Prospective study of pain and psychological symptoms of first-year university students

Background: Even if pain and psychological symptoms experienced by university students are common, the prognosis of these symptoms is unknown. Objective: To examine the incidence and the outcome of frequent musculoskeletal and psychological symptoms in a 4-year follow-up of first-year university students. Methods: In 2008, a national random sample (N=2750) of Finnish university students completed a questionnaire concerning pain and psychological symptoms. Of the 416 first-year students, 123 responded to the same questionnaire also in their fourth study year in 2012. Results: Of the first-year university students with frequent pain or psychological symptoms, one half (47% - 65%) reported frequent symptoms also four years later. Almost all (78% – 95%) of the symptom-free first-year students were symptom-free also in their fourth study year. Conclusion: Our findings indicate that pain and psychological symptoms in university students are rather persistent during the first four study years. On the other hand, as half of those with frequent symptoms become symptomless and as the prognosis of symptom-free students is favourable, there is still need for further cohort studies on this issue.

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Lingering effects of COVID-19 on the mental health of first-year university students in Japan

PLoS ONE ◽

10.1371/journal.pone.0262550 ◽

2022 ◽

Vol 17 (1) ◽

pp. e0262550

Author(s):

Ryo Horita ◽

Akihiro Nishio ◽

Mayumi Yamamoto

Keyword(s):

Mental Health ◽

Suicidal Ideation ◽

High Risk ◽

University Students ◽

Psychological Symptoms ◽

Japanese Version ◽

Subscale Score ◽

First Year ◽

First Year Students ◽

First Year University

Background The coronavirus disease 2019 (COVID-19) pandemic is continuing unabated in Japan, as of October 2021. We aimed to compare first-year university students’ psychological distress before the pandemic in 2019, during the pandemic in 2020, and one year after the onset of the pandemic, in 2021. Methods The study conducted online surveys over three years from April to May each year. Participants were 400 first-year students in 2019, 766 in 2020, and 738 in 2021. We examined differences in scores on the Counseling Center Assessment of Psychological Symptoms—Japanese version (CCAPS-Japanese) between the three years using a one-way analysis of variance, and differences in the CCAPS-Japanese critical items using chi-squared test and residual analysis. Results The average scores on the Depression and Generalized Anxiety subscale in 2021 were significantly higher than those in 2020, but remained the same as in 2019. The Academic Distress subscale score in 2020 was the worst compared to 2019 and 2021. Meanwhile, the number of students who experienced severe suicidal ideation increased year by year from 2019 to 2021. Conclusion The mean mental health of first-year university students worsened after the onset of the COVID-19 pandemic, and recovered to the pre-pandemic level over the next two years. However, the number of high-risk students with suicidal ideation continued to increase. A system is required for early detection and support for students at high risk of mental health issues.

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Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v14i28.4013 ◽

2021 ◽

Vol 14 (28) ◽

pp. 57-64

Author(s):

José Eduardo Molina Arriola ◽

Victor Osiris Rodriguez Cervantes ◽

Julio Cesar Lozano Flores ◽

Luis Quintana Rivera ◽

José Moncada Jimenez ◽

...

Keyword(s):

Academic Performance ◽

Physical Education ◽

University Students ◽

Motor Skills ◽

Weighted Average ◽

First Year ◽

Regression Analyses ◽

First Year Students ◽

First Year University ◽

Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

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The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students

Journal of Student Affairs in Africa ◽

10.24085/jsaa.v9i1.1429 ◽

2021 ◽

Vol 9 (1) ◽

pp. 77-92

Author(s):

Annsilla Nyar

Keyword(s):

University Students ◽

First Year ◽

First Year Students ◽

Student Transition ◽

Double Transition ◽

First Year University ◽

The Impact ◽

Academic Cycle ◽

Special Category ◽

First Year Student

While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

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University students’ social interaction type specifics in the learning process

SHS Web of Conferences ◽

10.1051/shsconf/20196900093 ◽

2019 ◽

Vol 69 ◽

pp. 00093

Author(s):

Olga Rodina ◽

Liubov Gladkova ◽

Olga Selivanova

Keyword(s):

Social Interaction ◽

University Students ◽

Oil And Gas ◽

First Year ◽

Interaction Type ◽

First Year Students ◽

Theoretical Approaches ◽

Conflict Situations ◽

Definition Of ◽

First Year University

The author highlights the importance of human social interaction in training university students.The paper presents an overview of the conceptual aspects of social interaction in scientific research.Based on theoretical approaches to the definition of social interaction, the paper defines “social interaction” in the context of the classroom activities.The aim of the paper is to investigate and define the first-year university students’ interaction specifics in the learning process.The experiment involved 118 students from the Institute of Geology and Oil and Gas Production.On the basis of K.Thomas-Kilmann’s test questionnaire focused on determining a leading interaction type in conflict situations, social interaction type specifics of the first-year students of technical specialties were determined and described.

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First-Year Students' Self-Perceived Effects of Music on Two Tasks

10.4018/978-1-7998-7661-8.ch007 ◽

2022 ◽

pp. 119-134

Author(s):

Rachel Hall Buck ◽

Erica Payne

Keyword(s):

University Students ◽

Online Courses ◽

Cognitive Task ◽

First Year ◽

First Year Students ◽

Assessment Tasks ◽

Perceived Effects ◽

First Year University ◽

Study Halls

This chapter presents results from a study with first-year university students completing online courses during the COVID-19 pandemic. The goal of the study is to further understand how the same genre of music might impact the completion of two very different assessment tasks. Students in the study participated in two different virtual “study halls” in order to study for their semester final assessments. While further research is needed, results do highlight the need for students to be aware of which type of music to listen to while studying and specifically what kind of cognitive task they are completing.

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University Students' Adjustment Problems

Psychological Reports ◽

10.2466/pr0.1998.82.3c.1135 ◽

1998 ◽

Vol 82 (3_suppl) ◽

pp. 1135-1138 ◽

Cited By ~ 5

Author(s):

Varghese Iepen Cherian ◽

Lily Cherian

Keyword(s):

University Students ◽

Representative Sample ◽

Developed Countries ◽

First Year ◽

Adjustment Problems ◽

First Year Students ◽

The North ◽

The University ◽

First Year University ◽

University Of The North

Considerable information is available on the adjustment problems of first-year university students in developed countries, but comparatively little is known about such problems in Asia and Africa. This study of a representative sample of 1257 first-year students conducted at the University of the North showed that 33 to 85% of the first-year students experienced various adjustment problems.

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THE PSYCHOLOGICAL FEATURES OF ADAPTATION IN FIRST-YEAR UNIVERSITY STUDENTS

Психология. Психофизиология ◽

10.14529/jpps200105 ◽

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.

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

Concordia Journal of Communication Research ◽

10.54416/vqve7088 ◽

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.

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