scholarly journals Three-Wave Longitudinal Survey on the Relationship between Neuroticism and Depressive Symptoms of First-Year College Students: Addictive Use of Social Media as a Moderated Mediator

2020 ◽  
Vol 17 (17) ◽  
pp. 6074
Author(s):  
Weiqi Mu ◽  
Dongyun Zhu ◽  
Yanhong Wang ◽  
Fugui Li ◽  
Liyuan Ye ◽  
...  
Keyword(s):  
College Students ◽  
Social Media ◽  
Depressive Symptoms ◽  
First Year ◽  
Psychological Resilience ◽  
First Year Students ◽  
First Year College ◽  
First Year College Students ◽  
Use Of Social Media ◽  
The Relationship

First-year college students’ adaptation problems and related mental health have attracted researchers’ attention. The current research focuses on the depressive symptoms of first-year college students and aims to explore the relationship between the neuroticism trait and depressive symptoms, the mediating effect of addictive use of social media, and the moderating effect of psychological resilience. Three-wave longitudinal data from 1128 first-year students at a university in Fujian Province, China, were collected within three months of their enrollment. PROCESS macro for SPSS with bootstrapping was used to test the model. Results showed that the prevalence of moderate to severe severity of depressive symptoms in first-year students was 10.28% (T1) and 11.17% (T3). Addictive use of social media (T2) plays a moderated mediator role in the relationship between neuroticism (T1) and depressive symptoms (T3) of first-year students. Specifically, a low neuroticism individual does not necessarily have a less addictive use of social media. Psychological resilience (T1) moderated the above mediation. Implications for research and practice are discussed.

scholarly journals Correlates of Depression in First-Year College Students

2017 ◽  
Vol 47 (1) ◽  
pp. 114-136
Author(s):  
Aude Villatte ◽  
Diane Marcotte ◽  
Alexandra Potvin
Keyword(s):  
College Students ◽  
Depressive Symptoms ◽  
Emotional Adjustment ◽  
First Year ◽  
Personal Goals ◽  
Adjustment To College ◽  
First Year College ◽  
First Year College Students ◽  
High Level ◽  
Support Students

This study aimed to identify and rank the personal, family-related, social, and academic correlates of depressive symptoms in first-year college students. A questionnaire that included the Beck Depression Inventory-II (BDI-II) was administered to 389 first-year college students (mean age = 18.9; SD = 3.38; 59.4% female). Eight variables contributed uniquely to the variance of depressive symptoms and were, in decreasing order of importance: (1) the absence of personal goals, (2) a high level of anxiety and (3) of dysfunctional thoughts regarding success, (4) a lack of emotional adjustment to college, (5) being female, (6) receiving little warmth and encouragement of autonomy from one’s mother and (7) from one’s father, and (8) being attracted to members of the opposite or both sexes. These results suggest that a multimodal intervention is required to support students’ mental health.  

Do First-Year College Students' Expectations Align with their First-Year Experiences?

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Joshua S. Smith ◽  
Ellen C Wertlieb
Keyword(s):  
College Students ◽  
Transition To College ◽  
First Year ◽  
Academic Expectations ◽  
Social Expectations ◽  
First Year Students ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
First Year Experiences

First-year college students’ expectations about "what college is like" do not always align with their actual experiences. This study examined 31 first-year students’ social and academic expectations and compared those expectations with students' experiences at the middle and end of their first year of college. Paired t tests revealed that students' academic and social expectations did not align with their first-year experiences. Academic and social expectations/experiences were not statistically significant predictors of first-year academic achievement. However, students with unrealistic high social or academic expectations had lower first-year grade point averages (GPAs) than students with average or below-average expectations. Recommendations for increasing high school and college collaboration to assist students with the transition to college are included.

scholarly journals Female First-Year Students Preceptions of Orientation Programs

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Beverly G. Dyer ◽  
Daniel P. Nadler ◽  
Michael T. Miller
Keyword(s):  
College Students ◽  
Transition To College ◽  
Female College Students ◽  
First Year ◽  
Orientation Programs ◽  
First Year Students ◽  
First Year College ◽  
Cas Standards ◽  
First Year College Students

Female college students experience unique dimensions to their transition to college. Traditional orientation programming has begun to address the needs of female students, but these efforts have typically not provided the holistic attention deserving of this population. The current report was a case study of 605 female first-year college students, their perceptions of an orientation program based on the CAS Standards, and the differences between Multi-Ethnic and Caucasian females.

scholarly journals Relationship between Facebook Usage and Academic Performance of College Students under the Royal University of Bhutan

2021 ◽  
pp. 29-38
Author(s):  
Ugyen Kelzang ◽  
Tshering Lhendup
Keyword(s):  
College Students ◽  
Social Media ◽  
Academic Performance ◽  
Mobile Phones ◽  
First Year ◽  
Grade Point ◽  
First Year College ◽  
Facebook Usage ◽  
First Year College Students ◽  
Computer Students

The development of social media like Facebook has changed the lives of many people principally the students. Several opinions are shared on how social media have a negative consequence on college students and lead to worsening their academic performance. Facebook usage is extremely prevalent among most undergraduates and approximately 85% of students use it particularly the first-year college students as it offers students a feeling of community and friendship. Of the total 365 students surveyed, 344 were Facebook users while 21 were non-users. Majority of respondents having Facebook account use mobile phones i.e., 48% of total respondents, 42% use their personal laptops and remaining 10% use college computer. Students are more often subjected to reading social media updates than reading academic-related books. Hence, it revealed that those who spent more time on social media spent less time studying i.e., users spent 0.33 to 1-hour studying per day and non-users spent 2 to 5 hours studying. Pearson's correlation test showed that the time spent on Facebook was negatively associated with students’ GPA (r = -.198, p = .000). More the time a student invests on Facebook, the lower the average grade point will be. However, blocking Facebook is not a solution since students can easily access it via their mobile phones.  As a result, rather than blocking the site, higher education institutions such as Universities and Colleges may encourage students to use Facebook for educational purposes by offering appropriate arrangements and training.

scholarly journals Students with Autism Spectrum Disorders and Their First-Year College Experiences

2021 ◽  
Vol 18 (22) ◽  
pp. 11822
Author(s):  
Stefania D. Petcu ◽  
Dalun Zhang ◽  
Yi-Fan Li
Keyword(s):  
College Students ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
First Year ◽  
First Year Students ◽  
First Year College ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
First Year College Students ◽  
Using Data

Using data from the 2019 CIRP Freshman Survey and the Your First College Year (YFCY) from the Higher Education Research Institute at UCLA, this study explores the differences between the characteristics and behaviors of the first-year students with autism spectrum disorders (17) and those of students with learning disabilities (102). The findings indicate that the characteristics of these two groups of first-year college students were similar except for gender, ethnicity, first college generation, and parents’ income. Compared with first-year college students with LD, students with ASD were less likely to engage in risk-taking behaviors, use health services and the writing center.

Sign in / Sign up

Export Citation Format

Share Document