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Factors Associated with the Psychological Well-Being of University Students: A Preventive View

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 64515

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Special Issue Editors

Prof. Dr. Jesús De La Fuente

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Guest Editor

School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
Interests: educational psychology; academic emotions, teaching and leaning process; academic stress; R & D project; psychological innovation; univerity students
Special Issues, Collections and Topics in MDPI journals

Dr. Paul Sander

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SSSHL Psychology, Tesside University, Southfield Rd, Middlesbrough TS1 3BX, UK
Interests: educational psychology; academic behaviour confidence; academic emotions; well-being; university students

Prof. Dr. Jose Manuel Martínez-Vicente

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Guest Editor

School of Psychology, University of Almería, Almería, Spain
Interests: educational psychology; teaching and leaning process; academic stress; vocational orientation; psychological innovation; university students

Special Issue Information

Dear Colleagues,

The recent paradigm shift in how educational psychology analyzes the university teaching–learning process is a fact. A former view that focused mainly on cognitive variables has evolved toward the study of students’ personal and emotional variables. For some time, research studies were focused on academic stress as a negative experience that one goes through during this period. There is now plentiful evidence for this phenomenon. However, in recent decades, research has been reoriented towards understanding protective variables in stress, that is, the behavioral characteristics of psychological well-being in university students.

This change, contextualized in Biggs’ 3P model (2001), has brought about a resurgence in research that analyzes students’ motivational-affective characteristics. There is renewed research interest in the possible predictive value of personal presage factors in university students, such as their self-regulation, resilience, and personality characteristics. Also of interest are other process factors such as self-regulated learning, based on the Zimmerman (2001) model; coping strategies for managing stress during learning; or classical learning approaches as a motivational-affective factor; in addition to the study of goal-based motivation, proposed by goal orientation theory. The study of test anxiety has also been expanded to include other achievement emotions, based on the Pekrun model. Finally, the product concept has developed from a one-dimensional concept of achievement to something more flexible (based on competencies) or multidimensional in nature.

From a complementary approach, context has also received greater recognition and analysis as a factor that predisposes motivational-affective experiences of well-being. From this perspective, one cannot overlook the role of the teacher and the teaching process for predicting and also understanding the university student’s well-being. Thus, SRL vs. ERL theory has promoted the analysis of teacher and student in combination and interaction, producing consistent recent evidence. The psychological characteristics of the teacher, the way the teaching process is undertaken, and the emotions that it promotes during learning are factors of great current relevance.

Many conceptual and empirical relationships, however, remain to be established. How do all these factors relate to university students’ psychological well-being as a core element of their health? The present Special Issue invites academics and researchers to contribute their work in the form of systematic reviews, empirical contributions, and tested and evidence-based innovations that represent a significant advance in this field of knowledge. Particularly desirable is work from a preventive approach, characteristic of educational psychology. However, other work from a health psychology perspective may also have a place here, in line with the profile of this Journal.

Funding. R&D Project PGC2018-094672-B-I00 (Ministry of Science and Education, Spain), UAL18 SEJ-DO31-A-FEDER (University of Almería, Spain), and the European Social Fund.

Prof. Dr. Jesús De La Fuente
Dr. Paul Sander
Prof. Dr. Jose Manuel Martínez-Vicente
Guest Editors

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Keywords

psychological well-being
university students
preventive view
academic stress
academic emotions

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Published Papers (13 papers)

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Research

9 pages, 1462 KiB

Open AccessArticle

Evaluation of the Effect of a Live Interview in Journalism Students on Salivary Stress Biomarkers and Conventional Stress Scales

by Delfina Roca, Damián Escribano, Lorena Franco-Martínez, Maria D. Contreras-Aguilar, Luis J. Bernal, Jose J. Ceron, Pedro A. Rojo-Villada, Silvia Martínez-Subiela and Asta Tvarijonaviciute

Int. J. Environ. Res. Public Health 2022, 19(4), 1920; https://doi.org/10.3390/ijerph19041920 - 9 Feb 2022

Cited by 4 | Viewed by 1932

Abstract

A career in journalism can be very stressful, as journalists frequently have to deal with uncontrolled situations such as conducting live interviews. Therefore, training is essential during their career, both for the development of communication skills and for the improvement of the real and effective capacity to perform the tasks of their professional activity. The aim of this study was to assess the levels of stress in students before and after a practical training in a professional television set using subjective (State-Trait Anxiety Inventory (STAI) and Likert scale) and objective (salivary cortisol and alpha-amylase) methods. The results indicate that a live interview produces stress in the students as revealed by increased concentrations of cortisol and alpha amylase in saliva. Furthermore, students with lower initial concentrations of these biomarkers obtained better grades in evaluation, suggesting that greater control of anticipatory stress could be associated with a better activity performance. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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11 pages, 327 KiB

Open AccessArticle

Association of Sedentary Behavior and Physical Activity with Depression in Sport University Students

by Huixuan Zhou, Xiaotong Dai, Litian Lou, Chan Zhou and Wei Zhang

Int. J. Environ. Res. Public Health 2021, 18(18), 9881; https://doi.org/10.3390/ijerph18189881 - 19 Sep 2021

Cited by 19 | Viewed by 4908

Abstract

Background: Sports university students are usually expected to lead an active life and have a lower risk of depression. Therefore, there are few studies on depression and its risk factors among this population. This study aimed to investigate depression and its association with sedentary behavior and physical activity in sports university students. Methods: A cross-sectional survey was conducted among undergraduates majoring in physical education in a sports university in Beijing in March 2021. Students were asked about sociodemographic information, domain-specific sedentary behavior, physical activity, and depression (using a nine-item Patient Health Questionnaire). Chi-squared test and logistic regression were carried out to analyze the data. Results: Among a total of 584 participants, the detection rate of depression was 49.1%. The median of total sedentary time was 7.29 h per day. After adjusting for covariates, recreational screen time (OR = 1.540, p = 0.035), sedentary time spent completing schoolwork (OR = 0.658, p = 0.038), and participation in vigorous physical activity everyday (OR = 0.415, p = 0.001) and a few times per week (OR = 0.423, p < 0.001) were significantly associated with depression. Conclusions: Sports university students are not immune to depression and inactive lifestyles. Excessive recreational screen time may have an adverse effect on depression, which is somewhat independent of physical activity. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

13 pages, 354 KiB

Open AccessArticle

Psychological Vulnerability of French University Students during the COVID-19 Pandemic: A Four-Wave Longitudinal Survey

by Elodie Charbonnier, Sarah Le Vigouroux and Aurelie Goncalves

Int. J. Environ. Res. Public Health 2021, 18(18), 9699; https://doi.org/10.3390/ijerph18189699 - 15 Sep 2021

Cited by 18 | Viewed by 3138

Abstract

Background: Many studies have highlighted the negative mental health consequences of lockdowns. However, to date, we do not know how these consequences change over time. The first objective of the present study was to track changes in adjustment strategies and clinical issues among French university students at different times of the pandemic. The second objective was to investigate the psychological and situational factors contributing to students’ anxiety and depressive symptoms. Method: This cohort study was conducted between 23 April and 11 December 2020. Measurements were performed four times: during France’s first national lockdown, during the period after lockdown, when universities were open, and finally during the second national lockdown. A total of 1294 university students were initially included, and 91 students completed the four measurement points over a 7-month period. Coping strategies (with the Brief-COPE), health concerns (with two questions), anxiety and depressive symptoms (with the HADS) were measured. Results: Results showed an evolution over time of anxiety (χ² = 21.59 ***) and depressive (χ² = 29.73 ***) symptoms. Depressive symptoms are significantly higher during lockdown periods compared to unlockdown periods. Anxiety symptoms are likewise particularly high during the two lockdowns, but also when the universities reopen. At different times, anxiety and depressive symptoms were positively associated with maladaptive strategies, such as the self-blame (rho between 0.33 and 0.51) and negatively with adaptive strategies, such as the positive reframing (rho between −0.23 and −0.44). Conclusions: The trajectory of anxiety, which is elevated even in the absence of lockdown, raises concerns about the long-term effects of the pandemic on these symptoms. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

20 pages, 1136 KiB

Open AccessArticle

Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes

by Jorge L. Villacís, Jesús de la Fuente and Concepción Naval

Int. J. Environ. Res. Public Health 2021, 18(16), 8263; https://doi.org/10.3390/ijerph18168263 - 4 Aug 2021

Cited by 12 | Viewed by 2922

Abstract

A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18–30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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17 pages, 633 KiB

Open AccessArticle

Impact of COVID-19 Pandemic on Academic Activity and Health Status among Romanian Medical Dentistry Students; A Cross-Sectional Study

by Raluca Iurcov, Lavinia-Maria Pop and Magdalena Iorga

Int. J. Environ. Res. Public Health 2021, 18(11), 6041; https://doi.org/10.3390/ijerph18116041 - 4 Jun 2021

Cited by 19 | Viewed by 3990

Abstract

During the first year of the COVID-19 pandemic, dental faculties had to rethink their way of teaching and interacting with students and of delivering solid theoretical knowledge and practical skills to students. Background: The purpose of the study was to assess dentistry students’ opinions about the online activity, together with a self-evaluation of their mental and physical health, during the first wave of the pandemic. Methods: A cross-sectional study was conducted using an online survey. Three hundred and three students, enrolled across all six years of study, were included in the research. Socio-demographic and academic data were collected, along with a self-evaluation of physical and mental status. Some items investigated students’ opinions about distance learning and the impact of that online activity on their achievement. The answers were rated using a five-item Likert-like scale. Data were analyzed using SPSS (v.24). Results: statistical analyses showed that more than 20% of the students strongly agreed with the statement that they felt more anxious and depressed during the first months of the pandemic, and more than 30% were totally satisfied with their relationships with their family members. One-fifth of the respondents declared that they were totally dissatisfied with the relationships with their colleagues and friends. Overall, 50.60% of the students attended the courses/labs in their entirety when they were connected online. Two-thirds of the respondents considered that their practical training was affected due to the online activity, and that not all of the subjects could be taught online. More than half of the respondents agreed that the most objective evaluation method is that of the multiple-choice exams administered at school, and considered that exclusively utilizing online assessments of students encourages unethical behaviors. Age, involvement in online activity, and active participation using video cameras were strongly correlated with satisfaction with academic results. Conclusions: The results of the present study showed that online activity was a good alternative for dentistry students during the pandemic restrictions. The positive aspects, together with the negative consequences, of distance learning should also be taken into consideration by university teachers and academic institutions to improve teaching experiences and to ensure a solid professional formation for dentistry students. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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17 pages, 714 KiB

Open AccessArticle

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

by Rafael García-Ros, Maria-Arantzazu Ruescas-Nicolau, Natalia Cezón-Serrano, Juan J. Carrasco, Sofía Pérez-Alenda, Clara Sastre-Arbona, Constanza San Martín-Valenzuela, Cristina Flor-Rufino and Maria Luz Sánchez-Sánchez

Int. J. Environ. Res. Public Health 2021, 18(9), 4957; https://doi.org/10.3390/ijerph18094957 - 6 May 2021

Cited by 7 | Viewed by 3531

Abstract

One of the main challenges faced by physical therapy (PT) students is to learn the practical skills involved in neurological physical therapy (PT). To help them to acquire these skills, a set of rubrics were designed for formative purposes. This paper presents the process followed in the creation of these rubrics and their application in the classroom, noting that students perceived them as valid, reliable, and highly useful for learning. The perception of the validity and usefulness of the rubrics has different closely related dimensions, showing homogeneous values across the students´ sociodemographic and educational variables, with the exception of dedication to studying, which showed a significant relationship with schoolwork engagement and course satisfaction. The adequacy of the hypothesized structural model of the relationships among the variables was confirmed. Direct effects of the perception of the rubrics’ validity and engagement on course satisfaction were found, as well as direct effects of the assessment of the usefulness of the rubrics on schoolwork engagement and indirect effects on course satisfaction through this latter variable. The results are discussed taking into account the conclusions of previous research and different instructional implications. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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20 pages, 2421 KiB

Open AccessArticle

Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students

by Mónica Pachón-Basallo, Jesús de la Fuente and María Carmen Gonzáles-Torres

Int. J. Environ. Res. Public Health 2021, 18(7), 3793; https://doi.org/10.3390/ijerph18073793 - 5 Apr 2021

Cited by 12 | Viewed by 3903

Abstract

The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students’ health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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20 pages, 772 KiB

Open AccessArticle

The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults

by Claudia López-Madrigal, Jesús de la Fuente, Javier García-Manglano, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez and Jorge Amate-Romera

Int. J. Environ. Res. Public Health 2021, 18(2), 522; https://doi.org/10.3390/ijerph18020522 - 10 Jan 2021

Cited by 13 | Viewed by 5165

Abstract

Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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15 pages, 647 KiB

Open AccessArticle

Model Construction for Undergraduate Student College Adjustment

by Sona Lee and Hye Young Ahn

Int. J. Environ. Res. Public Health 2020, 17(19), 7090; https://doi.org/10.3390/ijerph17197090 - 28 Sep 2020

Cited by 2 | Viewed by 2552

Abstract

Background: College students are known to struggle with a number of difficulties, such as their future careers and interpersonal relationships, as well as job-seeking stress. This study aimed to develop and test a structural model for undergraduate student college adjustment. Methods: The data collection period ranged from November 2019 to January 2020. A questionnaire was distributed to a total of 300 college students; a total of 290 copies were ultimately used for analysis. Result: The model fit indexes of the final model were χ² = 427.707 (p < 0.001), DF = 173, χ²/DF = 2.47, GFI = 0.88, Adjusted Goodness of Fit Index (AGFI) = 0.84, Comparative Fit Index (CFI) = 0.91, Incremental Fit Index (IFI) = 0.92, Standardized Root Mean-square Residual (SRMR) = 0.07, and Root Mean-Square Error of Approximation (RMSEA) = 0.07. All of the model fit indexes were acceptable, and seven of the thirteen paths in the final model were significant. The factors that influenced college adjustment were social support (r = 0.39) and ego-identity (β = 0.73), explaining 57.1% of the variance. Conclusions: To increase college adjustment, it is necessary to consider the relationship of adjustment with college students’ surrounding environments, such as their family, friends, and professors, and how students can improve their ego-identity. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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15 pages, 396 KiB

Open AccessArticle

Undergraduate Student Gender, Personality and Academic Confidence

by Paul Sander and Jesús de la Fuente

Int. J. Environ. Res. Public Health 2020, 17(15), 5567; https://doi.org/10.3390/ijerph17155567 - 1 Aug 2020

Cited by 12 | Viewed by 5284

Abstract

Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, whereas the relationship between sex and academic confidence has been mixed. Using self-report measures of personality and academic confidence from 1523 Spanish students, it was found that the female students were more confident in their grades, studying and attendance components of academic confidence and had higher scores for conscientiousness, agreeableness and neuroticism personality measures. A multiple regression analysis found that personality predicts academic confidence, with conscientiousness being the trait that statistically loaded the most strongly. This research further confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of personality and, especially, academic confidence could be usefully used in student support situations to help students acquire the strategies and skills that lead to successful university study. It is suggested that further research in the area needs to include outcome or achievement measures and measures of hypothetical constructs, such as personality and academic confidence, that go beyond self-report measures. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

20 pages, 1237 KiB

Open AccessArticle

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

by Jesús de la Fuente, Paola Verónica Paoloni, Manuel Mariano Vera-Martínez and Angélica Garzón-Umerenkova

Int. J. Environ. Res. Public Health 2020, 17(12), 4293; https://doi.org/10.3390/ijerph17124293 - 16 Jun 2020

Cited by 21 | Viewed by 6698

Abstract

Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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12 pages, 334 KiB

Open AccessArticle

Psychological Distress among College Students: Role of Food Insecurity and Other Social Determinants of Mental Health

by Monideepa B. Becerra and Benjamin J. Becerra

Int. J. Environ. Res. Public Health 2020, 17(11), 4118; https://doi.org/10.3390/ijerph17114118 - 9 Jun 2020

Cited by 53 | Viewed by 8796

Abstract

Food insecurity is a major social determinant of health and an assessment of how it may impact college students’ mental health is imperative, as well as differential associations by self-identified gender. A cross-sectional survey was used among college students of a mid-size minority-serving institution with a final sample size of 302 participants aged 18 years or above. Descriptive, bivariate, and multivariable regressions were conducted, by gender, to assess the role of food insecurity (United States Department of Agriculture (USDA) six-item questionnaire), on mental health outcomes (Kessler-6 scale and self-perception). All the statistical analyses were conducted in SPSS version 24 (IBM, Corp.; Armonk, NY, USA) with an alpha less than 0.05 used to denote significance. Among those with food insecurity, the odds of reporting psychological distress (odds ratio (OR) = 3.645, p < 0.05) and an average to very poor self-perceived mental health status (OR = 2.687, p <0.05) were higher compared to their food-secure counterparts, with the results consistent in a gender-specific analysis as well. Compared to men, however, women had higher odds of psychological distress (OR = 2.280, p < 0.05), as well as reporting average to very poor self-perceived mental health statuses (OR = 2.700, p < 0.05). Among women, any alcohol use in the past 12 months (OR = 2.505, p < 0.05) and a low self-perceived physical health status (OR = 3.601, p < 0.05) were associated with an average to very poor self-perceived mental health status. Among men, a low perceived physical health status was associated with higher odds of psychological distress (OR = 3.477, p < 0.05). The results of our study highlight that food insecurity should be considered a social determinant of mental health wellbeing. In addition, gender-specific trends in mental health highlight the need for targeted interventions for prevention and treatment. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

20 pages, 1301 KiB

Open AccessArticle

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

by Jesús de la Fuente, Paola Paoloni, Douglas Kauffman, Meryem Yilmaz Soylu, Paul Sander and Lucía Zapata

Int. J. Environ. Res. Public Health 2020, 17(10), 3602; https://doi.org/10.3390/ijerph17103602 - 20 May 2020

Cited by 32 | Viewed by 10030

Abstract

The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed. Full article

(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)

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