Back to Life, Back to Reality: A Multi-Level Dynamic Network Analysis of Student Mental Health Upon Return to Campus During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Katharina Karnbach ◽  
Michał Witkowski ◽  
Omid V. Ebrahimi ◽  
Julian Burger
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Dynamic Network ◽  
Well Being ◽  
Network Modelling ◽  
Student Mental Health ◽  
Beneficial Effects ◽  
Network Analyses ◽  
Multi Level

Lockdown measures during the COVID-19 pandemic resulted in drastic disruptions of university students’ everyday life and study mode, such as marked reductions in face-to-face teaching activities. Previous research on student mental health during the pandemic found that prolonged campus relocation had negative effects on students’ mental well-being. However, these studies focussed on the initial lockdown period, or periods of active lockdown measures. This longitudinal study collected 456 observations of 23 undergraduate students in the Netherlands using ecological momentary assessment data on mental health related items (anxiety, stress, social context) during the first two weeks of on-campus teaching after prolonged lockdown measures. Using multi-level dynamic network modelling, we analysed the temporal and contemporaneous interplay of students’ mental health factors following the return to campus in September 2021. On average, students reported low to medium scores on stress and anxiety both before and after the assessment period. Results of network analyses showed that students experienced social unease in relation to accumulating difficulties at university and vice versa. Furthermore, there were clusters of different states of social unease next to clusters of stress, anger, loss of control, and feeling upset. Lastly, we found beneficial effects of self-efficacy on experiencing social comfort in university. We discuss implications for potential interventions in universities, such as the promotion of self-efficacy, providing guidance in structuring study load, as well as help with stress management.

scholarly journals Measuring mental health and well-being of South African undergraduate students

2020 ◽  
Vol 7 ◽  
Author(s):  
Irma Eloff ◽  
Marien Graham
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Short Form ◽  
Well Being ◽  
Student Mental Health ◽  
Time Points ◽  
Psychological Flourishing ◽  
Academic Year ◽  
Health And Well Being

Abstract Background Increased investment in optimal student mental health and well-being has been noted by universities around the world. Studies show the need for contextually relevant, granular understandings of specific aspects of student mental health and well-being. Methods A survey was conducted at two time points – at the beginning and end of the academic year – at a large, urban university in South Africa. The Mental Health Continuum-Short Form, the Flourishing Scale, and the Fragility of Happiness Scale were used in the testing of undergraduate students from a variety of scientific disciplines. Two separate comparisons were made, based on the baseline data (n = 551) and the follow-up data (n = 281). In Comparison 1 (baseline, n = 443; follow-up, n = 173), two independent, biographically (very) similar groups were compared. Comparison 2 (n = 108) compared the results from the baseline and follow-up of the same group of students who completed the instruments at both time points. Results Results indicate a significant decline in mental health and well-being for both groups (independent and dependent) over the course of the academic year. Both follow-up groups were found to have lower psychological, emotional and social well-being, psychological flourishing, and reduced mental health, in comparison with the baseline groups. Conclusions The statistically significant decreases in the mental health and well-being of participants in this study indicate the need for substantive interventions to support student mental health and well-being. Strong foci for well-being interventions should include self-efficacy, sense of direction, meaning and creating a sense of belonging.

Effects of Perceived Public Regard on the Well-Being of Military Veterans

2019 ◽  
Vol 10 (3) ◽  
pp. 291-304
Author(s):  
Fred E. Markowitz ◽  
Sara M. Kintzle ◽  
Carl A. Castro ◽  
Steven L. Lancaster
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Public Attitudes ◽  
Military Veterans ◽  
Well Being ◽  
Public Understanding ◽  
Civilian Life ◽  
The Relationship ◽  
Public Regard

Many military veterans face considerable challenges reintegrating into civilian life. Evidence suggests the general public holds conflicting attitudes toward veterans. This study examines how perceived public attitudes play a role in veterans’ mental health and well-being. Drawing from and extending interactionist theories of self-concept, stigma, and mental health recovery, we develop and estimate models for the relationships between internalized public attitudes toward veterans (perceived public regard), military identity–related self-worth (private regard), and well-being (depression, self-efficacy, and life satisfaction). Using survey data from the Chicagoland Veterans Study, we found that perceived public regard is negatively related to depression and positively related to self-efficacy and life satisfaction. The relationship between public regard and self-efficacy is fully mediated by private regard, and a significant part of the relationship between perceived public regard and both depression and life satisfaction is mediated by private regard. The study suggests avenues for extending theory and research related to military identity and public understanding of veterans as well as other groups where there may be conflicting public sentiment toward them.

Concept of Mental Health and Disease for Practical Implementation: A Case-Based Teaching for Undergraduate Students—Part I of Basic and Applied Psychology

2020 ◽  
Vol 33 (02) ◽  
pp. 082-089 ◽  
Author(s):  
Rajesh Ramkunwar Yadav
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Lesson Plan ◽  
Well Being ◽  
World Health ◽  
Practical Implementation ◽  
Applied Psychology ◽  
Multiple Choice Questions ◽  
The Impact ◽  
Case Based

Abstract Background Mental health has been conceptualised by the World Health Organisation (WHO) as not just the absence of illness but as a state of well-being in which the individual can cope with normal stresses of life, work productively and fruitfully, and make a contribution to the community. To achieve this or to explain it to the stakeholders, a doctor needs to be well versed with the normal functioning of the human mind. Homoeopathic doctors must have this knowledge to help them understand and treat their patients or advise prevention. Lack of this knowledge in the undergraduate years fails to suitably equip them, thereby hampering their own growth and clinical functions. These papers (in two parts) will deal with the teaching of basic and applied psychology and abnormal psychology and psychiatry to homoeopathic undergraduates. Aim The main aim of this study is to teach homoeopathic undergraduate students the basic psychological concepts required for understanding human behaviour through cased based presentations Methodology Plan of teaching psychology to undergraduate students with a case-based approach was formulated by the Psychiatric Department of Dr. M.L. Dhawale Homoeopathic Institute (MLDMHI), Palghar. Postgraduate students prepared topics with the help of a lesson plan template under the guidance of faculty. Peer evaluation along with student feedback helped to gauge the impact of the lectures and to design improvements. Results Thirteen topics, one each week, covered the assigned portion for basic psychology. Reports of around 30 students and 2 lecturers for each lecture over 3 years were evaluated. These indicated satisfaction with contents and desire to have more such lectures. Multiple choice questions post lectures allowed to identify the changes in knowledge and interest of students in the subject. Discussion Basic and comprehensive knowledge of psychology will allow students/physicians to look at the cases not only from the view point of physical antecedents but also from a more holistic and comprehensive point of view. Conclusion Educational ethos demands the incorporation of case-based teaching in undergraduates especially in the teaching of psychology, to expose the shades of normal and abnormal states of mind through case-based teachings.

The Relationship of Sex, Sex Role, and Mental Health

1980 ◽  
Vol 4 (4) ◽  
pp. 573-580 ◽  
Author(s):  
Deana Dorman Logan ◽  
Ellyn Kaschak
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Sex Role ◽  
Well Being ◽  
Attitudes Toward Women ◽  
Depression And Anxiety ◽  
Role Identification ◽  
Health Differences ◽  
Relationship Of ◽  
The Relationship

Mental health differences due to sex, sex-role identification, and sex-role attitudes were investigated using 109 undergraduate students. Females reported higher levels of depression and anxiety. Both males and females with more liberal scores on the Attitudes Toward Women Scale scored higher on the Well-Being Scale of the California Psychological Inventory. No differences due to androgyny were found.

The Self-Efficacy for Sociocultural Adaptation Scale (SESCAS): Development and Initial Psychometric Evaluation

2020 ◽  
Vol 49 (1) ◽  
pp. 33-79
Author(s):  
Lynette H. Bikos ◽  
Rebekah Forman ◽  
Kaitlin M. Patton
Keyword(s):  
Predictive Validity ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Well Being ◽  
The Self ◽  
Global Learning ◽  
Sociocultural Adaptation ◽  
Education Abroad ◽  
Convergent And Discriminant Validity

Adjustment to the interpersonal and environmental contexts of a host country is critical for sojourners. Founded in social cognitive career theory, the Self-Efficacy for Sociocultural Adaptation Scale (SESCAS) is a multidimensional scale that assesses self-efficacy for three types of tasks (affective, behavioral, cognitive) in two cultural contexts (environmental, interpersonal). We conducted item-total correlations, confirmatory factor analyses, reliability analyses (test-retest, internal consistency), within-scale convergent and discriminant validity, convergent and discriminant validity, and predictive validity assessments across an initial sample of the general population ( n = 227), a cross-validation sample of undergraduate students enrolled in education abroad ( n = 546), and a predictive validity sample of re-entered education abroad undergraduates ( n = 74). Psychometric properties of the scale support its use as a total score and as various subfactor constellations. Researchers are encouraged to use the SESCAS to explore how self-efficacy for sociocultural adaptation may contribute to global learning outcomes and well-being.

Incorporating Hope and Positivity Into Educational Policy

2019 ◽  
Vol 6 (2) ◽  
pp. 130-137 ◽  
Author(s):  
Dante D. Dixson
Keyword(s):  
Mental Health ◽  
Student Achievement ◽  
Education Policy ◽  
Educational Policy ◽  
Well Being ◽  
Educational Policies ◽  
Student Mental Health ◽  
Disciplinary Practices ◽  
Improved Outcomes ◽  
American Students

American students are underachieving relative to the nation’s investment in education. One explanation may be the lack of hope and positivity within America’s educational policies. These constructs predict student achievement and improved outcomes in several crisis areas that current educational policy has neglected (e.g., student mental health and school disciplinary practices). Moreover, educational policy can easily incorporate hope and positivity. First, schools can leverage several already-developed, effective, and scalable hope and positivity-based interventions. Second, educational policy can target hope and positivity-based constructs (e.g., student well-being) or incorporate their principles (e.g., focusing on student strengths) in education policy directed at solving problems. Given the evidence, policymakers should leverage hope and positivity in future educational policy.

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