The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

Sexual Violence at University: Are Indigenous Students More at Risk?

University-based sexual violence prevalence is worryingly high and leads to many serious consequences for health and academic achievement. Although previous work has documented greater risk for sexual violence among Indigenous Peoples, little is known about university-based sexual violence experienced by Indigenous students. Using a large-scale study of university-based sexual violence in Canada, the current study aims to (1) examine the risk of sexual violence against Indigenous students compared to non-Indigenous students, and (2) to document sexual violence experiences of Indigenous students. Undergraduate students from six universities ( N = 5,627) completed online questionnaires regarding their experience and consequences of university-based sexual violence (e.g., forms of sexual violence experiences, gender, and status of the perpetrator, context of the violence, PTSD, disclosure). Findings indicated that compared with their non-Indigenous peers, Indigenous students experienced significantly higher levels of sexual harassment. However, no difference was found for unwanted sexual behaviors, nor for sexual violence contexts. Among Indigenous students, those having experienced sexual violence after age 18 (outside university) were more likely to report university-based sexual violence. Overall, findings highlight that Indigenous students, as well as non-Indigenous students, experience university-based sexual violence. Given their history, Indigenous students may have different needs, so sustainable policies that foster cultural safety on all campuses are clearly needed.

Relation between Student Mental Health and Academic Achievement Revisited: A Meta-Analysis

In the present research, the relationship between mental health and academic achievement in adolescents was investigated. The research adopted meta-analysis model to investigate the relationship between these two phenomena. In the meta-analysis, 13 independent studies were included, and their data were combined to display effect sizes. According to the result of the research, it was indicated that there was a positive relationship between mental health and academic achievement. Also, it was revealed that there was no significant relationship within sub-group variation in the relationship between mental health and academic achievement in terms of year of publication, publication type, community, and sample size, but not the setting.

A Systematic Review of the Development and Psychometric Properties of Loneliness Measures for Children and Adolescents

This paper reviews the three most commonly used measures of loneliness for children and adolescents (children: Loneliness and Aloneness Scale for Children and Adolescents [LACA] and Children’s Loneliness and Social Dissatisfaction Scale [CLS]; adolescents: UCLA Loneliness Scale [UCLA] and LACA). Loneliness is a pertinent issue across populations and affects the mental health and academic achievement of children and adolescents. To date, there has been no thorough examination of the loneliness measures for this age group. We examine how each of the three measures was developed, and assess the psychometric properties of those measures, gaining insight into whether they are valid and reliable assessments of loneliness. Results suggest that the UCLA Loneliness Scale is the most popular measure of loneliness for use with adolescents, but it does not have robust psychometric properties for that group. For children, the CLS appears most suitable. Results of the review identify gaps in aspects of measure development, with no measure having been developed with children or adolescents. Implications for future loneliness measurement research are considered.

The Case for Mom and Dad

Is the system of norms comprising traditional, natural marriage—featuring formally enacted, irrevocable, exclusive man/woman sexual union preceded by chastity—essential for children’s development and well-being, as Catholic teaching asserts? Review of an extensive body of diverse research finds that, compared to children continuously living with two parents, married parents, or their own biological parents, children in other family arrangements consistently experience lower emotional well-being, physical health, and academic achievement. Competing research has variously attributed this difference to a lack of married parents, two parents, complementary man/woman parents, or family stability, but these possibilities have not previously been studied in combination. To address this question, family structure differences and determinants of child well-being (reverse coded to show child distress) were examined using the 2008–2018 National Health Interview Surveys ( n = 82,635). Adjusted odds ratios (AOR) for child emotional problems were higher with less than two parents (AOR = 1.42, 95% CI 1.27–1.56), unmarried parents (1.46, 95% CI 1.31–1.61), unstable parents (1.55, 95% CI 1.27–1.76), or less than two biological parents (AOR = 1.70, 95% CI 1.55–2.87 for one biological parent; 4.77, 95% CI 3.95–5.77 for no biological parents). When combined in the same model, only the lack of joint biological parentage accounted for higher distress, with outcomes significantly worse without the biological father than without the biological mother (interaction AOR = 1.33, 95% CI 1.04–1.71). This evidence strongly supports the claim that maximum child development occurs only in the persistent care of both of the child’s own biological parents. Marriage benefits children primarily by ensuring such care. Implications are discussed. Summary: Children raised apart from the care of both natural parents consistently experience lower developmental outcomes. Traditional, religious marriage norms—a lifelong, exclusive sexual union between man and woman—benefit children by establishing strong conditions that promote such care. More than any other family arrangement, marriage assures to children the care of their own mom and dad.