scholarly journals Human Immunodeficiency Virus Infection Is Associated With Increased Meningococcal Carriage Acquisition Among First-year Students in 2 South African Universities

2020 ◽  
Author(s):  
Susan Meiring ◽  
Cheryl Cohen ◽  
Linda de Gouveia ◽  
Mignon du Plessis ◽  
Karistha Ganesh ◽  
...  
Keyword(s):  
Risk Factors ◽  
University Students ◽  
South African ◽  
Relative Risk Ratio ◽  
First Year ◽  
Adjusted Relative Risk ◽  
Vaccination Programs ◽  
South African Universities ◽  
First Year University ◽  
Carriage Prevalence

Abstract Background Invasive meningococcal disease clusters occur among university students and may reflect higher carriage prevalence among this population. We aimed to measure meningococcal carriage prevalence, acquisition, and risk factors among first-year university students in South Africa. Methods In summer–autumn 2017, after consenting to participate, we collected oropharyngeal swabs and questionnaires on carriage risk factors and tested students for HIV at 2 universities, during registration week (survey 1) and 6–8 weeks later (survey 2). Meningococci were detected by culture and polymerase chain reaction. Results We enrolled 2120 students at registration. Mean age was 18.5 years, 59% (1252/2120) were female and 0.8% (16/1984) had HIV. Seventy-eight percent of students returned for survey 2 (1655/2120). Among the cohort, carriage prevalence was 4.7% (77/1655) at registration, increasing to 7.9% (130/1655) at survey 2: 5.0% (83) acquired new carriage, 2.8% (47) had persistent carriage, 1.8% (30) cleared the initial carriage, and 90.3% (1495) remained carriage free. At both surveys, nongenogroupable meningococci predominated, followed by genogroups Y, B, W, and C. On multinomial analysis, risk factors for carriage acquisition included attending nightclubs (adjusted relative risk ratio [aRRR], 2.1; 95% CI, 1.1–4.0), having intimate kissing partners (aRRR, 1.8; 95% CI, 1.1–2.9) and HIV (aRRR, 5.0; 95% CI, 1.1–24.4). Conclusions Meningococcal carriage among first-year university students increased after 2 months. Sociobehavioral risk factors were associated with increased carriage for all analyses. HIV was associated with carriage acquisition. Until vaccination programs become mandatory in South African universities, data suggest that students with HIV could benefit most from meningococcal vaccination.

Cross‐Validated Prediction of Academic Performance of First‐Year University Students: Identifying Risk Factors in a Nonselective Environment

2018 ◽  
Vol 38 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Eline Meijer ◽  
Marc P. H. D. Cleiren ◽  
Elise Dusseldorp ◽  
Vincent J. C. Buurman ◽  
Roel M. Hogervorst ◽  
...  
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
First Year ◽  
First Year University

scholarly journals Predictors of mental health and academic outcomes in first-year university students: Identifying prevention and early-intervention targets

BJPsych Open ◽  
2020 ◽  
Vol 6 (3) ◽  
Author(s):  
A. Duffy ◽  
C. Keown-Stoneman ◽  
S. Goodday ◽  
J. Horrocks ◽  
M. Lowe ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Early Intervention ◽  
University Students ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
Well Being ◽  
First Year ◽  
Clinically Significant ◽  
First Year University

Background Although there is growing interest in mental health problems in university students there is limited understanding of the scope of need and determinants to inform intervention efforts. Aims To longitudinally examine the extent and persistence of mental health symptoms and the importance of psychosocial and lifestyle factors for student mental health and academic outcomes. Method Undergraduates at a Canadian university were invited to complete electronic surveys at entry and completion of their first year. The baseline survey measured important distal and proximal risk factors and the follow-up assessed mental health and well-being. Surveys were linked to academic grades. Multivariable models of risk factors and mental health and academic outcomes were fit and adjusted for confounders. Results In 1530 students surveyed at entry to university 28% and 33% screened positive for clinically significant depressive and anxiety symptoms respectively, which increased to 36% and 39% at the completion of first year. Over the academic year, 14% of students reported suicidal thoughts and 1.6% suicide attempts. Moreover, there was persistence and overlap in these mental health outcomes. Modifiable psychosocial and lifestyle factors at entry were associated with positive screens for mental health outcomes at completion of first year, while anxiety and depressive symptoms were associated with lower grades and university well-being. Conclusions Clinically significant mental health symptoms are common and persistent among first-year university students and have a negative impact on academic performance and well-being. A comprehensive mental health strategy that includes a whole university approach to prevention and targeted early-intervention measures and associated research is justified.

Sex-Related Differences in Spatial Ability in a Group of South African Students

1991 ◽  
Vol 73 (1) ◽  
pp. 51-54 ◽  
Author(s):  
Stanley Oosthuizen
Keyword(s):  
University Students ◽  
South African ◽  
Spatial Ability ◽  
First Year ◽  
African Students ◽  
Spatial Differences ◽  
Males And Females ◽  
First Year University

Many recent studies have reported a convergence in the scores of males and females on spatial tests; however, these studies also indicate different amounts of convergence. There are indications that spatial differences continue to exist. It was decided to study such differences in spatial ability on two different tests for two groups of South African first-year university students ( ns = 60), one from arts and one from the sciences. In all comparisons statistically significant differences were found between the sexes.

scholarly journals Validating strengths use and deficit correction behaviour scales for South African first-year students

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Karina Mostert ◽  
Bianca Theron ◽  
Leon T. De Beer
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Measurement Invariance ◽  
South African ◽  
Factor Structure ◽  
First Year ◽  
First Year Students ◽  
Strengths Use ◽  
Proactive Behaviour ◽  
First Year University

Orientation: It is well known that the first year at university can be very challenging and stressful for students. While some students mainly depend on the university to assist them through this time, other students want to proactively manage this stressful period themselves by focusing on their strengths and developing in their areas of weakness. Two new scales measuring proactive strengths use and deficit correction behaviour have recently been developed for employees. However, the psychometric properties of these new scales have not yet been tested on first-year students in the South African context.Research purpose: To examine the validity, measurement invariance and reliability of the proactive strengths use and deficit correction scales for South African first-year university students.Motivation for the study: In order to cope in the demanding university environment, first-year university students need to develop and apply proactive strategies, including using their strengths and developing in their areas of weaknesses. Several studies have indicated that proactive behaviour, specifically strengths use and deficit correction behaviour, lead to favourable outcomes such as higher engagement, lower burnout and more life satisfaction. Therefore, it is important to validate scales that measure these constructs for first-year students.Research design, approach and method: A cross-sectional research approach was used. A sample of South African first-year university students aged between 18 and 23 years (N = 776) was collected. The two scales were tested for their factor structure, measurement invariance, reliability, and convergent and criterion validity.Main findings: A two-factor structure was found for the strengths use and deficit correction behaviour scales. Measurement invariance testing showed that the two scales were interpreted similarly by participants from different campuses and language groups. Cronbach’s alpha coefficients (α ≥ 0.70) indicated that both scales were reliable. In addition, the scales demonstrated convergent validity (comparing them with a general strengths use and proactive behaviour scale). Strengths use and deficit correction behaviour both predicted student burnout, student engagement and life satisfaction, with varying strengths of the relationships for strengths use and deficit correction behaviour.Practical implications: Strengths use and deficit correction behaviour could enable students to manage study demands and enhance well-being. Students will experience favourable outcomes from proactively using strengths and developing their weaknesses, including reduced burnout and enhanced engagement and life satisfaction. Universities and lecturers can be informed, which allows them to develop support structures and provide students with opportunities to apply their strengths and develop thier deficits.Contribution/value-add: The present study adds to the limited research available on initiating proactive behaviour to use strengths and improve deficits for university students by validating two new scales. This could help in facilitating positive outcomes for first-year university students within the South African context.

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