Notice of Retraction: College students' social anxiety associated with stress and mental health

Background The growing behavioral health needs of college students have resulted in counseling centers reporting difficulties in meeting student demand. Objective This study aims to test the real-world voluntary use by college students of 4 digital, self-directed mental health modules based on a cognitive behavioral therapy clinical model. The findings were also compared with those of employee users. Methods Archival operational data from Learn to Live were extracted for student users at 4 colleges and universities in the Midwest region of the United States (N=951). The inclusion criteria were having clinical symptoms at established levels of moderate or higher severity and the use of 2 or more of the 8 lessons of a program within a 6-month period. Unique users in each program included 347 for depression; 325 for stress, anxiety, and worry; 203 for social anxiety; and 76 for insomnia. Paired t tests (two-tailed) compared the average level of change over time on a standardized measure of clinical symptoms appropriate to each program. Cohen d statistical effect sizes were calculated for each program. Potential moderator factors (age, gender, preliminary comprehensive assessment, number of lessons, duration, live coach support, and live teammate support) were tested together in repeated measures analysis of variance models with covariates in the full sample. Follow-up survey data (n=136) were also collected to explore user satisfaction and outcomes. Select data from another study of the same 4 programs by employee users meeting the same criteria (N=707) were examined for comparison. Results The percentage of users who improved to a clinical status of no longer being at risk after program use was as follows: stress, anxiety, and worry program (149/325, 45.8%); insomnia program (33/76, 43.4%), depression program (124/347, 35.7%); and social anxiety program (45/203, 22.2%). Significant improvements (all P<.001) over time were found in the mean scores for the clinical measures for each program: stress, anxiety, and worry (t324=16.21; d=1.25); insomnia (t75=6.85; d=1.10); depression (t346=12.71; d=0.91); and social anxiety (t202=8.33; d=0.80). Tests of the moderating factors across programs indicated that greater improvement was strongly associated with the use of more lessons and it also differed by program, by gender (males demonstrated more improvement than females), and by the use of live support (particularly coaching). Analyses of survey data found high satisfaction, improved academic outcomes, and successful integration into the university counseling ecosystem. The operational profile and outcomes of the college students were also similar to those of employee users of the same programs from our other study of employee users. Thus, this study provides a replication. Conclusions Self-directed internet-based cognitive behavioral therapy mental health modules are promising as a supplement to traditional in-person counseling services provided by college counseling centers.

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College student’s social anxiety: a study of the young people mental health in digital age

Jurnal Konseling dan Pendidikan ◽

10.29210/150100 ◽

2021 ◽

Vol 9 (1) ◽

pp. 1

Author(s):

Cahyaning Suryaningrum

Keyword(s):

Mental Health ◽

College Students ◽

Social Anxiety ◽

Young People ◽

Data Collection ◽

Self Report ◽

Male College ◽

Liebowitz Social Anxiety Scale ◽

And Gender ◽

Quantitative Descriptive

Purpose of this study is to analyze whether in the current era social anxiety problems are still developing among college students and whether there are any differences in the level of social anxiety was based on the year of entry (new college students - old college students) and gender. This research is a quantitative-descriptive and comparative studies. Hypotheses are there is no difference in social anxiety level based on the year of entry nor gender. The subjects are undergraduate college students totaled 364 people. Instrument used for data collection is Liebowitz Social Anxiety Scale-Self Report (LSAs-SR). Results showed that 76.9% of the subjects experienced social anxiety. There is no difference in the level of social anxiety among new college students and old college college students nor between male college students and college students.

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Assessing social anxiety using gps trajectories and point-of-interest data

10.31234/osf.io/cv6nw ◽

2021 ◽

Author(s):

Yu Huang ◽

HAOYI XIONG ◽

Kevin Leach ◽

Yuyan Zhang ◽

Philip Chow ◽

...

Keyword(s):

Mental Health ◽

College Students ◽

College Student ◽

Social Anxiety ◽

Mental Health Problems ◽

Student Population ◽

Primary Analysis ◽

Point Of Interest ◽

Gps Trajectories ◽

College Student Population

Mental health problems are highly prevalent and appear to be increasing in frequency and severity among the college student population. The upsurge in mobile and wearable wireless technologies capable of intense, longitudinal tracking of individuals, provide valuable opportunities to examine temporal patterns and dynamic interactions of key variables in mental health research. In this paper, we present a feasibility study leveraging non-invasive mobile sensing technology to passively assess college students' social anxiety, one of the most common disorders in the college student population. We have first developed a smartphone application to continuously track GPS locations of college students, then we built an analytic infrastructure to collect the GPS trajectories and finally we analyzed student behaviors (e.g. studying or staying at home) using Point-Of-Interest (POI). The whole framework supports intense, longitudinal, dynamic tracking of college students to evaluate how their anxiety and behaviors change in the college campus environment. The collected data provides critical information about how students' social anxiety levels and their mobility patterns are correlated. Our primary analysis based on 18 college students demonstrated that social anxiety level is significantly correlated with places students' visited and location transitions.

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Internet-Based Cognitive-Behavioral Therapy for College Students With Anxiety, Depression, Social Anxiety, or Insomnia: Four Single-Group Longitudinal Studies of Archival Commercial Data and Replication of Employee User Study (Preprint)

10.2196/preprints.17712 ◽

2020 ◽

Author(s):

Mark D Attridge ◽

Russell C Morfitt ◽

David J Roseborough ◽

Edward R Jones

Keyword(s):

Mental Health ◽

College Students ◽

Social Anxiety ◽

Cognitive Behavioral Therapy ◽

Survey Data ◽

Clinical Symptoms ◽

Behavioral Therapy ◽

Cognitive Behavioral ◽

Counseling Centers ◽

Over Time

BACKGROUND The growing behavioral health needs of college students have resulted in counseling centers reporting difficulties in meeting student demand. OBJECTIVE This study aims to test the real-world voluntary use by college students of 4 digital, self-directed mental health modules based on a cognitive behavioral therapy clinical model. The findings were also compared with those of employee users. METHODS Archival operational data from Learn to Live were extracted for student users at 4 colleges and universities in the Midwest region of the United States (N=951). The inclusion criteria were having clinical symptoms at established levels of moderate or higher severity and the use of 2 or more of the 8 lessons of a program within a 6-month period. Unique users in each program included 347 for depression; 325 for stress, anxiety, and worry; 203 for social anxiety; and 76 for insomnia. Paired t tests (two-tailed) compared the average level of change over time on a standardized measure of clinical symptoms appropriate to each program. Cohen d statistical effect sizes were calculated for each program. Potential moderator factors (age, gender, preliminary comprehensive assessment, number of lessons, duration, live coach support, and live teammate support) were tested together in repeated measures analysis of variance models with covariates in the full sample. Follow-up survey data (n=136) were also collected to explore user satisfaction and outcomes. Select data from another study of the same 4 programs by employee users meeting the same criteria (N=707) were examined for comparison. RESULTS The percentage of users who improved to a clinical status of no longer being at risk after program use was as follows: stress, anxiety, and worry program (149/325, 45.8%); insomnia program (33/76, 43.4%), depression program (124/347, 35.7%); and social anxiety program (45/203, 22.2%). Significant improvements (all P<.001) over time were found in the mean scores for the clinical measures for each program: stress, anxiety, and worry (t324=16.21; d=1.25); insomnia (t75=6.85; d=1.10); depression (t346=12.71; d=0.91); and social anxiety (t202=8.33; d=0.80). Tests of the moderating factors across programs indicated that greater improvement was strongly associated with the use of more lessons and it also differed by program, by gender (males demonstrated more improvement than females), and by the use of live support (particularly coaching). Analyses of survey data found high satisfaction, improved academic outcomes, and successful integration into the university counseling ecosystem. The operational profile and outcomes of the college students were also similar to those of employee users of the same programs from our other study of employee users. Thus, this study provides a replication. CONCLUSIONS Self-directed internet-based cognitive behavioral therapy mental health modules are promising as a supplement to traditional in-person counseling services provided by college counseling centers.

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