ABSTRACT
BACKGROUND: The detection rate of depression among university students has been increasing in recent years, becoming one of the main psychological diseases that endangers their physical and mental health. According to statistics, self-harm and suicide, for which there is no effective intervention, are the second leading causes of death. AIM: To explore the relationship between different elements and levels of physical activity and college students' depression-symptom-specific working memory indicators. METHODS: Of 143 college students were analyzed using the Beck Depression Self-Rating Scale, the Physical Activity Rating Scale, and the Working Memory Task. RESULTS: There was a significant difference between college students with depressive symptoms and healthy college students in completing verbal and spatial working memory (SWM) tasks correctly (all P < 0.01). Physical Activity Scale-3 scores were significantly and positively correlated with the correct rate of the verbal working memory task (r = 0.166) and the correct rate of the SWM task (r = 0.210) (all P < 0.05). There were significant differences in the correct rates of verbal and SWM tasks according to different exercise intensities (all P < 0.05) and different exercise durations (all P < 0.05), and no significant differences in the correct rates of verbal and SWM tasks by exercise frequency (all P > 0.05). CONCLUSION: An increase in physical exercise among college students, particularly medium- and high-intensity exercise and exercise of 30 min or more, can improve the correct rate of completing working memory tasks.
ABSTRACT
OBJECTIVES: To investigate the method of resting EEG assessment of depressive symptoms in college students and to clarify the relationship between physical activity level and depressive symptoms in college students. METHODS: Using a cross-sectional study design, 140 current full-time college students were recruited to complete the Self-Rating Depression Scale and the International Physical Activity Questionnaire, and 10-min resting EEGs were obtained. RESULTS: 1) The power values of δ and α2 in the central (C3, C4) and parietal (P3, P4) regions of depressed college students were significantly higher than those of normal college students. And the degree of lateralization of δ, θ, α1, and α2 in the prefrontal regions (F3, F4) of depressed college students was significantly higher than that of normal college students (all P < 0. 008). 2) The recall rate of the depression recognition model for college students based on resting EEG was 66.67%, the precision was 65.05%, and the AUCs of the training group and validation group were 0.791 and 0.786, respectively, with better detection effects. 3) The two indicators, δ (C3 + C4) and α1 (F4-F3), are significantly correlated with IPAQ scores, and among college students who engage in ball games most commonly, those with a higher level of physical activity have lower δ (C3 + C4) and higher α1 (F4-F3), while among those who engage in resistance training most commonly, higher levels of physical activity are associated with lower δ (C3 + C4). CONCLUSION: The resting EEG of depressed college students has a certain specificity that can objectively assess the risk of developing depressive symptoms in college students. Physical activity is associated with abnormal EEG signals of depressive symptoms. Different types of physical activity may modulate the relationship between physical activity levels and EEG indicators.
