Discussion on Correlation Between Psychological Factors and Incidence of Recurrent Oral Ulcer Among College Students in Mudanjiang Area

Abstract Introduction Epidemiological studies have long established that sleep factors, stress, and cardiovascular health are related. College students often struggle with the demands of college life, which leads to increased stress, symptoms of depression and anxiety, and poor sleep. The focus of the current study was to examine habitual sleep habits in college students, in association with psychological factors and physiological factors. Methods Participants included 51 undergraduate students (18 men, average age M=20.25 years, SD=1.78) who wore wrist actigraphs to measure their typical sleep habits. After one week, participants completed questionnaires about psychological symptoms (i.e., depression, anxiety, and stress; Depression Anxiety Stress Scale, DASS-21) and subjective physiological symptoms (i.e., fatigue; Multidimensional Assessment of Fatigue Scale, MAF). Blood pressure and heart rate were measured using a wrist cuff. Results Overall total sleep time was 6.59 hours and sleep efficiency was 82.55%. Pearson correlational analyses revealed a negative moderate association between sleep efficiency and diastolic blood pressure (r(49) = -.318, p = .024). Global PSQI scores were moderately associated with stress (r(49) = .419, p = .002). MAF Global Fatigue Index scores revealed positive associations with depression (r(49) = .344, p =.014), anxiety (r(49) = .474, p<.001), and stress (r(49) = .620 p<.001). Heart rate was positively associated with depressive symptoms r(49) = .296, p= .035), stress symptoms r(49) = .447, p= .001), and fatigue r(49) = .456, p= .001). Conclusion As expected, college students’ sleep was short in duration and poor in efficiency. Sleep factors, cardiovascular factors, psychological factors, and stress were all related, demonstrating the importance of sleep on physiological and psychological health. More research should be conducted to further examine the relationships and directionality between sleep, psychological factors, and stress as there may be underlying mechanisms important for cardiovascular health. Support None.

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Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

Journal of Educational & Psychological Research ◽

10.33140/jepr.03.02.01 ◽

2021 ◽

Vol 3 (2) ◽

Keyword(s):

College Students ◽

Academic Performance ◽

Goal Orientation ◽

Self Efficacy ◽

Psychological Factors ◽

First Generation ◽

Academic Stress ◽

First Generation Students ◽

Factors Associated ◽

Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

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The Effects of Diet Methods on Basic Physical Fitness and Psychological Factors in Female College Students

Journal of the Korean society for Wellness ◽

10.21097/ksw.2018.11.13.4.379 ◽

2018 ◽

Vol 13 (4) ◽

pp. 379-389

Author(s):

Jin-Hee Woo ◽

Sung-Chul Park

Keyword(s):

College Students ◽

Physical Fitness ◽

Psychological Factors ◽

Female College Students ◽

Female College

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Linking Decent Work With Academic Engagement and Satisfaction Among First-Generation College Students: A Psychology of Working Perspective

Journal of Career Assessment ◽

10.1177/1069072720943153 ◽

2020 ◽

Vol 29 (1) ◽

pp. 148-163

Author(s):

Yin Ma ◽

Genghua Huang ◽

Kelsey L. Autin

Keyword(s):

College Students ◽

Academic Outcomes ◽

Psychological Factors ◽

Academic Engagement ◽

First Generation ◽

First Generation College Students ◽

Decent Work ◽

Academic Satisfaction ◽

First Generation College ◽

Psychology Of Working

Links between decent work and academic outcomes among a sample ( N = 1,231) of first-generation college students were examined based on Psychology of Working Theory (PWT). A theory-driven mediation model was proposed by placing decent work as a mediator between predictors of PWT and academic outcomes. The predictor component of PWT was supported. Future decent work perceptions positively predicted academic engagement but not academic satisfaction. Support for the mediation results was mixed. Overall, findings suggested that positive future decent work perceptions may boost academic engagement for university students. Thus, interventions that aim to improve student academic satisfaction should be implemented. Two malleable psychological factors, namely, work volition and career adaptability appear to be two malleable psychological factors that could be used as targets when working with this group. Theoretical contributions and future research directions are discussed.

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Achievement, Power, and Affiliation Motives as Clues to (E)migration Desires: A Four-Countries Comparison

European Psychologist ◽

10.1027/1016-9040.3.4.247 ◽

1998 ◽

Vol 3 (4) ◽

pp. 247-254 ◽

Cited By ~ 40

Author(s):

Bonka Boneva ◽

Irene H. Frieze ◽

Anuška Ferligoj ◽

Eva Jarošová ◽

Daniela Pauknerová ◽

...

Keyword(s):

College Students ◽

Economic Growth ◽

Psychological Factors ◽

The Czech Republic ◽

Power Motivation ◽

Economic Stagnation ◽

Internal Migrants ◽

Motivational Structure ◽

Affiliation Motivation ◽

Manova Analysis

Within the framework of McClelland’s motivational theory, a model of the motivational structure of the migrant personality is proposed. It is argued that those who choose to leave their country of origin have higher achievement and power motivation and lower affiliation motivation than those who want to stay. This model was tested with 1050 college students in Albania, the Czech Republic, and Slovenia. Data were collected between 1993 and 1996. MANOVA analysis confirmed our predictions for the achievement and power motives. Students who wanted to emigrate had higher achievement and power motivation scores than those who wanted to stay. This model was also applied to internal migrants. It was tested with 789 United States college students. Those who wanted to leave the region of their university after graduation scored significantly higher on achievement and power motivation than those who wanted to stay. It is argued that this pattern is specific for countries or regions of economic stagnation or decline, while it may be reversed for countries or regions of economic growth. Predictions for the affiliation motivation were only partly supported. Our findings suggest that psychological factors are important predictors of (e)migration.

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College Students’ Sense of Belonging: A National Perspective

Educational Researcher ◽

10.3102/0013189x19897622 ◽

2019 ◽

Vol 49 (2) ◽

pp. 134-137 ◽

Cited By ~ 3

Author(s):

Maithreyi Gopalan ◽

Shannon T. Brady

Keyword(s):

College Students ◽

Psychological Factors ◽

Sense Of Belonging ◽

First Generation ◽

Well Being ◽

First Year ◽

Nationally Representative ◽

National Perspective ◽

Students Success ◽

Racial Ethnic

In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students’ success and well-being.

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