ABSTRACT
BACKGROUND: Up to 55 % of students experience test anxiety (TA), which is characterized by intense physiological and psychological symptoms before or during exams, such as anxiety, fear of failure, sweating, or increased heart rate. Furthermore, TA increases graduation times and can result in discontinuance of the graduate program all together. Previous research demonstrated the beneficial effects of combining cognitive behavioral therapy with imagery rescripting, however, treatment programs are comparably long. Hence, they do not account for the students´ time-sensitive schedules. Therefore, the present study investigates a two-session short-intervention using imagery rescripting to treat TA. METHODS: 44 students and pupils were randomly assigned to either the two-session imagery rescripting intervention (22 participants) or the waitlist-control condition (22 participants). One week before the intervention clinical interviews were conducted and self-report questionnaires on TA, self-efficacy, symptoms of depression, and intrusive prospective images were completed (T1). The same questionnaires were completed one week (T2) and six months after the intervention (T3). RESULTS: Test anxiety significantly decreased from T1 to T2, as well as from T1 to T3 within the intervention group. Furthermore, there were medium to large within and between group effects for situational test anxiety, self-efficacy, symptoms of depression, as well as prospective intrusive images, showing significant improvements for the intervention group at six months follow-up. LIMITATIONS: The study is limited to the comparably small sample size, as well as the sole usage of self-report measurements. CONCLUSIONS: The presented short-intervention provides a feasible treatment technique, which can be easily applied within school and university counseling centers.
Subject(s)
Adaptation, Psychological , Imagery, Psychotherapy , Test Anxiety , Humans , Female , Male , Imagery, Psychotherapy/methods , Young Adult , Adult , Test Anxiety/therapy , Test Anxiety/psychology , Students/psychology , Self Efficacy , Depression/therapy , Depression/psychology , Treatment Outcome , Cognitive Behavioral Therapy/methodsABSTRACT
Background: In China, the prevalence of mental health issues among college students is a significant concern in society. This study aims to investigate the impact of early dietary quality on the psychological well-being of college students and elucidate the underlying mechanisms through which these effects occur, specifically focusing on height and qi-deficiency as mediators according to Chinese traditional medicine (CTM). Methods: A total of 655 college students were surveyed in October 2023 using paper-pencil-based questionnaires at four second-tier universities in Sichuan Province. The assessment included mental health, height, and qi-deficiency. Pearson's correlation and linear regression analyses were employed to examine the mediation model and test the hypotheses. Results: The college students exhibited acceptable levels of early diet quality (M = 3.72) and mental health (M = 3.63), while also presenting mild qi-deficiency symptoms (M = 2.25). Their average height was measured at 164.61 cm. Early diet quality demonstrated significant associations with mental health (r = 0.38, p < 0.01), height (r = 0.32, p < 0.01), and qi-deficiency (r = -0.32, p < 0.01). Mental health displayed correlations with height (r = 0.32, p < 0.01) and qi-deficiency (r = -0.49, p < 0.01). The results of linear regression analyses revealed significant associations between early diet quality and mental health (ß = 0.31, p < 0.01), height (ß = 0.21, p < 0.01), as well as qi-deficiency (ß = -0.26, p < 0.01). Furthermore, when early diet quality was included in the regression model, both height (ß = 0.21, p < 0.01) and qi-deficiency (ß = -0.35, p < 0.01) emerged as significant mediators in the relationship with mental health. Conclusion: The mediation model and hypotheses were strongly supported, demonstrating that early diet quality exerted an influence on the mental health of college students through two distinct pathways: height and qi-deficiency. Moreover, the mediating effect of qi-deficiency was found to be more pronounced than that of height in the relationship between early diet quality and mental health among college students.
Subject(s)
Body Height , Diet , Mental Health , Qi , Students , Humans , Female , Students/statistics & numerical data , Students/psychology , Male , Universities , Mental Health/statistics & numerical data , China , Young Adult , Surveys and Questionnaires , Diet/statistics & numerical data , Adult , Adolescent , Medicine, Chinese TraditionalABSTRACT
The positive association between meaning in life (MIL) and mindfulness has been supported; however, previous research has been limited to the trait level. To explore the dynamics of mindfulness and MIL in the state level, the present study used the experience sampling method (ESM) and conducted a dynamic structural equation model (DSEM). In addition, we examined the moderation of baseline depression in this dynamic relationship and the protective role of the dynamics on depression. We recruited 184 college students (Mage = 21.58, 33.15% male), who reported three times a day for 14 consecutive days, and analyzed the 7726 collected responses. Firstly, a virtuous cycle between mindfulness and MIL was proven. Besides, the baseline depressive symptoms moderated the predictive of mindfulness on MIL, suggesting state mindfulness gave people with more depressive symptoms more meaningful in daily life. Lastly, the result also demonstrated the positive prediction of mindfulness on MIL and alleviated the worsening of depressive symptoms within 2 weeks. The findings extended the relationship between MIL and mindfulness from trait level to state level, enriching the self-determination theory, and examined the unique effect of depressive symptoms in the dynamics.
Subject(s)
Depression , Mindfulness , Humans , Male , Female , Young Adult , Depression/psychology , Adult , Ecological Momentary Assessment , Students/psychology , AdolescentABSTRACT
BACKGROUND: Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students. OBJECTIVES: The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy. METHOD: The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software. FINDINGS: The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year. CONCLUSIONS: The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students.
Subject(s)
Academic Success , Mindfulness , Humans , Self Efficacy , Students/psychology , ChinaABSTRACT
BACKGROUND: College athletes are a group often affected by anxiety. Few interventional studies have been conducted to address the anxiety issues in this population. OBJECTIVE: We conducted a mobile-delivered mindfulness intervention among college athletes to study its feasibility and efficacy in lowering their anxiety level and improving their mindfulness (measured by the Five Facet Mindfulness Questionnaire [FFMQ]). METHODS: In April 2019, we recruited 290 college athletes from a public university in Shanghai, China, and 288 of them were randomized into an intervention group and a control group (closed trial), with the former (n=150) receiving a therapist-guided, smartphone-delivered mindfulness-based intervention and the latter receiving mental health promotion messages (n=138). We offered in-person instructions during the orientation session for the intervention group in a classroom, with the therapist interacting with the participants on the smartphone platform later during the intervention. We used generalized linear modeling and the intent-to-treat approach to compare the 2 groups' outcomes in dispositional anxiety, precompetition anxiety, and anxiety during competition, plus the 5 dimensions of mindfulness (measured by the FFMQ). RESULTS: Our intent-to-treat analysis and generalized linear modeling found no significant difference in dispositional anxiety, precompetition anxiety, or anxiety during competition. Only the "observation" facet of mindfulness measures had a notable difference between the changes experienced by the 2 groups, whereby the intervention group had a net gain of .214 yet fell short of reaching statistical significance (P=.09). Participants who specialized in group sports had a higher level of anxiety (ß=.19; SE=.08), a lower level of "nonjudgemental inner experience" in FFMQ (ß=-.07; SE=.03), and a lower level of "nonreactivity" (ß=-.138; SE=.052) than those specializing in individual sports. CONCLUSIONS: No significant reduction in anxiety was detected in this study. Based on the participant feedback, the time availability for mindfulness practice and session attendance for these student athletes in an elite college could have compromised the intervention's effectiveness. Future interventions among this population could explore a more student-friendly time schedule (eg, avoid final exam time) or attempt to improve cognitive and scholastic outcomes. TRIAL REGISTRATION: Chinese Clinical Trial Registry ChiCTR1900024449; https://www.chictr.org.cn/showproj.html?proj=40865.
Subject(s)
Mindfulness , Humans , Mindfulness/methods , China , Students/psychology , Anxiety/therapy , Anxiety/psychology , AthletesABSTRACT
Introduction: Enhancing the well-being of urban school students is a growing challenge. The online mode of teaching during and post-pandemic era has increased students' daily screen time. As they spend more time indoors, they tend to disconnect from nature even more, adversely impacting their well-being. This study aimed to design and execute two well-being interventions-a positive psychology intervention (PPI) and a mindfulness-based intervention (MBI) in natural settings for urban school students in India. Methods: One hundred eighty participants (aged 17-20) from a senior secondary school were randomly assigned to three groups: PPI, MBI, and a control group (CTR). Participants self-reported their levels of well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, perceived stress, and positive and negative emotions using a survey questionnaire at two times-pre- and post-interventions. Repeated-measures ANOVA was employed across time and groups, and post hoc analyses for group differences were carried out through the Bonferroni test. Results: Results indicate that both PPI and MBI interventions, when executed in natural settings, enhance student well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, positive emotions and decreased levels of perceived stress, and negative emotions. Discussion: The study provides valuable insights for school authorities, policymakers, and urban planners to include natural settings in school premises and offer well-being interventions for students to connect with nature consciously.
Subject(s)
Mindfulness , Psychology, Positive , Humans , Mindfulness/methods , Students/psychology , Schools , Surveys and QuestionnairesABSTRACT
OBJECTIVES: In order to develop a better understanding of students' access to mental health services, we explored the experiences of health care professionals interacting with university students with mental health problems. METHODS: We interviewed 23 professionals working across university advice and counselling services, NHS general practice, crisis, and psychological services in North and East London between June 2022 and January 2023. Our approach drew on reflexive thematic analysis and the principles of abductive analysis. The notion of candidacy - that is, how different needs are deemed deserving of health service attention - was particularly helpful to our understanding of the ongoing phenomenon of interest in the data. RESULTS: Each student's access to mental health support was highly contingent on the student's dynamic social context and the pressures and organisation of the local health system. Professionals described how different students viewed different needs as deserving of health service attention. Which students reached the professional's service depended on the resources and relationships a student could draw upon, and the service's relative permeability. Once there, what action professionals took was strongly influenced by the professional's service expertise, resource constraints, the relationships the professional's service had with other organisations, the students' wishes, and whether students regarded treatment offers as acceptable. CONCLUSIONS: Candidacy offers a useful lens to view university students' access to mental health support. Access appears to be an increasingly intricate task for students, given the fragmented service landscape, surging demand for mental health care and challenges of emerging adulthood. Our findings suggest that policy goals to increase use of mental health services are unlikely to improve outcomes for students without policy makers and health systems giving holistic consideration of inter-service relationships and available resources.
Subject(s)
Health Services Accessibility , Mental Health Services , Qualitative Research , Students , Humans , Mental Health Services/organization & administration , England , Universities , Students/psychology , Female , Male , Health Personnel/psychology , Adult , State Medicine/organization & administration , Interviews as Topic , Young Adult , Mental Disorders/therapy , Attitude of Health PersonnelABSTRACT
BACKGROUND: Problematic use of mobile phones (PMPU) has been described as a serious public health issue. METHODS: This study was a parallel three-arm randomized controlled trial and has completed registration (ClinicalTrials.gov Identifier: NCT05843591). Ninety college students with PMPU were randomly assigned to the aerobic exercise group (AE group, n = 30), the Tai Chi Chuan group (TCC group, n = 30), or the wait-list control group (WLC group, n = 30). At the end of the intervention, stool samples from the study participants were collected for biological analysis based on 16 S rDNA amplicon sequencing technology. The primary outcome was addiction symptoms assessed by the Smartphone Addiction Scale-Short Version (SAS-SV). The secondary outcomes are emotional symptoms, physical symptoms, and flora species. RESULTS: Compared with the WLC group, the AE and TCC groups showed reductions in PMPU levels, physical and mental fatigue, but there was no difference between the two groups. Moreover, the effect of increasing self-esteem embodied in the TCC group was not present in the AE group. Compared to the WLC group, the relative abundance of Bacteroidaceae and Bacteroides were lower in the AE group, while the relative abundance of Erysipelotrichaceae and Alistipes were lower in the TCC group. And the relative abundance of Bacteroidaceae, Bacteroides, and Alistipes were significantly and negatively correlated with the decline in PMPU scores. CONCLUSION: AE or TCC is an effective, safe and efficient intervention for college students with PMPU, providing some physiological and psychological benefits and having some impact on their intestinal flora.
Subject(s)
Cell Phone Use , Gastrointestinal Microbiome , Tai Ji , Humans , Exercise , Students/psychologyABSTRACT
BACKGROUND: In 2021, the Substance Abuse and Mental Health Services Administration (SAMHSA) published a report revealing that over 46 million individuals in the United States had a substance use disorder (SUD). In the same year, a record number of drug-related overdose deaths were reported. Social workers play an important role in connecting with people who use substances and providing adequate care and treatment; yet, negative attitudes and lack of holistic knowledge about individuals who use substances create challenges in providing effective care. Social work curricula that integrates substance use content has been identified as one way to address this. METHODS: A 14-week course was introduced in one institution's Master of Social Work curriculum with the goal of providing students with a comprehensive education on SUDs. Foundational knowledge and practical skill development were covered. Seventeen trained instructors taught a total of 1204 students between May 2020 and January 2022. Quantitative and qualitative data were collected to explore changes in student's self-perceived knowledge, attitudes, and skills related to substance use. RESULTS: Among those who completed the survey (N = 553), the majority felt that the course would have a positive impact on their future work and professional development. Specifically, 96.4% reported being satisfied or very satisfied with the course overall. Among those who completed a 30-day follow-up survey (n = 69), data revealed an increase in students' self-perceived knowledge, accompanied by a shift in attitudes and positive changes in self-perceived client-centered care skills. CONCLUSIONS: Findings from this article support the development, implementation, and evaluation of evidence-based substance use content within social work curricula. This has implications for improving knowledge, attitudes, and skills among social workers who work with people who use substances.
Subject(s)
Curriculum , Health Knowledge, Attitudes, Practice , Social Work , Substance-Related Disorders , Humans , Substance-Related Disorders/psychology , Social Work/education , Female , Male , Adult , Students/psychology , Young Adult , Surveys and Questionnaires , Clinical CompetenceABSTRACT
University students were at an increased risk for psychological distress during the COVID-19 pandemic. Using a randomized controlled trial, we examined the efficacy of an online Kundalini Yoga intervention on students' psychological functioning. Healthy university students (N = 106) were randomly assigned to a Kundalini Yoga group, an active control group, or a passive control group in a 1:1:1 ratio. The experimental group attended six Yoga sessions over 6 weeks and the active control group attended to six autogenic relaxation sessions over 6 weeks. All participants completed the study protocol, which involved answering questionnaires related to psychological distress, emotion regulation, self-compassion, self-concept, spiritual well-being, and subjective happiness at three different time points: baseline, at the end of the intervention, and at 1-month follow-up. Results showed that Yoga contributed to improving self-compassion, extrinsic affect improving, and personal and communal spiritual well-being, in comparison to the control groups.
Subject(s)
COVID-19 , Students , Yoga , Humans , Yoga/psychology , COVID-19/psychology , Male , Female , Students/psychology , Universities , Young Adult , Mental Health , Adult , SARS-CoV-2 , Self Concept , Psychological Distress , Spirituality , Stress, Psychological/psychology , Stress, Psychological/therapyABSTRACT
INTRODUCTION: Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. METHODS: Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021-2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. RESULTS: There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (ß = -.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (ß = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. CONCLUSIONS: Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.
Subject(s)
Mindfulness , Humans , Female , Adolescent , Male , Students/psychology , Students/statistics & numerical data , Social Learning , Emotions , Surveys and QuestionnairesABSTRACT
Research has suggested that daily cognitive reappraisal and mindfulness are differentially associated with emotional experience. Nevertheless, the different relationship between these two emotion regulation strategies and emotional experience remains unexplored amidst the COVID-19 pandemic, when people were facing unprecedented challenges and disruptions in their everyday lives. The current study aimed to examine the potential unidirectional or bidirectional relations between two strategies and daily emotional experience during the COVID-19 pandemic and whether the associations between the two strategies and emotional experience varied. A total of 184 college students participated in this study. Daily positive reappraisal, mindful attention and awareness (MAA), positive and negative affect, and COVID-19-related stress were assessed utilizing experience sampling method (three times a day for 14 consecutive days). Results suggested that the directionality of the link between the two strategies and daily emotional experience differed. The links between positive reappraisal and positive affect, negative affect, and COVID-19-related stress were transactional. However, a unidirectional relation was observed between positive affect and subsequent MAA. The study provided support for the contextual perspective of emotion regulation by demonstrating that the efficacy of regulation strategies is contingent upon the context. The identification of optimal conditions for effective strategies remains a crucial area for future research.
Subject(s)
COVID-19 , Ecological Momentary Assessment , Emotional Regulation , Mindfulness , Stress, Psychological , Humans , COVID-19/psychology , Female , Male , Young Adult , Adult , Stress, Psychological/psychology , Emotions , Students/psychology , Affect/physiology , AdolescentABSTRACT
OBJECTIVE: A questionnaire was administered to 936 college students to investigate the mediating effect of psychological resilience in the association between mindfulness and college student depression, as well as the moderating role of gender. METHODS: For this study, data was collected between 20 April and 1 May 2023 at three universities in Jiangxi Province using a random sampling method. 963 Chinese university students were surveyed using the Adolescent Mindfulness Scale, the Psychological Resilience Scale, and the Depression Self-Rating Scale.SPSS24.0 software was used for correlation analysis and linear regression analysis, and PROCESS v3.4 model 7 was used to analyze this mediated model with moderating effects. RESULTS: In the mediated effects model, the direct effect of mindfulness on college depression levels was significant (95% CI -0.43, -0.31); the indirect effect of mindfulness on college depression through psychological resilience was also significant (95% CI -0.34, -0.23); the interaction effect of mindfulness and gender was also found to be significant (95% CI 0.03, 0.16) in the mediated model with moderation. CONCLUSION: Mindfulness not only affect depression directly, but also indirectly through the mediating effect of psychological resilience. At the same time, the prediction of psychological resilience by mindfulness was also moderated by gender, with girls' psychological resilience being more affected by the level of mindfulness compared to boys.
Subject(s)
Mindfulness , Resilience, Psychological , Male , Female , Adolescent , Humans , Depression/psychology , Students/psychology , UniversitiesABSTRACT
BACKGROUND: Social anxiety, which is widely prevalent among Chinese college students, poses a significant barrier to their holistic psychological and physiological development. Although numerous cross-sectional studies have examined the relationship between rumination and social anxiety, there is still a gap in understanding their interplay over time. This longitudinal study aimed to explore and analyze the intricate interrelations between these two factors, with the ultimate goal of informing the development of effective mental health education interventions for university students. METHODS: Using the Ruminative Responses Scale (RRS) and the Interaction Anxiousness Scale (IAS), a two-stage longitudinal follow-up study of 392 college students from three universities in Henan Province was conducted over a six-month period (October 2022 to March 2023) using a cross-lagged model to explore the correlation between rumination and social anxiety. The results of the correlation analysis showed that rumination was positively associated with social anxiety at both time points (r = 0.18,0.12, p < 0.01). RESULTS: Cross-lagged regression analyses revealed that the predictive effect of the first measure (T1) rumination on the second measure (T2) rumination was statistically significant (ß = 0.32, p < 0.001). The predictive effect of T1 social anxiety on T2 social anxiety was statistically significant (ß = 0.65, p < 0.001), the predictive effect of T1 rumination on T2 social anxiety was statistically significant (ß = 0.33, p < 0.001), and the prediction of T1 social anxiety on T2 rumination was statistically significant (ß = 0.28, p < 0.001). CONCLUSION: College students' rumination and social anxiety are mutually predictive of each other, and interventions by educators in either of these areas have the potential to interrupt the vicious cycle between ruminant thinking and social anxiety.
Subject(s)
Depression , Students , Humans , Depression/psychology , Longitudinal Studies , Cross-Sectional Studies , Follow-Up Studies , Students/psychology , Anxiety/psychologyABSTRACT
Biofeedback therapy is mainly based on the analysis of physiological features to improve an individual's affective state. There are insufficient objective indicators to assess symptom improvement after biofeedback. In addition to psychological and physiological features, speech features can precisely convey information about emotions. The use of speech features can improve the objectivity of psychiatric assessments. Therefore, biofeedback based on subjective symptom scales, objective speech, and physiological features to evaluate efficacy provides a new approach for early screening and treatment of emotional problems in college students. A 4-week, randomized, controlled, parallel biofeedback therapy study was conducted with college students with symptoms of anxiety or depression. Speech samples, physiological samples, and clinical symptoms were collected at baseline and at the end of treatment, and the extracted speech features and physiological features were used for between-group comparisons and correlation analyses between the biofeedback and wait-list groups. Based on the speech features with differences between the biofeedback intervention and wait-list groups, an artificial neural network was used to predict the therapeutic effect and response after biofeedback therapy. Through biofeedback therapy, improvements in depression (p = 0.001), anxiety (p = 0.001), insomnia (p = 0.013), and stress (p = 0.004) severity were observed in college-going students (n = 52). The speech and physiological features in the biofeedback group also changed significantly compared to the waitlist group (n = 52) and were related to the change in symptoms. The energy parameters and Mel-Frequency Cepstral Coefficients (MFCC) of speech features can predict whether biofeedback intervention effectively improves anxiety and insomnia symptoms and treatment response. The accuracy of the classification model built using the artificial neural network (ANN) for treatment response and non-response was approximately 60%. The results of this study provide valuable information about biofeedback in improving the mental health of college-going students. The study identified speech features, such as the energy parameters, and MFCC as more accurate and objective indicators for tracking biofeedback therapy response and predicting efficacy. Trial Registration ClinicalTrials.gov ChiCTR2100045542.
Subject(s)
Sleep Initiation and Maintenance Disorders , Speech , Humans , Biofeedback, Psychology/methods , Students/psychology , Biomarkers , Machine LearningABSTRACT
The purpose of this research is to investigate the prediction effect of future self-continuity (FSC) on health-promoting behaviors (Health Responsibility, Physical Activity, and Nutritional Habits) and the impact of urban-rural differences in Chinese college students, further verifying the effect of mental imagery practice on enhancing FSC and promoting health-promoting behaviors among students from rural areas. Study 1 used the Future Self-Continuity Questionnaire and a sub-scale of the Health Promotion Lifestyle Profile-II to examine the relationship between FSC and health-promoting behaviors among 788 college students (430 from rural areas and others from urban areas). Study 2 was designed to examine the impact of intervention on FSC and health-promoting behaviors among Chinese rural students. The intervention activities lasting 4 wk. 162 freshmen were randomly divided into intervention or control groups to practice the mental imagery about the future self or meditation in the present once a week. FSC and health-promoting behaviors were tested for 3 times. The results demonstrated that: (1) Rural students had lower scores in FSC and health-promoting behaviors than urban students; (2) Urban-rural differences of students moderated the effect of FSC on health-promoting behaviors; (3) The mental imagery practiced increased FSC; and (4) FSC played a complete mediating role in the effect of condition (intervention or not) on health-promoting behaviors for rural college students. Overall, these findings contribute to a deeper understanding of the relationship between FSC and health-promoting behaviors, and suggest that mental imagery practice can increase Chinese rural college students' health-promoting behaviors by enhancing their FSC.
Subject(s)
Health Behavior , Health Promotion , Rural Population , Students , Humans , Male , Female , Students/psychology , Young Adult , Health Promotion/methods , China , Universities , Imagery, Psychotherapy , Adult , Adolescent , Urban PopulationABSTRACT
OBJECTIVES: The Gaia program is a 12-week mindfulness intervention based on cultivating body, emotional, and ecological self-awareness, which has been shown to be effective in reducing children's and adolescents' internalizing problems at school. This paper presents the results of a cluster randomized controlled trial aimed at assessing the effectiveness of this program on improving psychological well-being, subjective well-being, and psychological distress in early adolescents. METHODS: A sample of 195 early adolescent students (boys, n = 99; girls, n = 96) with a mean age of 11.49 years (standard deviation = 0.80) attending 12 middle school classes participated in the study. Seven Gaia instructors belonging to six schools led the program. Measures were administered at three time points, approximately every 3 months: 1 week before treatment, 1 week after treatment, and 3 months after treatment. We used a multilevel regression model to test whether treatment was effective in increasing psychological well-being and subjective well-being, and reducing psychological distress, as compared to a waiting-list control group. RESULTS: The results showed that the Gaia program improved psychological well-being but not subjective well-being and psychological distress. Specifically, the Gaia program was effective in increasing personal growth and purpose in life, the key eudaimonic components of psychological well-being, in the experimental group whereas they decreased in the control group. CONCLUSIONS: Findings from this study provide preliminary evidence that the Gaia program for early adolescents may improve the core eudaimonic components of psychological well-being from pretest to follow-up that, conversely, decrease in the control group.
Subject(s)
Mindfulness , Male , Female , Child , Humans , Adolescent , Mindfulness/methods , Emotions , Students/psychology , SchoolsABSTRACT
High school and college student-athletes face unique stressors that can negatively impact their mental health, which were exacerbated by the COVID-19 pandemic. Although mental health issues are prevalent in athletic communities, there often remains stigma around mental health and reluctance to seek psychological support. Physical injury can be the cause or the result of the psychological struggles that athletes face-holistic care for the adolescent athlete population must incorporate both elements. Pediatric psychologists, allied healthcare professionals, sports organizations, academic institutions, coaches, caregivers, and student-athletes themselves all play an active role in shaping the mental health of student-athletes and are therefore responsible for creating a culture that prioritizes mental and physical wellness. This paper aims to provide clear recommendations for the various stakeholders on how to address the unique mental health needs of student-athletes. The recommendations presented are based on a review of existing literature in the field and on-the-ground experience working with student-athletes during the COVID-19 pandemic. There are several key interventions highlighted in this paper, including changing the athletic community's culture to prioritize the holistic well-being of athletes, as well as proactively offering mental health education, resources, and programming for student-athletes, with a particular emphasis on health equity to meet the needs of students most at risk. Commitment from pediatric psychologists and allied healthcare professionals, sports organizations, academic institutions, coaches, caregivers, and student-athletes will maximize the likelihood of improving student-athletes' psychological well-being.
Subject(s)
COVID-19 , Mental Health , Adolescent , Humans , Child , Pandemics , COVID-19/prevention & control , Athletes/psychology , Students/psychologyABSTRACT
About two-thirds of college students rate their sleep as suboptimal which is associated with a variety of additional issues. Poor sleep is shown to follow certain pre-sleep cognitive activity that inhibits sleep onset and reduces sleep quality. Preliminary evidence suggests that a self-administered hypnosis intervention is feasible in improving sleep within a college student population, and the current study explores potential correlating variables to inform future mechanistic research. Twenty-two college students who self-reported poor sleep quality utilized a three-week self-administered hypnosis intervention while completing baseline and endpoint measures of sleep quality, insomnia symptoms, and psychological factors. Results indicated that participants experienced significant improvement with large effects in sleep quality (d = -1.21) and significant decreases in insomnia symptoms (d = 1.05) from pre- to post-intervention. Significant improvements were also observed on measures of pre-sleep arousal and worry. The results suggest that a self-administered hypnosis intervention may modulate pre-sleep cognitive activity associated with poor sleep quality.
Subject(s)
Hypnosis , Sleep Initiation and Maintenance Disorders , Humans , Sleep Initiation and Maintenance Disorders/therapy , Sleep Quality , Hypnosis/methods , Sleep , Students/psychologyABSTRACT
Mental health problems amongst university students pose a major public health challenge, and this is particularly the case in Pakistan. Alongside broader societal and cultural pressures, cognitive factors likely also play a role in the development of and resilience to mental health problems and may provide a feasible target for interventions. The current study built on previous research in primarily European samples investigating the relationship between one cognitive factor, positive future-oriented mental imagery, and mental health, extending this to a sample of university students in Pakistan (N = 1838). In a cross-sectional design, higher vividness of positive future-oriented mental imagery was associated with lower levels of depressive symptoms and higher levels of positive mental health amongst participants completing questionnaire measures on paper (N = 1430) or online (N = 408). In the sample completing the measures on paper, these relationships remained statistically significant even when controlling for socio-demographic and mental health-related variables. The results provide a foundation for further investigating positive mental imagery as a potential mechanism of mental health and intervention target amongst university students in Pakistan.