scholarly journals Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging

2019 ◽  
Vol 28 (1-2) ◽  
Author(s):  
Oda Lekve Brandseth ◽  
Malin Torstveit Håvarstein ◽  
Helga Bjørnøy Urke ◽  
Ellen Haug ◽  
Torill Larsen
Keyword(s):  
High School Students ◽  
Teacher Support ◽  
Well Being ◽  
Cross Sectional Study ◽  
Mental Wellbeing ◽  
School Students ◽  
Cross Sectional ◽  
Supportive Behavior ◽  
Policies And Programs ◽  
Mental Well Being

Knowledge about factors in school that can promote adolescents’ mental health is of great value for national health policies and health promotion work. This cross-sectional study investigated levels of mental wellbeing measured with the Warwick-Edinburgh Mental Well-being Scale and the relationship with teacher support and class belonging among 574 Norwegian high school students, aged 16-17 (55.1% boys). The data stem from the COMPLETE-project. Results showed that students reported an average mental wellbeing of 3.50 (SD 0.88, range 1-5), with significant differences across gender, study specialization area and socioeconomic status groups. Class belonging partially mediated the observed relationship between teacher support and mental well-being after adjusting for covariates. The findings indicate that a supportive teacher may be a significant factor for both students’ class belonging and mental well-being, and suggests that school policies and programs should include a focus on promoting teachers’ supportive behavior.

scholarly journals Cross Sectional Study on The Association of Daily Spiritual Experience on Mental Well Being During COVID 19 Among The African Students In India

2021 ◽  
Vol 16 (4) ◽  
pp. 196-204
Author(s):  
Sheeba Joseph
Keyword(s):  
International Students ◽  
Reliability And Validity ◽  
Sampling Technique ◽  
Well Being ◽  
Cross Sectional Study ◽  
Spiritual Experience ◽  
Mental Wellbeing ◽  
Research Report ◽  
Cross Sectional ◽  
Mental Well Being

Objectives: The current research focussed to explore the association of daily spiritual experience on the mental well- being of international students hails from Africa and pursuing studies in various higher education institutions in India. The research also tried to explore whether age and gender plays a significant role in the mental well- being of the respondents. Design: The study is an exploratory cross-sectional in nature. The research tool comprised of the Daily Spiritual Experience Scale (DSES) and Warwick-Edinburgh Mental Well-being Scale (WEMWBS) along with the demographic details. Post reliability and validity tests, established scales are used to study the variable in the research. The data was analysed using Smart PLS SEM 3.3.2. Setting: The respondents comprise of international students hails from Africa and pursuing various under graduate, post graduate and PhD courses from various institutions at Bhopal, Delhi, Mumbai and Rajasthan in India.  The respondents include a cohort of 102 respondents who gave consent to be part of the study during first week of July to first week of August 2021 and were selected through purposive sampling technique. Main outcome measures: The research measures the association of daily spiritual experience and mental well-being during pandemic and also the coping strategies used by the respondents. Findings: The research report shows an insignificant relation of gender to the mental well-being whereas age reported a significant association. A significant association is reported between daily spiritual experience and the mental wellbeing of the respondents amidst pandemic situation. Conclusion: Pandemic outbreaks influences the mental well-being of individuals specially when they are away from the social support system. Hence counselling services and other interventions to cater to the needs of students requires a serious deliberation at the policy level.

scholarly journals Resilience, Family Functioning, and Psychological Well-Being: Findings from a Cross-sectional Survey of High-school Students

2021 ◽  
Vol 17 (11) ◽  
pp. 77
Author(s):  
Mona Desrianty ◽  
Norlizah C. Hassan ◽  
Noor Syamilah Zakaria ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
High School ◽  
High School Students ◽  
Statistical Analysis ◽  
Family Functioning ◽  
Well Being ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Psychological Well Being

The present study examined the relationship between family functioning and resilience on the psychological well-being (PWB) in high school students. A cross-sectional study was conducted using multiple linear regression for prediction and descriptive statistical analysis in five Indonesian high school students. A total of 341 high school students participated in the study, completing three validated self-administered questionnaires. Statistical analysis revealed that greater family functioning was associated with higher PWB. A significant relationship between resilience and PWB was found in this cohort. This study showed that to maintain healthy mental well-being, developing resilience and family functioning is vital for high school students. More emphasis may be placed on the possible role of resilience training and other kinds of family functioning and coping strategies in dealing with the unavoidable causes of stress in public high schoolers.

scholarly journals Social Disconnectedness, Loneliness, and Mental Health Among Adolescents in Danish High Schools: A Nationwide Cross-Sectional Study

2021 ◽  
Vol 15 ◽  
Author(s):  
Ziggi Ivan Santini ◽  
Veronica S. C. Pisinger ◽  
Line Nielsen ◽  
Katrine Rich Madsen ◽  
Malene Kubstrup Nelausen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Social Connectedness ◽  
Mental Health Problems ◽  
Well Being ◽  
Health Problems ◽  
School Students ◽  
Cross Sectional ◽  
Mental Well Being

Background: Previous research has suggested that social disconnectedness experienced at school is linked to mental health problems, however, more research is needed to investigate (1) whether the accumulation of various types of social disconnectedness is associated with risk for mental health problems, and (2) whether loneliness is a mechanism that explains these associations.Methods: Using data from the Danish National Youth Study 2019 (UNG19), nation-wide cross-sectional data from 29,086 high school students in Denmark were analyzed to assess associations between social disconnectedness experienced at school (lack of classmate support, lack of teacher support, lack of class social cohesion, and not being part of the school community) and various mental health outcomes, as well as the mediating role of loneliness for each type of disconnectedness. Multilevel regression analyses were conducted to assess the associations.Results: Descriptive analyses suggest that 27.5% of Danish high school students experience at least one type of social disconnectedness at school. Each type of social disconnectedness was positively associated with mental health problems (depression symptoms, anxiety symptoms, stress, sleep problems, suicidal ideation, non-suicidal self-injury, eating disorder, body dissatisfaction, and low self-esteem) and negatively associated with mental well-being. In all cases, loneliness significantly mediated the associations. We found a clear dose-response pattern, where each addition in types of social disconnectedness was associated with (1) stronger negative coefficients with mental well-being and (2) stronger positive coefficients with mental health problems.Conclusion: Our results add to a large evidence-base suggesting that mental health problems among adolescents may be prevented by promoting social connectedness at school. More specifically, fostering social connectedness at school may prevent loneliness, which in turn may promote mental well-being and prevent mental health problems during the developmental stages of adolescence. It is important to note that focusing on single indicators of school social connectedness/disconnectedness would appear to be insufficient. Implications for practices within school settings to enhance social connectedness are discussed.

scholarly journals When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Wei Li ◽  
Wen yang Gao ◽  
Wei dong Fu
Keyword(s):  
Teacher Support ◽  
Well Being ◽  
Cross Sectional Study ◽  
Practical Significance ◽  
Cross Sectional ◽  
Left Behind ◽  
Research Findings ◽  
The Impact ◽  
Mental Well Being ◽  
Moderating Role

Teacher support (TS) makes students feel loved and cared for because they believe that their teachers will provide them with opportunities to make choices, support them in independent problem solving, and understand their inner feelings. High TS levels reduce depression and anxiety, thereby improving students' mental well-being. This cross-sectional study involved 3,573 students from 29 schools in 16 counties/cities of six provinces, namely, Guizhou, Hubei, Jiangxi, Shanxi, Sichuan, and Yunnan. The aim was to examine the impact of TS on students' level of depression. The results indicated that for children in elementary schools, their status as left-behind children (LBC) played a moderating role between TS and depression. The level of depression in non-LBC children decreased significantly with increases in TS, but the reduction for LBC children was not significant. For children in middle/junior high schools, their LBC status did not play a moderating role between TS and depression. TS was negatively correlated with the children's level of depression, but there was a significant positive relationship between their LBC status and depression. The theoretical and practical significance of the research findings were further discussed.

scholarly journals Knowledge of conjunctivitis among high school students in Pokhara valley of Western Nepal

2020 ◽  
Vol 13 (1) ◽  
pp. 19-22
Author(s):  
Sarita Tuladhar ◽  
Jamuna Gurung
Keyword(s):  
High School ◽  
High School Students ◽  
Health Education ◽  
Demographic Data ◽  
Cross Sectional Study ◽  
Study Data ◽  
School Students ◽  
Government Schools ◽  
Cross Sectional ◽  
Pokhara Valley

Introduction: Conjunctivitis is a common health problem in Nepal. It is inflammation of conjunctiva presenting as red eye. It is a communicable eye disease. Health education to the students and proper management can help spread of the disease. Knowledge of conjunctivitis among school students will help in prevention of the disease. So the study was carried out to assess the knowledge of conjunctivitis among high school students in Pokhara valley of Western Nepal. Materials/ Methods: A school based cross sectional study was performed among six government schools in western Nepal from May 2019 to June 2019. Students from grade eight, nine and ten were included in the study. Data was collected using structured questionnaire including demographic data, knowledge regarding sign symptoms of conjunctivitis, treatment, prevention, complication of conjunctivitis. Data was analysed using SPSS version 11.6. Result: A total of 523 students were included in the study. The mean age of the students was 14.7 ± 1.2 years with majority of females (53%). Nearly 2/3rd of the students (61.6%) had heard of conjunctivitis. Majority of the students (87.4%) of the students mentioned that it is communicable while 80.3% of the students correctly mentioned its etiology. Majority of the students (97.9%) mentioned that it is curable with treatment as first option (97.5%). Majority of the students (98.3%) correctly responded to the preventive measures but majority of the students (83.2%) wrongly mentioned mode of transmission. Conclusion: Secondary school students in Western Nepal have poor knowledge of conjunctivitis. Appropriate eye health education should be given to school students to prevent rapid spread of infective conjunctivitis.  

Determining Major Stressors for Students at a Private Medical College in Lahore, Pakistan, Using MSSQ.

2021 ◽  
Vol 15 (9) ◽  
pp. 2880-2886
Author(s):  
Syed Hussain Raza Zaidi ◽  
Sara Mukhtar ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Tayyaba Azhar ◽  
...  
Keyword(s):  
Medical Student ◽  
Teaching And Learning ◽  
Well Being ◽  
Cross Sectional Study ◽  
Mental Wellbeing ◽  
Mild Stress ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Undergraduates ◽  
Moderate Stress

Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrapersonal, teaching and learning, social, drive and desire, and group activities related stressors. The students were further asked to answer questions related to their gender, study routine and physical activity. They were also asked about family and social support available to them. SPSS software version 23 was utilized for data analysis. Results: Data revealed that the 2nd and 3rd year students regard academic related stressors as the most bothersome for them, whereas the desire related stressors were regarded by them as causing mild to moderate stress. The remaining four domains were rated as causing only moderate stress. 1st year students graded the academic related stressors as the cause of most stress for them, while the teaching and learning related stressors, interpersonal related stressors and social related stressors were rated less than it. Drive and desire related stressors were regarded as causing mild stress. When we compared the data from all three years, we found that group activates related stressors were regarded as least stressful by 3rd year students. 3rd year MBBS students rated the intrapersonal & interpersonal stressors, social related stressors, drive and desire related stressors and group activity related stressors at a level that was lower than the 1st & 2nd year MBBS students. Conclusions: Academic related stressors and teaching and learning related stressors were rated as being most stressful by students of all three years. Institutions should take to make the learning environment less stressful for the students as continued stress can adversely affect the health and mental well-being of the students. Keywords: Undergraduate Medical Students, Stress, Medical student stressor questionnaire (MSSQ)

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