Mental health literacy and professional psychological help-seeking behavior in college students.

Objective: To reveal the classification characteristics of college students' mental health literacy and compare their differences in professional psychological help-seeking behavior. Methods: Totally 12 850 college students were selected and assessed with the Mental Health Literacy Questionnaire (MHLQ), Self-made Questionnaire of Professional Psychological Help-seeking Behavior in Non-epidemic and COVID-19 epidemic and Patient Health Questionnaire-9 (PHQ-9). Latent profile analysis was used to classify the mental health literacy of college students. The Chi-square test and logistic regression analysis were used to explore the differences in professional psychological help-seeking behavior of different classes of college students. Results: College students' mental health literacy could be divided into three classes including low-literacy group (7.4%), medium-literacy group (50.2%) and high-literacy group (42.4%). After controlling for demographic variables and depression level, logistic regression analysis found that there was no significant correlation between mental health literacy and professional psychological help-seeking behavior in non-epidemic situations. In the COVID-19 epidemic, compared with the low-literacy group, the medium-literacy group was more likely to seek professional psychological help (OR=1.32). The medium-literacy group and the high-literacy group were more likely to recommend others for help (OR=1.77, 2.45). Conclusion: The mental health literacy of college students has classification characteristics. During the COVID-19 epidemic, the college students with higher mental health literacy have greater possibility of seeking professional help and recommending others for seeking help. (English) [ FROM AUTHOR] 目的: 了解大学生心理健康素养的分类特点, 比较不同分类大学生在专业心理求助行为上的差异。方法: 选取 12 850 名大学生, 采用心理健康素养问卷（MHLQ）、自编非疫情和新冠肺炎疫情中专业心理求助行为自评表、病人健康问卷抑郁量表（PHQ-9）进行调查。采用潜在剖面分析将大学生心理健康素养分类, 采用 χ² 检验和 logistic 回归分析探讨不同类别大学生专业心理求助行为的差异。结果: 大学生心理健康素养可分为低素养组（7.4%）、中等素养组（50.2%）和高素养组（42.4%） 3 类。非疫情中, 心理健康素养与专业心理求助行为无关联;在新冠肺炎疫情中, 相比低素养组, 中等素养更可能寻求专业心理求助（OR=1.32）, 中等素养组、高素养组更可能推荐他人求助（OR=1.77、2.45）。结论: 大学生心理健康素养有类别特征。新冠肺炎疫情中, 心理健康素养较高的大学生的专业求助或推荐求助可能性更大。 (Chinese) [ FROM AUTHOR] Copyright of Chinese Mental Health Journal / Zhongguo Xinli Weisheng Zazhi is the property of Chinese Mental Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Coping Orientation of Academic Community in the Time of COVID-19 Pandemic: A Pilot Multi-Country Survey Study

In this paper, we have mapped the coping methods used to address the coronavirus pandemic by members of the academic community. We conducted an anonymous survey of a convenient sample of 674 faculty/staff members and students from September to December 2020. A modified version of the RCOPE scale was used for data collection. The results indicate that both religious and existential coping methods were used by respondents. The study also indicates that even though 71% of informants believed in God or another religious figure, 61% reported that they had tried to gain control of the situation directly without the help of God or another religious figure. The ranking of the coping strategies used indicates that the first five methods used by informants were all non-religious coping methods (i.e., secular existential coping methods): regarding life as a part of a greater whole, regarding nature as an important resource, listening to the sound of surrounding nature, being alone and contemplating, and walking/engaging in any activities outdoors giving a spiritual feeling. Our results contribute to the new area of research on academic community's coping with pandemic-related stress and challenges.

Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process

COVID-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, "The impact of the COVID-19 pandemic on the lives of higher education students", examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.

Impact of Teachers' Support Strategies on Students' Engagement of Online College English Class Experiences

During the covid-19 pandemic, students' online learning quality is imbued with teachers' support strategies while students' learning engagement is another great indicator underlies their learning experiences. Through a questionnaire survey of 500 freshmen who have had their college English class online in 2022 fall, an investigation using exploratory factor analysis, Pearson correlation analysis, stepwise regression analysis and parallel mediator model reveals the impact of teachers' support strategies (the six dimensions of challenge, authentic context, curiosity, autonomy, recognition and feedback) on the learners' online college English learning engagement (the four dimensions of cognitive engagement, behavioral engagement, emotional engagement, social engagement), thus particular concern is also given to the correlation with students' online learning experiences. It was found that even under diversified and comprehensive guiding strategies from teachers, university students' online college English learning engagement is at the medium level, among which the cognitive engagement should be devoted more. The experimental data also shows that teachers' support strategies have significant influence on learners' engagement, especially teachers' feedback and challenge setting will stimulate students to involve more in their study. In addition, both teachers' support strategies and students' learning engagement involves significant reflection of learning experiences accordingly. Based on this learning concept, related proposals see different degrees of prominence reflected in online instructional design, teachers' and students' feedback literacy, and technology-enabled innovative teaching practice are put forward, in order to effectively play the role of teacher scaffolding, learning experiences enrichment and students' engagement enhancement of online English learning. © 2023 IEEE.

Research on the Relationship between Teacher Expectations and College Students' Online English Learning Engagement

As a critical influencing factor of learning engagement, teacher expectation plays a vital role in ensuring the quality of online teaching under COVID-19. This paper investigates the relationship between teacher expectations (three dimensions of teacher support, teaching interaction, and academic feedback) on students' online English learning engagement (three dimensions of cognitive engagement, behavioral engagement, and emotional engagement) in e-learning through a questionnaire survey of 513 college students. Pearson correlation analysis and multiple regression analysis were applied as research methods. The results manifest that college students' online English learning engagement was above average, but emotional engagement needs improvement. In addition, teacher expectations of teaching interaction positively and significantly predict English e-learning engagement. Based on this, the article puts forward suggestions on the future of online teaching from the aspects of online teaching design, feedback quality of teachers and students, innovative teaching practice of technology empowerment to effectively play the role of teachers as scaffolding and improve the effectiveness of online English teaching. © 2023 IEEE.

The Sociological Role of Empathy in the Classroom

Teaching during a global pandemic has prompted many discussions about how faculty can best support students and create classrooms where deep learning and engagement occur. In this conversation, we argue there is a role for empathy in college classrooms. We present data from interviews with faculty at a small, Midwestern, teaching-focused university during the fall of 2020. We map these perspectives onto the empathy paths framework and suggest that the therapeutic and instrumental paths are most useful for understanding empathy in the classroom. We also discuss why it is important for faculty to think about empathy and the role sociology can play in these conversations. Finally, we present a series of empathetic practices individual faculty can incorporate into their pedagogy and structural supports that departments and universities can provide to help faculty engage in empathetic practices in the classroom.

Finding Strength in Times of Crisis? Post-Traumatic Growth During the Covid-19 Pandemic: A Saudi Arabian Perspective

This paper contributes to the Covid-19 literature by exploring the concept of post-traumatic growth (PTG) utilizing a mixed methods approach. The study examines to what extent the participants experienced positive growth and renewal arising from the prolonged period of lockdowns and emergency online learning. Exploring the experiences of 552 female undergraduate students in a private Saudi Arabian university, an online survey was utilized to gather the data. All the students had experienced online education as a result of the pandemic. The findings indicate the participants underwent a diversity of personal growth experiences. In addition, they also developed different coping mechanisms. The study provides insights into the responses of the students to the issues they were facing during the pandemic. It identifies ways in which participants experienced personal growth as well as a shift in perspective about their lives. There are implications for educators, counselors and policymakers emerging from this study. AD -, Kingdom of Saudi Arabia ;, Netherlands ;, Kingdom of Saudi Arabia

Internship Alternatives: Solutions for the COVID-19 Pandemic and Beyond

Internships are an integral component of most undergraduate and graduate public administration programs. These learning opportunities allow students to get practical experience in a workplace setting before graduation and provide them with an opportunity to apply knowledge gained in the classroom to the "real world." But what are students, departments, and employers to do when circumstances--including major disruptions like the COVID-19 pandemic as well as situations unique to specific students--complicate or even prevent on-site internship experiences? This article outlines a variety of approaches to finding a solution to this problem, weighing the benefits and drawbacks of each.

Evaluation on College Students' Anxiety and Social Media Usage during Shanghai Closure

As COVID-19 mutates, the highly infectious omicron mutants (BA. 5.2., BF. 7) tension shrouded China. Given the internet information explosion and youth social media addiction, observing the mental impact on college students during the 2022 Shanghai closure is worthwhile. A pilot survey study was conducted to explore the anxiety levels of college students during the closure. The sample size was limited to 101 second-year college students. In addition to demographics, the survey involved the Self-Rating Anxiety Scale, self-perceived COVID-19 anxiety, frequency of COVID-19 information reception, number of social media accounts, and number of electronic devices. Though 68.4% of students equipped with two electronic devices (N = 95) exceeded the students with only one electronic device, a Chi-square test showed that students with only one electronic device had the highest anxiety index (mean = 50). Further, the Kruskal-Wallis test indicated that the number of electronic devices affected the students' anxiety level (p = 0.027) while social media membership did not (p = 0.565). As a result, it was suggested that social media usage and pandemic information inputs among college students were significant concerns that required special attention from the government, schools, teachers, and families.

How a Sense of Collective Efficacy Influences Teacher Learning during Change: The Role of Academic Optimism and Shared Vision

Purpose: The purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is crucial for the necessary changes education is continually confronted with. This learning is too often studied as a result of individual traits or structural factors, such as motivation or time. The authors investigated how teacher learning is influenced by academic optimism and shared vision. Design/methodology/approach: The authors administered an online web-based survey to 278 teachers in higher education, using the educational change to online learning due to the COVID pandemic as a unique chance to study the role of collective cultural factors in teacher learning. Findings: Results showed how teachers characterized their learning, academic optimism and shared vision during the educational change to online learning resulting from the COVID pandemic. The authors found that teacher learning was greatly influenced by teachers' collective sense of efficacy, an aspect of their academic optimism. Teachers' strong belief in each other, that they as fellow professionals could handle the challenging changes that the COVID pandemic required, strongly enhanced teacher learning during the COVID pandemic. Teachers' feeling of a professional community helped teacher to make sense of, and push through, the undeniable chaos that was the COVID pandemic. Originality/value: Collective cultural factors are rarely studied in conjunction with educational change. Insights into how a collective culture of professionalism enhances or hinders teacher learning are important for theory, policy and practice as it helps understand how teacher teams can be supported to build their professional capital by learning from educational change.

The Study of the Correlation Betweenthe on the Diet, Sleep Quality and Perceived Stress among College Students in Taichung during the COVID-19 Pandemic Distance Learning.

Research indicates the COVID-19 epidemic changes people's health and diet, However, this has not yet been well discussed in Taiwan, especially in college students. Therefore, the purpose of this study is to investigate the impact of distance learning on college students' dietary patterns, sleep quality and perception of stress during the COVID-19 epidemic in Taiwan. 265 college students from a university in Taichung were recruited in this study. The self-administered online questionnaire was used to investigate the changes in eating behavior, sleep quality, and perception of stress before and one month after distance learning, and further analyzed the relationship among them. The questionnaire contains demographic information, dietary questionnaires (including six categories of food intake behaviors, convenience food intake frequency), the Pittsburgh Sleep Quality Index (PSQI) and Perceived Stress Scale (Chinese 14-item PSS). The results showed that the proportion of college students to meet the recommended Taiwan Dietary Guidelines amount in vegetables (21.9%), fruits (27.5%), meats and dairy products (15.8%), and nuts and seeds (11.3%) were lower during distance learning. The frequency of convenient food intake was lower during distance learning (13.31 +/- 6.10 points;never to occasionally). During the distance learning period, there was a significant negative correlation between dietary patterns and sleep quality (r = -0.160, p = 0.009), It shows that college students with higher dietary pattern scores have better sleep quality. During the distance learning period, there was a significant positive correlation between sleep quality and perceived stress (r = 0.320, p < 0.001), It shows that college students with higher levels of stress had poorer sleep quality. This study found that the lower the perceived stress of college students, the better their diet and sleep quality;conversely, the higher the perceived stress, the worse their diet and sleep quality. Studies have shown that a healthy, balanced diet can reduce the risk of getting various diseases. Therefore, in the post-epidemic era, it is recommended that schools increase the accessibility and availability of vegetables, fruits, dairy products, nuts and seeds on campus to make it easier for teachers and students to obtain such healthy food in order to achieve the goal of promoting balanced diet.Copyright © 2022 Nutrition Society in Taipei. All rights reserved.

Learning with Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Due to the outbreak of COVID 19, an online bilingual curriculum was conducted via "Google Meet." The learning material was developed and implemented by using a smartphone application, STEMUP, based on augmented reality (AR) and automatic speech recognition (ASR) technologies. This study investigated the oral performance and perceptions of learning with STEMUP of ninety non-English major students from several colleges at a technical university in Taiwan. Data were collected from pre- and post-tests and a questionnaire survey. Results indicated that students significantly improved their oral performance and recorded their positive perceptions. Students' oral performance significantly depended on their English proficiency. Their perceptions were not significant related to their English proficiency, gender, or college. Instant feedback and evaluation provided by ASR technology and online "Google" text-to-speech service both embedded in STEMUP helped students notice, modify and improve their listening and speaking skills. They were satisfied with the bilingual curriculum, which helped them increase understanding about content knowledge by the teacher's explanation in Chinese, and improve English listening and speaking skills by learning with STEMUP. This study is a good start in creating an interactive and communicative learning environment where translanguaging is effectively integrated with innovative technologies.

Critical Feminista Dimensions to Informal Writing Groups for Women of Color Pursuing Doctoral Degrees

The anti-colonial struggle against literary assimilation and the claim to our linguistic space in validating our own stories as W°C, first generation college students, first generation college graduates, and caregivers to dependents, elders, and extended family members requires an activist spirit. [...]someone posted that they would be hosting a virtual writing group on Saturday mornings. A few text messages, utilization of social capital to invite non-M°CA members and a few electronic RSVPs later, we had commitments from the four of us. Being genuine and vulnerable through convivencia allowed us to place extreme care and attention on building social relationships while tearing down the conventional power structure often found in groups.

Fostering the funny: A case study of undergraduate women in collegiate comedy troupes

During a global pandemic, another pandemic of loneliness impacted undergraduate college students and influenced the way members of the 18-25-year-old population lived and learned throughout a time of intentional distancing. Additionally, the insurgence of loneliness impacts members of the 18-25 age group in startling rates. This qualitative case study explored how undergraduate women who participate in comedy troupes fostered community while living and learning during a global pandemic known as COVID-19 between the spring of 2020 and the fall of 2021. The research added to the body of knowledge on how comedy and levity can enhance wellness and how humor can be brought into various aspects of life from work to play. This study explored how undergraduate students living in a time of heightened loneliness infused humor in their relationships with one another. The study explored the relationship dynamics built by women-identified comedians and focused on how the participants developed community by using humor, comedy, and levity as the pillars of their interactions. Lastly, this study is rooted in better understanding how higher education student affairs practitioners can better support collegiate comedians invested in their relationships with one another. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Impact of Disadvantage on Higher Education Engagement during Different Delivery Modes: A Pre- versus Peri-Pandemic Comparison of Learning Analytics Data

The pandemic forced many education providers to pivot rapidly their models of education to increased online provision, raising concerns that this may accentuate effects of digital poverty on education. Digital footprints created by learning analytics systems contain a wealth of information about student engagement. Combining these data with student demographics can provide significant insights into the behaviours of different groups. Here we present a comparison of students' data from disadvantaged versus non-disadvantaged backgrounds on four different engagement measures. Our results showed some indications of effects of disadvantage on student engagement in a UK university, but with differential effects for asynchronously versus synchronously delivered digital material. Pre-pandemic, students from disadvantaged backgrounds attended more live teaching, watched more pre-recorded lectures, and checked out more library books than students from non-disadvantaged backgrounds. Peri-pandemic, where teaching was almost entirely online, these differences either disappeared (attendance and library book checkouts), or even reversed such that disadvantaged students viewed significantly fewer pre-recorded lectures. These findings have important implications for future research on student engagement and for institutions wishing to provide equitable opportunities to their students, both peri- and post-pandemic.

Re-evaluating online oral examinations

[...]a large number of lecturers called in sick or declared that they were unable to attend for health and safety reasons. The transition required the following steps: prompt communication with the students about the new modus operandi;staff training on the use of Teams;setting up of Teams exam meetings;evaluation and re-design of the exam content. Another clear benefit of Teams meetings is the centrally stored video recordings for all examinations, which can be used for quality assurance purposes, that is, checking by external examiners, in potential student appeals or academic misconduct investigations. Unstable or poor Internet connection;2. student camera turned off;3. hardware issues with the camera or microphone;4. background noise and echo;5. poor student or examiner information technology (IT) skills.

Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the COVID-19 pandemic, nearly 50 percent of college students reported at least one mental health concern. The COVID-19 pandemic notably exacerbated these issues and underscored the urgent need to identify and implement ways to ameliorate the youth mental health crisis. In 2021, the National Academies of Sciences, Engineering, and Medicine called on the field of higher education to address growing concerns about student mental health by identifying and elevating emerging and promising approaches that offer a more holistic way to support students' mental health. Serving as the main entry point for more than 40 percent of students seeking a postsecondary degree, community colleges represent a tremendous and untapped opportunity to better address mental health in the United States, particularly for students who have been traditionally underserved (e.g., students of color, first-generation students, and low-income students). However, community colleges have limited evidence and guidance to inform the implementation of multilevel, holistic approaches to support students with varying mental health needs. To address this knowledge gap, this report shares a descriptive study of eight community colleges at the forefront of implementing multilevel approaches (a combination of prevention, early intervention, and treatment services) to support student mental health, as well as key facilitators for and barriers to their success. [For "How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1," see ED627489.]

How Community Colleges Can Support Student Mental Health Needs. Research Brief. RB-A2552-1

The United States faces an unprecedented mental health crisis, with youth and young adults at the center. Even before the coronavirus disease 2019 (COVID-19) pandemic, nearly 50 percent of college students reported at least one mental health concern. Without adequate mental health support, college students, including those at community colleges, may be at risk for a variety of academic and nonacademic consequences that negatively affect their overall well-being, including lower college completion rates, higher rates of substance use, and lower lifetime earning potential. This research brief describes a study examining eight community colleges from across the United States which found that, although the institutions did offer mental health services, most lacked a clear organizing framework for those efforts, and that financial challenges limited the support offered to students. The research also highlighted the importance of community college leaders explicitly prioritizing student mental health, as well as broad staff buy-in to the effort. [For the full report, "Supporting the Mental Health Needs of Community College Students. Research Report. RR-A2552-1," see ED627480.]

Taking a Collaborative Approach to Our Students' Research in Education Settings

In the United Kingdom (U.K.), all students who are studying for a Bachelor of Arts degree need to complete a piece of independent research in order to gain their "honours" (U.S. "honors") status. As a university faculty we have very specific ideas about the purpose of this research and the positive impact that we hope that it will have upon the U.K. settings (mainly schools and kindergartens) in which it is carried out, which we discuss in this article. Although our approach would appear successful, this judgement has so far been based upon the evidence of the final, summative project alone. Obtaining a small amount of funding from the university for students to act as co-researchers provided the ideal opportunity to explore the topic further by collecting empirical data from students and settings. Because our original plans for data collection were disrupted by COVID-19, we gained responses through an anonymous survey which enabled frank responses from both students and staff in settings. Although the data collected was, overall, encouraging, it did raise some issues for us, as faculty tutors, to consider. These include the way that we convey the portance of students carrying out their projects independently (that is, without university supervisor intervention) to settings themselves, and how we ensure that the students collaborate with settings at all stages of the project.

Characteristics of students participating in collegiate recovery programs and the impact of COVID-19: an updated national longitudinal study

The goals of the present study were to describe the development of the first national longitudinal study of collegiate recovery program (CRP) students;provide an updated characterization of CRP students' demographics, past problem severity, and current recovery-related functioning;and examine the perceived impact of COVID-19 on CRP students' recovery. Universities and community colleges with CRPs across the United States and Ontario, Canada, were invited to partner on this project. Launched in fall 2020, three cohorts of participants were recruited. All participants who completed the baseline survey (N = 334 from 43 CRPs) were invited to complete follow-up surveys. The sample was composed of mostly undergraduate, White, cisgender women averaging 29 years old at baseline. They reported challenging backgrounds, including high levels of polysubstance use, alcohol/substance problem severity, mental health challenges, and involvement with the criminal legal system. Despite such adversity, they evidenced high levels of recovery-related functioning. Recovery capital and quality of life were high. Students reported an average of nearly four years in recovery, with most having between two and four years of abstinence from their primary substance of choice. COVID-19 represented a substantial source of stress for many, impacting some students' abstinence and recovery-related functioning. Results generally parallel findings from the only other national study of CRP students conducted a decade ago, providing a much-needed update and novel insights into CRP students. Findings can inform our understanding of the CRP student population and can be used to tailor CRP design and service offerings to students' backgrounds and needs. [ FROM AUTHOR] Copyright of Addiction Research & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)