Stress, Anxiety, and Depression Levels among University Students: Three Years from the Beginning of the Pandemic

Clinics and Practice, Journal Year: 2023, Volume and Issue: 13(3), P. 596 - 609

Published: April 27, 2023

Three years after the outbreak of COVID-19 pandemic, psychological distress among college students remains increased. This study assesses stress, anxiety, and depression levels Aristotle University Thessaloniki by end third year pandemic (November 2022), revealing demographic characteristics probable stressors.A questionnaire was distributed in November 2022 via academic students' e-mails. The evaluation performed with DASS21 survey tool. correlation analysis effect size calculation were t-test.The majority participants undergraduates, on their first or second year, female (67%), age 18 to 21, unmarried single (91%), vaccinated against infection (83.4%). Severely increased (21.3%, 23.3%, 25.1%, respectively) measured. normal mild 64.0%, 66.5%, 57.2%, respectively. Female younger at a higher risk extremely severe anxiety prevalence (ORs up 2.07, p-Values < 0.00001). Participants who receiving psychiatric treatment exhibited above 2.9, 0.00001).Despite undeniable withdrawal community presents high levels, similar those reported during 2020). Stressors factors according literature previous studies Greek students. Academic support offices should consider "profile" order evaluate properly potential for emotional distress. Evidence suggest that new technology (virtual reality, tele-psychiatry tele-support apps sessions) also be implemented universities.

Language: Английский

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Birdwatching linked to increased psychological well-being on college campuses: A pilot-scale experimental study

Journal of Environmental Psychology, Journal Year: 2024, Volume and Issue: 96, P. 102306 - 102306

Published: April 20, 2024

Language: Английский

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Student well-being: the impact of belonging, COVID-19 pandemic related student stress, loneliness, and academic anxiety

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: April 28, 2025

Introduction This research investigates the relationship between collegiate community and degree department belonging, loneliness, COVID-19 pandemic related student stress, coping self-efficacy, academic anxiety among UK context. The study focuses on how these factors have shaped students’ social experiences in post-pandemic era, with particular emphasis variations based gender as well home versus international status both undergraduate postgraduate cohorts. Methods utilized structural equation modelling (SEM). A sample of 430 students was administered, 284 (66%) completed by female 120 (28%) male students. number ( N = 244, 56.7%), 184, 42.8%) participants were Results findings indicate that stress to has adversely affected types belongingness— belonging —while concurrently elevating across diverse demographic groups. Loneliness emerged a significant mediating variable, pronounced effects observed presence exacerbated feelings loneliness diminished particularly International experienced notable disruptions their sense heightened levels loneliness. Undergraduate demonstrated greater susceptibility stress-induced declines belongingness, whereas reported more severe ramifications relationships. Discussion These results underscore necessity for targeted interventions designed foster connectedness, alleviate anxiety, bolster support systems within educational framework.

Language: Английский

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Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: March 28, 2024

Introduction The COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation created need to understand how these changes have affected academic satisfaction, engagement, mental well-being university students during return in-person education at universities. Methods In this explanatory study, 1,321 Peruvian (52.1% women) aged between 18 35 years old ( M = 20.16, SD 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from 3 regions Peru (88.7% highlands, 76.2% private universities), faculties such as business sciences, humanities engineering, health sciences. Data collected using Emotional Exhaustion Scale (EES), Brief Satisfaction with Studies (BSSS), Academic Engagement (UWES S9). Results model relating study variables showed an adequate fit: χ 2 (4) 31.5, p &lt; 0.001, CFI 0.986, RMSEA 0.072, SRMR 0.017. hypotheses supported, showing effect on satisfaction studies both emotional exhaustion, β −0.11, 0.61, 0.001. Additionally, 43% variance was explained in studies. Conclusion evidence that, post-pandemic context, exhaustion is negative predictor while engagement positively associated it. These findings suggest for educational strategies that mitigate promote improve student new normality.

Language: Английский

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Digital Psychotherapies for Adults Experiencing Depressive Symptoms: Systematic Review and Meta-Analysis (Preprint)

JMIR Mental Health, Journal Year: 2024, Volume and Issue: 11, P. e55500 - e55500

Published: June 7, 2024

Depression affects 5% of adults and it is a major cause disability worldwide. Digital psychotherapies offer an accessible solution addressing this issue. This systematic review examines spectrum digital for depression, considering both their effectiveness user perspectives.

Language: Английский

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Mental health coping strategies and support needs among marginalised further and higher education students in the UK: A cross-sectional study

PLOS mental health., Journal Year: 2024, Volume and Issue: 1(1), P. e0000046 - e0000046

Published: June 17, 2024

Students who are marginalised based on varying identities, backgrounds and characteristics highly vulnerable to mental health challenges, but many do not receive appropriate support from healthcare services. Several barriers have been identified, including cultural systemic factors. Therefore, everyday coping strategies in different settings vital. This study examines the needs among students United Kingdom (UK). We analysed qualitative quantitative data a cross-sectional survey conducted between December 2021 July 2022. Statistical analysis was obtained using abbreviated version of Coping Orientation Problems Experienced Inventory (Brief-COPE). Qualitative content applied collected open-ended questions. From subsample 788 further higher education students, 581 (73.7%) (M = 25 years, SD 8.19) were categorised as ethnicity, sex/gender, sexuality, religious beliefs, first language, birth country, age (i.e., mature students), having special needs/disabilities. Marginalised had significantly scores for problem-focused, emotion-focused avoidant strategies/practices compared other students. included talking friends family, practising religion or spirituality, engaging creative/innovative activities like hobbies, entertainment distraction, waiting see if things improve isolating. expressed need improved tailored services, additional academic support, social support. These contemporary approaches health, such online provisions, regular mentor/personal tutor meetings, lowered pressures opportunities organised peer The findings this highlight significant timely evidence wide range student groups UK. provides important knowledge that is useful inform personalised culturally can be offered settings.

Language: Английский

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An integrative review of the literature on factors influencing student well-being in the learning environment

International Journal of Educational Research Open, Journal Year: 2024, Volume and Issue: 7, P. 100384 - 100384

Published: Sept. 13, 2024

Language: Английский

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Education as an e-resilient system: Empirical insights from stakeholder perspectives in public affairs education

Journal of Public Affairs Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 28

Published: Oct. 9, 2024

This paper explores the concept of e-resilience in educational systems, particularly Public Affairs Education, response to COVID-19 pandemic. We investigate drivers and challenges faced by actors from an system perspective, which is conceptualized adjusting Bronfenbrenners' ecological model using dimensions Technology, Human, Intersections levels Macro, Meso Micro, during this global shock. Utilizing a multiple case study approach across Argentina, Nigeria, South Africa, Netherlands, United States, we examine through 36 group interviews involving 41 students, staff, administration, program directors. Our findings reveal that within technological impact overall performance, while human-level disrupt learning pose greater obstacles for system. Despite these challenges, each context exhibits various drivers, providing insights building more robust systems. By better understanding dynamics context, can enhance systems face unprecedented shocks.

Language: Английский

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Variations in anxiety and emotional support among first-year college students across different learning modes (distance and face-to-face) during COVID-19

PLoS ONE, Journal Year: 2024, Volume and Issue: 19(3), P. e0285650 - e0285650

Published: March 7, 2024

College students with more emotional support experience lower levels of anxiety and other psychosocial behavioral problems. During the COVID-19 pandemic, well-being college was additionally challenged by an abrupt shift to distance learning followed a return face-to-face classes. In this exploratory study, we compared perceived among incoming first-year undergraduate students, prior starting classes, which included different modes in five semesters instruction from 2021–2023 (three two semesters). Data 8659 were extracted Mexican state university database, corresponding students’ responses collected during new student orientation week. Participants arts humanities (9.7%), social legal sciences (38%), life health (28.9%), engineering architecture (23.4%). Anxiety measured GAD-7 scale, using subscale PERACT-R (To go through resilience) inventory. Comparisons scores revealed highly significant differences small effect sizes. increased significantly mean average 6.65 SD(5.52) baseline measure highest 2022–2 7.53 SD(5.3) Emotional Support decreased systematically each semester = 8.03 SD(2.0) lowest 7.52 SD(1.8) 2022–2. The results show that classes associated levels, whereas across semesters. MANOVA analysis between semesters, peaks mode returned after even adjusting for gender. Given on may be related success future educational professional activities, it is important develop interventions restore increase management strategies.

Language: Английский

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Impact of a Peer-Led Campus Recreation Program to Improve Student Wellbeing: Exploring Participation Outcomes of the Fitness Buddies Program

Recreational Sports Journal, Journal Year: 2024, Volume and Issue: unknown

Published: May 30, 2024

College students are experiencing substantial mental health challenges including depression, anxiety, and loneliness, while spending less time being physically active more sitting with screened devices. Physical activity social connection peers can improve psychological wellbeing in college students. This study explored the impact of Fitness Buddies, a peer-led physical program, on students’ (n = 19) wellbeing, basic needs satisfaction relationships, behavior, perceived academic performance. While most relationships between variables were not statistically significant, descriptive analyses showed increases satisfaction. Weekly minutes did increase. Participants reported increased enjoyment, energy, competence, engagement success, as well decreased stress anxiety after sessions. Buddies is an effective, safe, inclusive program that has potential to expand campus recreation usage wellbeing.

Language: Английский

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