scholarly journals Managing your mind: how simple activities within the curriculum can improve undergraduate students' mental health and wellbeing

2021 ◽  
Author(s):  
Eleanor Roisin Edwards ◽  
Heidrun Interthal ◽  
Heather McQueen
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Undergraduate Students ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Personal Lives ◽  
Transition Activities ◽  
Mental Health Awareness ◽  
Mental Well Being

The transition into higher education stretches students socially, academically and within their personal lives requiring adaptation and development of resilience. For many, such demands may lead to decreased mental well-being and, for some, mental ill-health.This project aimed to trial simple mental health awareness and well-being tasks with first year undergraduate students, and to determine whether students find these interventions beneficial and worthy of embedding as transition activities within the first-year curriculum. Four activities were trialled with 185 first-year students who reported the activities as beneficial. All activities caused an overall increase in student knowledge of how to maintain good mental well-being. In the light of this project’s findings, such activities are recommended for embedding into the first-year curriculum and throughout higher education. 

scholarly journals The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles

2021 ◽  
Vol 12 ◽  
Author(s):  
Fotios S. Milienos ◽  
Christos Rentzios ◽  
Leen Catrysse ◽  
David Gijbels ◽  
Sofia Mastrokoukou ◽  
...  
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
At Risk ◽  
Undergraduate Students ◽  
Emotion Dysregulation ◽  
Educational Institution ◽  
First Year ◽  
International Studies ◽  
First Year Students ◽  
Student Profiles

International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution in the context of students' learning and adjustment in higher education. The aim of the current study was to identify student profiles that include cognitive, metacognitive, and motivational aspects of learning, but also aspects of resilience, emotion dysregulation, and anxiety. The sample consists of 316 Greek undergraduate students (18.7% males and 81.3% females). The results showed four different (meta)-cognitive-emotional learner profiles: the emotionally stable and highly adaptive learner; the emotionally dysregulated and at risk learner; the emotionally dysregulated and highly adaptive learner; the emotionally stable and at risk learner. Emotionally dysregulated and at risk learner has a lower GPA than the emotional stable and highly adaptive learner, the emotionally dysregulated and highly adaptive learner and the emotionally stable and at risk learner.

scholarly journals Supporting First-Year Students During the Transition to Higher Education: The Importance of Quality and Source of Received Support for Student Well-Being

2019 ◽  
Vol 10 (3) ◽  
pp. 64-75
Author(s):  
Rebecca Maymon ◽  
Nathan C Hall ◽  
Jason M Harley
Keyword(s):  
Higher Education ◽  
Well Being ◽  
First Year ◽  
Staff Support ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Sources Of Support ◽  
Traditional Assessments ◽  
Support Family

The present exploratory study evaluated perceptions of actual support received in relation to stress and well-being among first-year students attending Canadian and U.S. higher education institutions (N = 126). Given that traditional assessments of received support account only for how often support was received, the present research examined unique effects of support quality in addition to frequency with respect to four distinct sources of support (family, friends, faculty/staff, institution). Following from empirical confirmation of received support frequency (RSF) and received support quality (RSQ) as distinguishable constructs, RSQ was found to significantly mediate effects of RSF across varied well-being outcomes (e.g., stress, burnout, quitting intentions) in relation to family, faculty/staff, and institution support. Overall, study findings highlight the importance of evaluating the quality of support received by first-year students during the transition to higher education and show faculty/staff support to be an important contributor to student well-being.

scholarly journals U-Flourish university students well-being and academic success longitudinal study: a study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e029854 ◽  
Author(s):  
Sarah Margaret Goodday ◽  
Daniel Rivera ◽  
Hannah Foran ◽  
Nathan King ◽  
Melissa Milanovic ◽  
...  
Keyword(s):  
Mental Health ◽  
Academic Success ◽  
Longitudinal Study ◽  
Emotional Health ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Oxford University ◽  
Queen's University

IntroductionOver 30% of Canadians between the ages of 16 and 24 years attend university. This period of life coincides with the onset of common mental illnesses. Yet, data to inform university-based mental health prevention and early intervention initiatives are limited. The U-Flourish longitudinal study based out of Queen’s University, Canada and involving Oxford University in the UK, is a student informed study funded by the Canadian Institute for Health Research Strategy for Patient Oriented Research (CIHR-SPOR). The primary goal of U-Flourish research is to examine the contribution of risk and resiliency factors to outcomes of well-being and academic success in first year students transitioning to university.Methods and analysisThe study is a longitudinal survey of all first-year undergraduate students entering Queen’s University in the fall term of 2018 (and will launch at Oxford University in fall of 2019). In accordance with the CIHR-SPOR definitions, students represent the target population (ie, patient equivalent). Student peer health educators were recruited to inform the design, content and implementation of the study. Baseline surveys of Queen’s first year students were completed in the fall of 2018, and follow-up surveys at the end of first year in the spring of 2019. Extensive student-led engagement campaigns were used to maximise participation rates. The baseline survey included measures of personal factors, family factors, environmental factors, psychological and emotional health, and lifestyle factors. Main outcomes include self-reported indicators of mental health at follow-up and mental health service access, as well as objective measures of academic success through linkage to university administrative and academic databases. A combination of mixed effects regression techniques will be employed to determine associations between baseline predictive factors and mental health and academic outcomes.Ethics and disseminationEthical approval was obtained by the Health Sciences and Affiliated Teaching Hospitals Research Ethics Board (HSREB) (#6023126) at Queen’s University. Findings will be disseminated through international and national peer-reviewed scientific articles and other channels including student-driven support and advocacy groups, newsletters and social media.

A feasibility study on a novel well-being intervention for university students

2021 ◽  
pp. 1-5
Author(s):  
E. Hunt ◽  
L. Coombes
Keyword(s):  
Mental Health ◽  
College Students ◽  
Undergraduate Students ◽  
Time Use ◽  
Mental Health Problems ◽  
Well Being ◽  
Universal Time ◽  
First Year ◽  
Evaluation Questionnaire ◽  
Self Compassion

Abstract Objectives: Challenging transitions, increased stress and mental ill health can affect students’ academic performance and their capacity to remain in higher education. Prevention and early treatment of mental health problems in college students is therefore a key public health priority, nationally and internationally. Developing a range of evidence-based interventions targeting the mental health of students is critical. We examined the feasibility and acceptability of a new universal time use and well-being intervention, the ‘Everyday Matters: Healthy Habits for University Life’ digital badge (EMDB), a co-curricular micro-credential for first-year college students. Methods: This study used a single-arm, pre–post design for first-year undergraduate students. The EMDB comprised eight 1-hour lunchtime sessions on brain development and time-use habits across the 24 hours of the day including sleep, self-care, leisure, study and work. Validated measures of occupational competence and value, mental well-being, sleep health, mindset, self-compassion and gratitude were completed, along with an evaluation questionnaire. Results: Eight first-year undergraduate students completed the demographic questionnaire and pre- and post- measures, with one additional student completing only the evaluation questionnaire. There was significantly improved levels of well-being, self-compassion and growth mindset following the intervention. Many of the challenges reported by participants related to occupational issues such as managing finances and having a satisfying routine. Participants appreciated the practical relevance and scientific underpinnings of the programme content. The sense of belonging within the group and having insightful conversations with other group members were particularly valued by participants. Conclusions: This study offers preliminary evidence that an occupational therapy based universal time-use and well-being intervention was feasible to deliver and acceptable to first-year undergraduate students. The results of this study and the participant acceptability support further development and evaluation of the EMDB intervention.

scholarly journals The role of family structure and parenting in first year university adjustment

2018 ◽  
Vol 49 (3) ◽  
pp. 446-459
Author(s):  
Verushka Zaskia Daniels ◽  
Eugene Lee Davids ◽  
Nicolette Vanessa Roman
Keyword(s):  
Mental Health ◽  
Family Structure ◽  
South African ◽  
Autonomy Support ◽  
Well Being ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Supportive Parenting ◽  
University Adjustment

The first year of university creates new experiences and challenges for first years and lays the foundation for the subsequent years of study. This first year has implications for academic development, mental health, and well-being of students and subsequently student retention. The majority of South African university students stay within their familial home unlike their international counterparts. The family may therefore play a contributory role in adjustment to university but this role is somewhat unclear. The current study therefore aimed to establish the associations between university adjustments of first year students, family structure, and parenting. The study employed a cross-sectional design, with a sample of 556 first year undergraduate students at a South African university. The data were collected using an electronic self-administered questionnaire on a secure online platform using the Perceived Parental Autonomy Support Scale and the College Adaptation Questionnaire. Data analysis included hierarchical regression analyses and one-way analyses of variance to determine and compare the relationships between the variables. The results suggest that students from two-parent families were more adjusted than those from one-parent families. Autonomy-supportive parenting predicted positive university adjustment for the total sample, but only maternal autonomy-supportive parenting predicted good adjustment for students in two-parent families. This study highlights the potential role parents and families may play in the adjustment of first year students to university. This is particularly relevant in South Africa where many students are first-generation students, are challenged in transitioning to university, and this may have subsequent mental health–related challenges.

Student mental health in the healthcare professions: exploring the benefits of peer support through the Bridge Network

2019 ◽  
Vol 15 (2) ◽  
pp. 84-94
Author(s):  
Anne Felton ◽  
Marissa Lambert
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Peer Support ◽  
Peer Group ◽  
Well Being ◽  
Support Network ◽  
Student Mental Health ◽  
Content Type ◽  
Healthcare Students ◽  
Mental Well Being

Purpose Student mental health is a major challenge for higher education in the twenty-first century. Students undertaking healthcare professionally affiliated courses can experience additional pressures that negatively impact on their well-being and can make it more difficult to access support. The paper aims to discuss this issue. Design/methodology/approach To address some of these challenges, the Bridge Network was established in one healthcare school in a higher education institution. It is a peer support network co-produced with students studying on healthcare courses to provide group-based support to promote mental well-being. Student peer group facilitators draw on their own lived experience of mental health challenges or of being a carer. The groups provide a safe space for students who may experience mental health difficulties to share, gain support and connect with each other. This paper explores the journey of setting up the Bridge Network. Findings Although the group has been well received and various factors have supported its establishment, there are several difficulties that the network has faced. Power imbalances between students and academic staff have been challenging for the co-produced design, alongside enabling positive and safe discloser for healthcare students. However, the network has raised the profile of mental well-being for healthcare students and encouraged supportive conversations about the issue as well as providing enriching volunteer opportunities. Practical implications The Bridge Network is an innovative development reflecting best practice within mental healthcare. However, to ensure spread and sustainability, alignment with organisational strategy is required. Originality/value The paper explores the strengths and challenges of establishing peer support for students undertaking vocational healthcare courses.

Management-led interventions for workplace stress and mental health of academic staff in higher education: a systematic review

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ogechi Ohadomere ◽  
Ikedinachi K. Ogamba
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Systematic Review ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Well Being ◽  
Intervention Strategies ◽  
Workplace Stress ◽  
Content Type ◽  
Mental Well Being

Purpose This paper aims to focus on management-led intervention strategies aimed at achieving stable mental well-being among academic staff in higher education institutions (HEIs) by reviewing and synthesising existing literature on varying intervention strategies to managing workplace stress and improving mental health. Design/methodology/approach Twenty-two peer-reviewed articles were identified through databases (PsycARTICLES, PsycINFO, Business source complete, Academic search complete) and the application of the PRISMA guideline. A quality check was carried out on the selected articles, and a data extraction table was developed to aid the discussion. Findings Although the awareness of mental health is a global issue, there was minimal research evidence in managing stress and mental health among academic staff in HEIs through increased university management involvement. Most HEIs were more focused on corporatisation and student satisfaction while unconsciously neglecting its impact on the well-being of academic staff even though universities’ management portray staff welfare as priority. Research limitations/implications There is limited information measuring the outcome of various management-led mental well-being strategies in HEIs. Further research applying more robust study design rather beyond self-reported questionnaires and similar study designs is needed in this area. Practical implications Establishing routine mental health assessment, effective communication, continuous promotion of existing and available support is imminent to improve the mental well-being of academic staff by HEIs management. Originality/value This is the first systematic review that describes and synthesises the various mental health triggers, including workplace stressors, that affect academic staff in higher education institutions (HEIs) and summarises various possible management intervention strategies.

scholarly journals Evaluation of information ethical issues among undergraduate students: An exploratory study

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Liezel Cilliers
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Undergraduate Students ◽  
Computer Literacy ◽  
Ethical Issues ◽  
Education Institution ◽  
Software Piracy ◽  
Information Ethics ◽  
First Year ◽  
First Year Students

Background: Higher education is increasingly making use of information and communication technology (ICT) to deliver educational services. Young adults at higher educational institutions are also making use of ICTs in their daily lives but are not taught how to do so ethically. Software piracy, plagiarism and cheating, while making use of ICTs, are the most common ethical dilemmas that will face digital natives.Objective: The purpose of this article was to investigate information ethics of young adults at a higher education institution in the Eastern Cape Province of South Africa.Method: This study made use of a positive, quantitative survey approach. A closed-ended questionnaire was distributed to a group of 312 first-year students, who had registered for a computer literacy class. A response rate of 69.2% was recorded, resulting in 216 students participating in the study. The results were analysed using descriptive and inferential (t-tests) statistics in SPSS V22.Results: The results indicated that plagiarism is a problem among first-year students, and elements of authorship should be included in the curriculum. Students understood what software piracy was but did not think it was wrong to copy software from the Internet. Finally, the students understood that cheating, while making use of technology, is wrong and should be avoided.Conclusion: The recommendation of the study then is that information ethics must be included in the undergraduate curriculum in order to prepare students to deal with these ethical problems.

scholarly journals Relationship Between Loneliness and Mental Health Among First- Year Undergraduate Students: Mediating Role of Timeline Browsing and Chatting on Facebook

2018 ◽  
Vol 1 (2) ◽  
pp. 86 ◽  
Author(s):  
Oli Ahmed
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Educational Institution ◽  
First Year ◽  
First Year Students ◽  
Mediating Role ◽  
And Gender ◽  
Undergraduate Programs ◽  
The Relationship

Better academic performance is associated with adjustment in the educational institution. Newly enrolled students at undergraduate programs face some adjustment related problems (i. e. – loneliness etc.) in the new environment. The present study was aimed to explore the mediating role of Facebook timeline browsing and chatting with friends on Facebook in the relationship between loneliness and mental health among first-year undergraduate students. The study sample comprised of 180 first-year students who were selected purposively from the University of Chittagong. Results suggested significant gender differences in feelings of loneliness, chatting on Facebook, Facebook timeline browsing. Results explored the mediating role of timeline browsing in the relationship between loneliness and mental health, and this relation also moderated by gender. Loneliness, timeline browsing, and gender explained 50% variance of the mental health.

Sign in / Sign up

Export Citation Format

Share Document