scholarly journals Health and well-being of university students before and during COVID-19 pandemic: A gender comparison

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261346
Author(s):  
Sunna Gestsdottir ◽  
Thordis Gisladottir ◽  
Runa Stefansdottir ◽  
Erlingur Johannsson ◽  
Greta Jakobsdottir ◽  
...  
Keyword(s):  
University Students ◽  
Sleep Quality ◽  
Physical Health ◽  
Sedentary Behavior ◽  
Well Being ◽  
Lifestyle Changes ◽  
First Year ◽  
Physically Active ◽  
First Year University ◽  
Mental And Physical Health

Objective COVID-19 has affected people’s health in various ways. University students are a particularly sensitive group for mental and physical health issues. The aim of this study was to assess and compare the mental and physical health of male and female first-year university students during and before COVID-19. Method Total of 115 first-year university students (54% male) answered questions about mental and physical health. The students were asked to estimate their physical activity, sedentary behavior, loneliness, stress, and sleep quality during COVID-19 opposed to before the pandemic. Result Males had fewer symptoms of anxiety and depression, and their self-esteem was higher than females (p<0.05). Over 50% of both genders estimated their mental health to be worse than before COVID-19. Larger proportion of males (69%) compared to females (38%) estimated that their physical health had worsened than before the pandemic. Larger proportion of females (38%) than males (14%) experience increased loneliness and stress (68% vs. 48%). Over 70% of both genders estimated increased sedentary behavior than before the pandemic, and larger proportion of males (76%), compared to females (56%), estimated that they were less physically active than before COVID-19. About 50% of participants estimated their sleep quality was worse than before COVID-19. Conclusion University students estimated their mental and physical health to have deteriorated during the pandemic. Therefore, it is important that the school and healthcare systems assist students in unwinding these negative health and lifestyle changes that have accompanied the pandemic.

scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

Measuring, monitoring and managing the psychological well-being of first year university students

2006 ◽  
Vol 34 (4) ◽  
pp. 505-517 ◽  
Author(s):  
Richard Cooke ◽  
Bridgette M. Bewick ◽  
Michael Barkham ◽  
Margaret Bradley ◽  
Kerry Audin
Keyword(s):  
University Students ◽  
Well Being ◽  
First Year ◽  
Psychological Well Being ◽  
First Year University

scholarly journals THE PSYCHOLOGICAL FEATURES OF ADAPTATION IN FIRST-YEAR UNIVERSITY STUDENTS

2020 ◽  
Vol 13 (1) ◽  
pp. 44-53
Author(s):  
Aleksandr Viktorovich Antonovskii ◽  
Elena Vladimirovna Balakshina ◽  
Svetlana Igorevna Filippchenkova
Keyword(s):  
University Students ◽  
Social Relations ◽  
Emotional Experience ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
First Year Students ◽  
University Environment ◽  
First Year University ◽  
Psychological Features

Background. The article deals with the psychological features of adaptation in first-year university students. The main criteria indicating successful or failed adaptation are highlighted. The study was based on the concept describing human adaptation to changing environmental conditions as a dynamic process, as well as on psychological approaches that reveal the specific aspects of adaptation within the system of complex social relations of a new type. Aim. The article aims to study the features of adaptation in first-year university students through psychodiagnostics for the possibility of compensating negative trends in adaptation to new living conditions. Material and methods. The specificity of the response to educational conditions and students’ adaptation was determined by means of psychodiagnostics of subjective well-being, communicative tolerance, motivation for studying at University, moral normativity of behavior and neuropsychic stability. The sample consisted of students of technical and humanitarian specialties (n =284) aged from 17 to 21 years. Results. A number of important regularities have been established, the main of which are high communicative tolerance, orientation to compliance with the rules, intermediate type of motivation for studying, as well as differences in the severity of the studied characteristics in students, males and females. Conclusion. Adaptation to the components of university environment by first-year students is possible with the activation of all adaptation mechanisms. The nature of adaptation can be assessed through observation of students’ behavior in the team, as well as through the diagnosis of emotional experience, nervous tension, subjective well-being and communicative characteristics, which creates the basis for psychological and pedagogical support of young professionals.

scholarly journals First Year University Students Self-Reported Health Outcomes Over an Academic Semester

2018 ◽  
Vol 2 (1) ◽  
pp. 21-29
Author(s):  
P.K Doyle-Baker ◽  
K.M. Verge ◽  
L. McClelland ◽  
T. Fung
Keyword(s):  
Mental Health ◽  
University Students ◽  
Physical Health ◽  
Undergraduate Students ◽  
Work Load ◽  
Future Research ◽  
First Year ◽  
Life Questionnaire ◽  
College And University ◽  
Mental And Physical Health

The transition to university can be a stressful time in a student’s life. Recent evidence demonstrates declining mental and physical health in college and university students compared to the general public. A prospective cohort study investigating mental and physical wellness over the course of a semester in a sample of first-year undergraduate students (N=74; 65%F) from nine faculties was completed at a large university in Canada. Sixty-eight (92%) students with a mean (SD, ±) age 18.2 ± 1.1 yrs., weight 67.9 ± 15.5 kg, height, 168.5 ± 11.6 cm and waist circumference 81.3 ± 9.8 cm completed the SF-36V2 quality of life questionnaire at the beginning and end of the semester in Fall 2014. A decrease in vitality (p=0.003), social functioning (p=0.004), emotional state (p=0.014), and mental health (p=0.019) outcomes as measured by the SF-36v2 occurred during the semester. In addition, aggregate mental health significantly declined from the beginning to the end of the semester (p <0.001), while physical health did not change (p=0.242). The importance of promoting and increasing awareness of campus wide mental health strategies should be considered a priority for first year undergrad students. Particularly, because students in their first year may take longer than one semester to adjust to the increased work load and although difficult to speculate it is possible that both mental and physical health would decline over the next (second) semester. Future research should aim for longer study duration.

scholarly journals First Year University Students Self-Reported Health Outcomes Over an Academic Semester

2018 ◽  
Vol 2 (1) ◽  
pp. 21-29
Author(s):  
P.K. Doyle-Baker ◽  
K.M. Verge ◽  
L. McClelland ◽  
T. Fung
Keyword(s):  
Mental Health ◽  
University Students ◽  
Physical Health ◽  
Undergraduate Students ◽  
Work Load ◽  
Future Research ◽  
First Year ◽  
Life Questionnaire ◽  
College And University ◽  
Mental And Physical Health

The transition to university can be a stressful time in a student’s life. Recent evidence demonstrates declining mental and physical health in college and university students compared to the general public. A prospective cohort study investigating mental and physical wellness over the course of a semester in a sample of first-year undergraduate students (N=74; 65%F) from nine faculties was completed at a large university in Canada. Sixty-eight (92%) students with a mean (SD, ±) age 18.2 ± 1.1 yrs., weight 67.9 ± 15.5 kg, height, 168.5 ± 11.6 cm and waist circumference 81.3 ± 9.8 cm completed the SF-36V2 quality of life questionnaire at the beginning and end of the semester in Fall 2014. A decrease in vitality (p=0.003), social functioning (p=0.004), emotional state (p=0.014), and mental health (p=0.019) outcomes as measured by the SF-36v2 occurred during the semester. In addition, aggregate mental health significantly declined from the beginning to the end of the semester (p <0.001), while physical health did not change (p=0.242). The importance of promoting and increasing awareness of campus wide mental health strategies should be considered a priority for first year undergrad students. Particularly, because students in their first year may take longer than one semester to adjust to the increased work load and although difficult to speculate it is possible that both mental and physical health would decline over the next (second) semester. Future research should aim for longer study duration.

scholarly journals How Communication with Parents Affects the Psychological Well-Being of Traditional First-Year University Students

2020 ◽  
Vol 7 ◽  
Author(s):  
Jena Thormodson ◽  
Hannah Torkelson ◽  
Benjamin Diers
Keyword(s):  
University Students ◽  
Parental Support ◽  
Private University ◽  
Well Being ◽  
First Year ◽  
Parental Communication ◽  
Psychological Well Being ◽  
First Year Students ◽  
First Year University ◽  
First Time

Traditional first-year university students are experiencing one of life’s greatest transitions. For many students, they are learning how to live independently for the first time, navigate relationships and support, and deal with new experiences that happen in college. Since traditional first-year students are not considered developmentally as adults, this study sought to determine how parental communication can influence how students feel during this time of transition of both college and emerging adulthood. More specifically we measured how the frequency of communication and type of parental support can affect the student’s psychological well-being. A survey was used to gather this data from students at a private university in the Midwest. We concluded that the frequency of communication and parental support does affect certain areas of a first-year university student’s psychological well-being.

scholarly journals Gangguan Psikologis dan Kesejahteraan Psikologis pada Mahasiswa Baru

2021 ◽  
Vol 26 (1) ◽  
pp. 35-56
Author(s):  
Airin Triwahyuni ◽  
Clement Eko Prasetio
Keyword(s):  
University Students ◽  
Multiple Regression ◽  
Protective Factor ◽  
Psychological Disorders ◽  
Well Being ◽  
Psychological Disorder ◽  
Self Report ◽  
First Year ◽  
Psychological Well Being ◽  
First Year University

First-year university students are vulnerable to certain psychological disorders. Psychological Well-Being (PWB) is one of the resources they can use to face academic challenges. However, research focusing to identify PWB as protective factor among first-year university students is still rare. This study employs quantitative method involving 151 respondents from the Faculty of Psychology of University X in West Java. It uses a PWB scale composed by Ryff and Self Report Questionnaire (SRQ-20). It also employs simple multiple regression to determine the relation between PWB and symptoms of psychological disorders, on one hand, and stepwise multiple regression to find out which dimensions of PWB are significant to anticipate psychological disorder, on the other. This study argues that PWB, especially self-acceptance and environment mastery dimension, can be used as a protective factor against psychological disorders. Keywords: first-year university students, psychological disorders, psychological well-being

scholarly journals The Impact of a Web-Based Mindfulness, Nutrition, and Physical Activity Platform on the Health Status of First-Year University Students: Protocol for a Randomized Controlled Trial

10.2196/24534 ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. e24534
Author(s):  
Claire F Trottier ◽  
Jessica R L Lieffers ◽  
Steven T Johnson ◽  
João F Mota ◽  
Roshni K Gill ◽  
...  
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Perceived Stress ◽  
Controlled Trial ◽  
Well Being ◽  
First Year ◽  
Web Based ◽  
Related Quality ◽  
First Year University ◽  
The Impact

Background First-year university students are at an increased risk for developing mental health issues and a poor nutritional status. Self-care plays an essential role in optimizing mental health and can prevent or manage stress, anxiety, and depression. Web-based self-monitoring of diet and physical activity can lead to similar or improved health outcomes compared with conventional methods. Such tools are also popular among university students. Objective The primary aim of this 12-week randomized controlled trial is to assess the impact of a web-based wellness platform on perceived stress among first-year university students. The secondary aim is to assess the effects of the platform on diet quality. The exploratory objectives are to explore the effects of the platform on body composition, health-related quality of life, mindfulness, mental well-being, and physical activity. Methods A total of 97 first-year undergraduate students were randomized to either the intervention (n=48) or control (n=49) group. The intervention consisted of access to a web-based platform called My Viva Plan (MVP), which aims to support healthy living by focusing on the topics of mindfulness, nutrition, and physical activity. The platform is fully automated and guided by the principles of cognitive behavioral theory. Participants in the intervention group were instructed to use the MVP as frequently as possible over 12 weeks. The control group did not receive access to MVP. Perceived stress was assessed using the Stress Indicators Questionnaire at baseline, week 6, and week 12. Three-day food records were used to analyze the dietary intake at baseline and week 12. Health-related quality of life, mindfulness, mental well-being, and physical activity questionnaires were completed at baseline, week 6, and week 12. Body composition was assessed at baseline and week 12. Study assessments were completed in person at baseline and week 12 and electronically at week 6. Results Study recruitment started in August 2018, with batch enrollment for students registered in the fall (September 2018 to December 2018) and winter (January 2019 to April 2019) academic terms at the University of Alberta, Edmonton, Alberta. Conclusions This study is the first to explore the impact of a web-based platform designed to promote health and wellness on perceived stress and diet quality among first-year university students. Trial Registration ClinicalTrials.gov NCT03579264; https://clinicaltrials.gov/ct2/show/NCT03579264. International Registered Report Identifier (IRRID) DERR1-10.2196/24534

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