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Mental Health and Well-Being on School Campus in the Post-pandemic...
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Mental Health and Well-Being on School Campus in the Post-pandemic Era

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601).

Deadline for manuscript submissions: closed (31 July 2023) | Viewed by 9018

Special Issue Editors

Dr. Jian-Hong Ye

E-Mail Website
Guest Editor
Faculty of Education, Beijing Normal University, Beijing 100875, China
Interests: digital learning; higher education; vocational education; STEAM education; students' well‑being
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Mei-Yen Chen

E-Mail Website
Guest Editor
Graduate Institute of Sport, Leisure and Hospitality Management, National Taiwan Normal University, Taipei City 106, Taiwan
Interests: organizational behavior; sport management; sport events; environment and tourism
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Yung-Wei Hao

E-Mail Website
Guest Editor
Graduate Institute of Curriculum and Instruction, National Taiwan Normal University, Taipei City 106, Taiwan
Interests: student performance assessment; teacher education; teacher professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues, 

The impact of the COVID-19 pandemic caused global panic and anxiety, and many restrictive measures were put in place to effectively control the pandemic, which also led to drastic changes in the operation of the school campus system. These changes have also brought a high level of attention to the mental health and well-being of school campus members. As the world moves into the post-pandemic era at the end of 2021, education systems around the world are struggling to recover, but there are still many uncertainties on campuses, making it important to explore how staff and students can have and maintain good mental health and well-being. Therefore, this Research Topic encourages the submission of empirical and synthesis papers that cover, but are not limited to, the following topics:

  1. Approaches to promoting mental health and well-being on campus.
  2. Exploring the factors affecting mental health and well-being on campus.
  3. Exploring the addictive factors of students' behavior in the post-pandemic era.
  4. Changes in the mental health and well-being of campus members during different periods of the pandemic.
  5. The impact of positive psychology on campuses in the post-pandemic era.

You may choose our Joint Special Issue in Education Sciences or Joint Special Issue in Healthcare.

Dr. Jian-Hong Ye
Prof. Dr. Mei-Yen Chen
Prof. Dr. Yung-Wei Hao
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • behavioral addiction
  • emotion
  • mental health
  • positive psychology
  • post-pandemic&nbsp
  • era
  • school
  • well-being

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Published Papers (3 papers)

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Research

13 pages, 786 KiB  
Article
The Relation between Intergroup Contact and Subjective Well-Being among College Students at Minzu Universities: The Moderating Role of Social Support
by Jian-Hong Ye, Mengmeng Zhang, Xiantong Yang and Mengqin Wang
Int. J. Environ. Res. Public Health 2023, 20(4), 3408; https://doi.org/10.3390/ijerph20043408 - 15 Feb 2023
Cited by 3 | Viewed by 2090
Abstract
Although Minzu universities provide a platform for communication for college students from all ethnic groups, the multi-ethnic communication pattern could influence students’ well-being. To improve the well-being of these minority college students, this study analyzed the impact of intergroup contact on subjective well-being, [...] Read more.
Although Minzu universities provide a platform for communication for college students from all ethnic groups, the multi-ethnic communication pattern could influence students’ well-being. To improve the well-being of these minority college students, this study analyzed the impact of intergroup contact on subjective well-being, as well as the moderating role of social support. Through a cross-sectional investigation, 860 valid data were collected from the Ningxia Hui Autonomous Region. The results found that the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact could positively predict the subjective well-being of students at Minzu universities. Social support had a positive moderating effect. That is, the stronger the social support, the stronger prediction it had on subjective well-being from the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact among college students at Minzu universities. Therefore, based on the methods of increasing contact opportunities, improving contact quality, and enhancing social support, Minzu universities can increase the interaction among students from all ethnic groups and so, further improve the subjective well-being of college students. Full article
(This article belongs to the Special Issue Mental Health and Well-Being on School Campus in the Post-pandemic Era)
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16 pages, 562 KiB  
Article
Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective
by Honggang Liu, Siyu Duan and Wenxiu Chu
Int. J. Environ. Res. Public Health 2023, 20(1), 613; https://doi.org/10.3390/ijerph20010613 - 29 Dec 2022
Cited by 10 | Viewed by 2836
Abstract
Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce [...] Read more.
Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce back from challenging situations. However, there is a scarcity of empirical research on language teacher buoyancy in online contexts from an ecological perspective which is conducive to unfolding the complex and dynamic nature of buoyancy. To fill this gap, the current study utilized a qualitative research method to investigate the factors influencing English teacher buoyancy in online teaching and how they shape and exercise buoyancy in their negotiation with different ecological systems in online teaching guided by Bronfenbrenner’s ecological systems theory. The findings revealed that teachers experienced multiple challenges from different ecological systems, such as ineffective classroom interaction, work–life imbalance, heavy workload, and higher school requirements. Additionally, teacher buoyancy was shaped by the dynamic interaction between teachers and ecological systems and was not only viewed as the individual’s ability but as a socio-ecological product. Based on the above findings, the paper provides some implications for developing and researching language teacher buoyancy in the future. Full article
(This article belongs to the Special Issue Mental Health and Well-Being on School Campus in the Post-pandemic Era)
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16 pages, 1087 KiB  
Article
COVID-19 Victimization Experience and College Students’ Mobile Phone Addiction: A Moderated Mediation Effect of Future Anxiety and Mindfulness
by Lili Chen, Jun Li and Jianhao Huang
Int. J. Environ. Res. Public Health 2022, 19(13), 7578; https://doi.org/10.3390/ijerph19137578 - 21 Jun 2022
Cited by 10 | Viewed by 2829
Abstract
This study proposed a moderated mediation model to investigate the association between COVID-19 victimization experience and mobile phone addiction, the mediating role of future anxiety, and the moderating role of mindfulness. This study employed the COVID-19 victimization experience scale, the mobile phone addiction [...] Read more.
This study proposed a moderated mediation model to investigate the association between COVID-19 victimization experience and mobile phone addiction, the mediating role of future anxiety, and the moderating role of mindfulness. This study employed the COVID-19 victimization experience scale, the mobile phone addiction scale, a future anxiety scale, and a mindfulness scale in a survey study among Chinese college students; 840 valid questionnaires were received. The reliability and confirmatory factor analysis results showed that all four scales had good reliability and validity. Bootstrap results demonstrated that COVID-19 victimization experience significantly predicted mobile phone addiction in college students (B = 0.202, LLCI = 0.136, ULCI = 0.268). Future anxiety fully mediated the association between COVID-19 victimization experience and mobile phone addiction (B = 0.178, LLCI = 0.136, ULCI = 0.222). Mindfulness moderated the effect of COVID-19 victimization experience on the college students’ future anxiety (B = 0.159, LLCI = 0.007, ULCI = 0.054). A higher level of mindfulness was more likely than a lower level of mindfulness to attenuate the effect of COVID-19 victimization experience on the college students’ future anxiety. These findings broaden our understanding regarding the association between COVID-19 victimization experience and mobile phone addiction and the moderating role of mindfulness. Full article
(This article belongs to the Special Issue Mental Health and Well-Being on School Campus in the Post-pandemic Era)
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