment in a University Setting

The wellbeing of university students has become a global issue in recent years, with the rise of students seeking help for their mental health, the demand for such services has increased exponentially, leading many Universities to struggle in meeting these growing demands. With research in the area manly focused on formal methods of student support, the current study explores the use of more informal sources of support. 100 university students who had attended a standard informal student support session (known as Chooseday Chill) or a wellbeing dog session, were asked to complete a questionnaire measuring their anxiety and overall wellbeing. Results indicated that when compared to the standard support, students who attended the wellbeing dog sessions reported significantly lower levels of anxiety and higher levels of wellbeing at the end of the sessions. The authors discuss the practical implications of these findings for treatment in Higher Education.

Exploring the Link between Family Health and Health Literacy among College Students: The Mediating Role of Psychological Resilience

Enhancing health literacy is of the utmost importance to enhance the physical and mental well-being of college students. Unfortunately, there has been limited research investigating the means of improving college students’ health literacy through the perspective of families. Family health is an interdisciplinary and complex concept that involves multiple factors, and it provides a holistic perspective on the overall well-being of the family unit. Thus, this study aims to examine the relationship between family health and health literacy and scrutinize the mediating role of psychological resilience. A valid sample of 5473 students was collected from a university in November–December 2022 and was assessed using regression analysis. The findings reveal that family health has a positive association with the health literacy of college students (β = 0.56, p < 0.001), with psychological resilience playing a critical mediating role (β = 0.11, 95% CI: [0.09, 0.13]). Therefore, the family ought to be recognized as a fundamental mechanism to enhance college students’ health literacy. Additionally, it is essential to emphasize the amelioration of psychological distress among college students and enhance their psychological resilience, which will be helpful for their overall health consciousness and proficiency.

Identifying leisure education topics for university student well-being: A Delphi study

Leisure education (LE) is a purposeful intervention that can enhance quality of leisure experiences and well-being. University students can benefit from LE because many encounter mental health challenges. There are no LE interventions specifically designed for university students. Thus, this study’s purpose is to identify areas of LE to enhance mental health and well-being of university students. A Delphi method was employed, in which 48 experts (e.g., professors, recreation therapists, counselors) completed three rounds of online surveys. The first round inductively generated potential topics, while the second and third rounds statistically determined which topics experts considered as important. Of the 114 initial topics, 67 met the statistical criteria. These topics revolved around themes of leisure and life skills, reflection and motivation, negative emotions, healthy and meaningful leisure, and environmental resources. We discuss the findings in relation to the literature on mental health, LE, and university students.

Can an Online Course, Life101: Mental and Physical Self-Care, Improve the Well-Being of College Students?

The COVID-19 pandemic has had a significant impact on the mental health of college students worldwide. As colleges shifted to online instruction, students faced disruptions and increased stressors, leading to a decline in mental health that appears to continue in the postpandemic era. To alleviate this problem, academic institutions have implemented various interventions to address mental health issues; however, many of these interventions focus on a single approach and lack diverse delivery methods. This viewpoint introduces the concept of a multimodal self-care online course, Life101: Mental and Physical Self-Care, and discusses the potential effectiveness of such an intervention in improving students' well-being. The course combines evidence-based interventions and incorporates interactive lectures, workshops, and guest speakers. Pre- and postcourse surveys were conducted over a span of 4 academic terms to evaluate the impact of this course on the well-being and self-care practices of students. The survey data suggest positive outcomes in students taking Life101, including the adoption of healthier habits, reduced stress levels, and increased knowledge and practice of self-care techniques. Life101 represents a novel multimodality intervention to address the epidemic of mental health issues faced by students today. By implementing similar evidence-based multimodal didactic curricula across campuses, academic institutions may be able to better equip students to navigate challenges and promote their overall well-being.

From Strength-Based Parenting to Subjective Well-Being of College Students: A Chain Mediating Role of Personal Growth Initiative and Strengths Use.

Previous research demonstrated a positive relationship between strength-based parenting (SBP) and subjective well-being (SWB). However, the underlying mechanisms still need further research. Based on the social cognitive theory and developmental assets framework, we investigated the influence of SBP on college students' SWB through the mediating role of personal growth initiative (PGI) and strengths use. A total of 621 Chinese college students were recruited. Participants completed self-report scales about the SBP, PGI, strengths use and SWB. The results showed that SBP had a positive impact on college students' SWB. On the one hand, PGI and strengths use mediated the above relationship respectively. On the other hand, SBP influenced SWB through the chain mediating effect of PGI and strengths use. The findings indicate that exploring the relationship between SBP and SWB has positive implications for family education and youth development.

The Relationship Between Trait Mindfulness and Well-Being in College Students: The Serial Mediation Role of Flow Experience and Sports Participation.

The current college students have a lot of mental pressure due to their heavy study, life and work burdens, and the incidence of college students' problems continues to rise. Sports are considered to be one of the best ways to improve the well-being of college students. However, the mechanism of college students' well-being is still unclear. This article is intended to exploring the mechanism of action of Trait Mindfulness (TM) on well-being in college students. Four hundred and ninety six college students were tested with Mindfulness Attention Awareness Scale, Flow Experience Scale, Physical Activity Rating Scale, and Subjective Well-being Scale. College students' trait mindfulness (TM) can predict well-being, college students' trait mindfulness (TM) can have an indirect impact on well-being through flow experience, and college students' trait mindfulness (TM) has an indirect impact on well-being through sports participation. In addition, flow experience and sports participation play a sequential mediating role between college students' trait mindfulness (TM) and well-being. Flow experience and sports participation play a sequential mediating role between college students' trait mindfulness(TM) and well-being. The current research results indicate that college students get well-being in sport activities. Trait mindfulness influences the behavioral tendency of sports participation through the mediation of thinking activities and cognitive function sequences. The results of this study provide a new literature reference for expanding the theory of positive emotion expansion and well-being. In addition, this study also provides an important basis for improving college students' well-being and college education.

FEAR OF COVID-19, PERCEIVED STRESS AND WELLBEING AMONG STUDENTS AFTER LOCKDOWN: THE MEDIATING ROLE OF PSYCHOLOGICAL RESILIENCE

The study aimed to see how the fear of Covid-19 and psychological stress impact the wellbeing of college students. A survey correlational research design was employed, and a convenient sample of 250 students (103 men and 147 women), aged between 20 and 30 years, representing diverse income groups and educational levels, was included. The data collection procedure involved the utilization of research instruments, specifically the instrument of Fear of Pandemic-19, Perceived Stress questionnaire, and Wellbeing questionnaire. The findings revealed that all variables examined exhibited a significant correlation with wellbeing. Moreover, the stepwise regression analysis demonstrated that perceived stress and fear of Covid-19 were significant negative predictors of wellbeing, accounting for 71% of the variance (R2= .71). Additionally, the study found that psychological resilience played a significant mediating role in the relationship between perceived stress, fear of Covid-19, and wellbeing. Significant differences were observed in relation to the variables investigated. These findings carry important implications for counselors and health professionals working with students, highlighting the importance of raising awareness about the significance of resilience when aiming to enhance wellbeing and reduce distress. Keywords: Fear of Pandemic-19, Stress, Wellbeing, Students.

Sleep quality and psychological well-being of university students

The duration and time of sleep affect the general health and well-being of individuals. It has been recommended that adults, aged 18 –64 years, should sleep for 7 to 9 hours per night, however, many people struggle with sleep problems of various kinds and hardly meet these recommendations. Sleep is necessary for cognition, alertness, vigilance, and sustenance of attention as well as control of emotions. The effects of sleep deprivation on cognitive performance and other psychological variables have been widely studied. Sleepiness, the short-term effect of inadequate sleep, may lead to irritability, reduced alertness, poor motor skills, and attention problems. Among the long-term effects are obesity, type 2 diabetes, hypertension, and mental health disorders. Sleep deprivation in adults of all ages is defined as getting less than 7 hours of sleep per night.

Mixed-mode Zentangle and Pastel Nagomi artwork for improving mental well-being in university students during COVID-19 pandemic - a randomized controlled feasibility trial.

University students are identified as a high-risk group for mental health problems. Artworks have been found effective in enhancing individuals' mental well-being in different populations, but none have been conducted on university students. This study was to address this research gap to determine the feasibility and estimate the preliminary effects of Zentangle and Pastel Nagomi on the mental well-being of undergraduate students during the COVID-19 pandemic. This was a 3-arm randomized controlled trial, with 33 undergraduates allocated to two 8-week artworks (Zentangle or Pastel Nagomi Art group) and a control group. Data were collected at baseline, and weeks 4, 6, 8, and 12. Focus group interviews were conducted at the 12-week follow-up. The consent and attrition rates were 80.5 and 6.06%, respectively. The attendance rate ranged from 83.3 to 100%. Compared with the control group, the Pastel Nagomi art group had a significant improvement in retaining positive affect at week 6. This retention could be further observed at week 12. Moreover, the Zentangle group had a significant increase in positive affect at week 4, with better retention at week 12. In addition, the within-group analyses showed that the Pastel Nagomi art group had significantly decreased negative affect at weeks 6 and week 12; and the Zentangle group had significantly decreased depression at week 8. The qualitative findings suggested that the intervention resulted in the participants enjoying the artwork process, and being proud of their artwork and personal growth. The study included an imbalance number of online vs. face-to-face sessions, and repeated measures may have affected the results. The study suggests that both artworks are effective in improving undergraduates' mental well-being and that it is feasible to conduct future large-scale studies (263 words).