scholarly journals A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Suheir Awadalla ◽  
E. Bethan Davies ◽  
Cris Glazebrook
Keyword(s):  
Academic Performance ◽  
Depressive Disorder ◽  
University Students ◽  
Anxiety Symptoms ◽  
Emotional Difficulties ◽  
Depression And Anxiety ◽  
Grade Point ◽  
The Impact ◽  
The Relationship

Abstract Background Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance. Methods This longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Results Over a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09). Conclusion This study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

Evaluating E-Book Effectiveness and the Impact on Student Engagement

2021 ◽  
pp. 027347532110351
Author(s):  
Adam C. Merkle ◽  
Linda K. Ferrell ◽  
O. C. Ferrell ◽  
Joe F. Hair
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Perceptions ◽  
Perceived Effectiveness ◽  
Spring Semester ◽  
Digital Disruption ◽  
The Impact ◽  
The Relationship ◽  
Shed Light

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.

scholarly journals The Impacts of Propensity to Worry and Fear of COVID-19 on Mental Health of University Students

2021 ◽  
Vol 8 (4) ◽  
pp. 57-66
Author(s):  
Hacer BELEN
Keyword(s):  
Mental Health ◽  
University Students ◽  
Emotional Stability ◽  
Anxiety Symptoms ◽  
Health Issues ◽  
Penn State Worry Questionnaire ◽  
Penn State ◽  
State Worry ◽  
The Impact ◽  
The Relationship

Epidemics and pandemics are difficult periods for the affected community, specifically in the proliferation of mental health issues. In such adverse times, factors of psychological vulnerability such as propensity to worry and low emotional stability might have a detrimental effect on the mental health of the individuals. To investigate the impact of such factors on mental health, this study examined the impacts of propensity to worry and fear of COVID-19 on anxiety depending on the individuals’ levels of emotional stability. As a means of such investigation, this study was conducted based on quantitative data, and the research sample was selected using a convenient sampling method. Participants included 304 university students (71.6% were women and 28.4% were men; MAge = 22.37 ± 3.04) and responded to the Penn State Worry Questionnaire, Fear of COVID-19 Scale, Symptom Checklist-90 Revised, and 10-Item Personality Inventory. The moderated mediation analysis using PROCESS macro (Model 14) was performed to examine the study hypotheses. Results revealed that propensity to worry was associated with anxiety symptoms. Fear of COVID-19 mediated this link and emotional stability moderated the relationship between propensity to worry and anxiety. The findings showed that trait worry, trait emotional stability, and fear of COVID-19 are determinants of anxiety symptoms, suggesting that such factors are important in understanding these issues.

scholarly journals Metacognitive Awareness, Procrastination and its Impact on Students’ Academic Performance

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 400-406
Author(s):  
Ghazal Khalid Siddiqui ◽  
Saira Taj ◽  
Farah Maqsood
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Grade Point Average ◽  
Educational Level ◽  
Metacognitive Awareness ◽  
Grade Point ◽  
The Impact ◽  
Survey Approach

Metacognitive awareness is awareness about perception which further involves declaration, procedure as well as condition aspects, whereas, procrastination involves the action of delaying or postponing something. Both metacognition and procrastination are interrelated and can affect academic performance. Academic performance is an indicator of students' learning at any educational level but several factors can have an impact on it. This investigation was mainly conducted to determine the impact of metacognitive awareness and procrastination on the academic performance of learners in universities. The nature of this study was quantitative and a survey approach was adopted for this study. The sample of the study was comprised of twelve hundred graduates and postgraduates from universities by utilizing cluster sampled methods. To find the awareness of students’ metacognition the MAI (Schraw & Denison, 1994) was applied because of its appropriateness as well as for finding the procrastination behavior of students the Aitken Procrastination Inventory (Aitken, 1982) was applied in this investigation. Academic performance was determined through students’ previous GPA (grade point average). The findings of this investigation revealed that metacognition and procrastination significantly affect the academic performance of university students.

scholarly journals Subjective cognitive functioning in relation to changes in levels of depression and anxiety in youth over 3 months of treatment

BJPsych Open ◽  
2020 ◽  
Vol 6 (5) ◽  
Author(s):  
Kelly Allott ◽  
Caroline Gao ◽  
Sarah E. Hetrick ◽  
Kate M. Filia ◽  
Jana M. Menssink ◽  
...  
Keyword(s):  
Young People ◽  
Cognitive Functioning ◽  
Negative Impact ◽  
Multinomial Logistic Regression ◽  
Anxiety Symptoms ◽  
Self Report ◽  
Depression And Anxiety ◽  
Subjective Cognitive Function ◽  
The Impact

Background Subjective cognitive difficulties are common in mental illness and have a negative impact on role functioning. Little is understood about subjective cognition and the longitudinal relationship with depression and anxiety symptoms in young people. Aims To examine the relationship between changes in levels of depression and anxiety and changes in subjective cognitive functioning over 3 months in help-seeking youth. Method This was a cohort study of 656 youth aged 12–25 years attending Australian headspace primary mental health services. Subjective changes in cognitive functioning (rated as better, same, worse) reported after 3 months of treatment was assessed using the Neuropsychological Symptom Self-Report. Multivariate multinomial logistic regression analysis was conducted to evaluate the impact of baseline levels of and changes in depression (nine-item Patient Health Questionnaire; PHQ9) and anxiety symptoms (seven-item Generalised Anxiety Disorder scale; GAD7) on changes in subjective cognitive function at follow-up while controlling for covariates. Results With a one-point reduction in PHQ9 at follow-up, there was an estimated 11–18% increase in ratings of better subjective cognitive functioning at follow-up, relative to stable cognitive functioning. A one-point increase in PHQ9 from baseline to follow-up was associated with 7–14% increase in ratings of worse subjective cognitive functioning over 3 months, relative to stable cognitive functioning. A similar attenuated pattern of findings was observed for the GAD7. Conclusions A clear association exists between subjective cognitive functioning outcomes and changes in self-reported severity of affective symptoms in young people over the first 3 months of treatment. Understanding the timing and mechanisms of these associations is needed to tailor treatment.

The effect of a six-week focused meditation training on depression and anxiety symptoms in Brazilian university students with 6 and 12 months of follow-up

2019 ◽  
Vol 246 ◽  
pp. 401-407 ◽  
Author(s):  
Marina Xavier Carpena ◽  
Patrice de Souza Tavares ◽  
Carolina Baptista Menezes
Keyword(s):  
University Students ◽  
Anxiety Symptoms ◽  
Depression And Anxiety

scholarly journals Availability of Services and Caregiver Burden: Supporting Individuals With Neurogenetic Conditions During the COVID-19 Pandemic

2021 ◽  
pp. 088307382110012
Author(s):  
Michelle Kowanda ◽  
Lindsey Cartner ◽  
Catherine Kentros ◽  
Alexa R. Geltzeiler ◽  
Kaitlyn E. Singer ◽  
...  
Keyword(s):  
Caregiver Burden ◽  
Educational Programs ◽  
Medical Systems ◽  
Medical Needs ◽  
Neurodevelopmental Disabilities ◽  
Delivery Of Services ◽  
The Impact ◽  
The Relationship

Because of the COVID-19 pandemic, in-person services for individuals with neurodevelopmental disabilities were disrupted globally, resulting in a transition to remote delivery of services and therapies. For individuals with neurogenetic conditions, reliance on nonclinical caregivers to facilitate all therapies and care was unprecedented. The study aimed to (1) describe caregivers’ reported impact on their dependent’s services, therapies, medical needs, and impact on themselves as a result of the COVID-19 pandemic and (2) assess the relationship between the extent of disruption of services and the degree of self-reported caregiver burden. Two online questionnaires were completed by caregivers participating in Simons Searchlight in April and May 2020. Surveys were completed by caregivers of children or dependent adults with neurodevelopmental genetic conditions in Simons Searchlight. Caregivers reported that the impact of the COVID-19 pandemic moderately or severely disrupted services, therapies, or medical supports. The majority of caregivers were responsible for providing some aspect of therapy. Caregivers reported “feeling stressed but able to deal with problems as they arise,” and reported lower anxiety at follow-up. Caregivers reported that telehealth services were not meeting the needs of those with complex medical needs. Future surveys will assess if and how medical systems, educational programs, therapists, and caregivers adapt to the challenges arising during the COVID-19 pandemic.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

scholarly journals Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students

2021 ◽  
Vol 13 (2) ◽  
pp. 497
Author(s):  
Teodora Slavinski ◽  
Dragan Bjelica ◽  
Dejana Pavlović ◽  
Valentina Vukmirović
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Personal Growth ◽  
Optimum Level ◽  
Satisfaction Scale ◽  
Grade Point ◽  
Sports And Physical Activity ◽  
Life Satisfaction Scale

Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates life satisfaction (LS) among university students, 18 to 28 years of age to confirm whether academic performance, involvement in sports and physical activity are factors relating to higher levels of LS among university students. The study uses the Brief Multidimensional Life Satisfaction Scale. Over a three-year timeframe, a questionnaire was administered to a sample of 875 students across areas of study in institutions of higher education in Serbia. The data were analyzed using Mann–Whitney and Kruskal–Wallis tests. LS among students is found to be significantly improved under the following conditions: removing the burden to pay for one’s tuition, having a better Grade Point Average (GPA) as well as being involved in sport. Moreover, the optimum level of physical activity to positively affect LS is found to be four to five hours a week.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Psychological, Pedagogical and Drganizational Peculiarities of the Development of Students’ Volitional Qualities as a Factor of Success in Learning

2021 ◽  
Author(s):  
Nadiia Vientseva ◽  
◽  
Oleva Karapetrova
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Empirical Study ◽  
University Students ◽  
Education Institution ◽  
Educational Material ◽  
Academic Achievements ◽  
The Impact ◽  
The Relationship ◽  
Development Of Students

The article reports the results of the empirical study of the impact of volitional qualities development on the level of academic achievements of higher education institution students. The article gives a theoretical analysis of the main types of volitional qualities that affect the assimilation of educational material by students. There was established the level of their development and the relationship with academic achievements. The article also identifies the main psycho-pedagogical and organizational peculiarities that affect the success of mastering the knowledge by university students. The psychological and pedagogical recommendations for forming, developing and supporting the volitional sphere of students are developed.

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