School Belonging in Online Instruction: Cross-Sectional and Prospective Relationships with Academic Adjustment in Higher Education Students During the COVID-19 Pandemic

The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71;SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38;SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment. © 2023, Adam Marszalek Publishing House. All rights reserved.

Variations in circadian rhythmicity and students' gender-related psychological conditions during the COVID-19 lockdown

In the face of the COVID-19 pandemic experienced around the world, new student lifestyles have had an impact on their daily behavior. The purpose of this study was to examine post-traumatic stress associated with the initial COVID-19 crisis in students (N = 280) with a mean age of 13 +/- 1.70 and to determine the relationship between their reported daily behaviors in terms of their gender. The study was conducted primarily in Casablanca and Marrakech, the two cities most affected by the pandemic at the time of the study in Morocco in May 2020. Our sample consists of 133 high school students and 147 middle school students, 83.6% of whom are females. Students were asked to answer questions based on an Activity Biorhythm Questionnaire, the Post-Traumatic Stress Scale (Weathers et al., 1993), the Hamilton Scale (Hamilton, 1960), the Worry Domains Questionnaire (Tallis, Eyzenck, Mathews, 1992), and the Visual Analog Scale of Moods (VASM) (Stern et al., 1997). The results obtained confirm that there is a significant relationship between the circadian rhythm of some variables and gender in some activities such as academic study (p < 0.05) and TV and Internet use (p < 0.05) and was highly significant for physical activity (p = 0.001), while others are not significant in relation to other schedules of the same variables or in relation to others. Likewise, for the psychological conditions, significant relationships with mood states and depressive tendencies were confirmed. In lockdown, the students' daily lives underwent changes in circadian rhythm and lifestyle. Therefore, it is necessary to treat their current psychological problems and avoid future complications. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?

Distress in online learning issues that have caused student stress, burnout and influenced student motivation achievement in the post-COVID-19 pandemic. The survey's primary purpose was to understand the effect of academic stress, burnout, and resilience on student achievement motivation. It consisted of 152 participants of Thai and international students who filled out the questionnaires. The data were analyzed utilizing SPSS (demographic data) and Smart PLS 3. The results denoted a direct and significant influence of academic stress on burnout and resilience on achievement motivation, a positive and insignificant impact of stress on resilience and burnout on achievement motivation, and a negative and non-significant influence of stress on achievement motivation and burnout on resilience. © 2023 IEEE.

COVID-19-induced academic stress and its impact on life satisfaction and optimism. A panel study of Swedish university students between 2020 and 2022

In this article, we analyse the level of and development in students' academic stress due to the COVID-19 pandemic. We devote particular attention to students that first entered university in 2020, ‘the COVID cohort', who had fewer opportunities to integrate in ways that theoretically should mitigate the impact of pandemic-induced disruption to their studies. Using four waves of data, collected 2020–2022, we find evidence of both pandemic and cohort effects among Swedish university students (N = 3138). During the pandemic's first year academic stress due to COVID-19 increased regardless of pre-pandemic university experience. The stress, in turn, negatively impacted students' life satisfaction, a factor theoretically linked to key student outcomes like persistence and academic performance but had limited effect on students' long-term optimism. The COVID cohort expressed higher levels of academic stress and experienced a greater drop in life satisfaction compared to the most senior students (3 years or more), but largely overlapped with students with some university experience (1–2 years). These group differences persisted in spring 2022. Finally, we found that the higher levels of pandemic-induced academic stress in the COVID cohort were mitigated by experiences that foster academic and social integration, specifically by teacher support and social cohesion. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The relationship between faculty interactions, sense of belonging, and academic stress: a comparative study of the post-COVID-19 college life of Korean and international graduate students in South Korea.

Objective: Rapid changes in post-COVID-19 higher education have increased students' academic stress. This study focused on graduate students' academic stress in South Korea and compared the results for Korean graduate students and those for international graduate students. Method: Using the online survey results, the study verified the relationships between faculty interactions, a sense of belonging, and academic stress among Korean and international graduate students using a mediating effects analysis and a multigroup path analysis. Results: The results were as follows. First, Korean students experienced greater academic stress, faculty interactions, and a sense of belonging, but no statistically significant difference was observed. Second, a sense of belonging had a mediating effect on the relationship between faculty interactions and academic stress. Unlike in previous studies, all paths were found to be statistically significant. Faculty interactions had a negative effect on academic stress and a positive effect on a sense of belonging. A sense of belonging had a negative effect on academic stress. Third, the comparison of Korean and international graduate students showed that international students had a greater effect of faculty interactions on academic stress. Conclusion: Through these results, we explored the post-COVID-19 academic lives of Korean and international graduate students in South Korea and built grounds for effective interventions for alleviating academic stress.

Perceived academic stress during a pandemic: Mediating role of coping strategies.

COVID-19 rampant has impacted almost all sections of society, and the repercussions were mostly negative experiences for people and have resulted by way of disruption in their daily routines. Academics is one such vital section that has suffered directly because of the inaccessibility of a comfortable educational procedure. Due to a shift in the form of education, most of the student community failed to obtain routine and regular education as the government entirely shuttered educational facilities to limit the spread of disease. In this light, this research attempted to examine the amount of academic stress experienced by students during the COVID-19 Pandemic and the strategies they have adopted to cope with this unheard type of uncertain situation. The findings of the study indicated substantial variations in Academic Stress, Exam Anxiety, and Coping Strategies across various demographic characteristics of the respondents. Another significant finding is that students from poor socio-economic backgrounds and those seeking post-graduate courses are more stressed. As an inference, it is also opined that to mitigate the impact of the COVID-19 crisis on student performance and psychological well-being, special focus, or techniques for accommodating exam environments by the student should be implemented. To minimize stress, the study also proposed efficient coping techniques to lower the amount of stress in various academic tasks.

Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study.

AIMS: To investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning. BACKGROUND: Academic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning. DESIGN: Cross-sectional study and mediation analysis. METHODS: Nursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson's r, bivariate analysis and multistage regression analyses were employed to analyze the data. RESULTS: Academic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students. CONCLUSION: Resilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance.

Refinement of the Lakaev Academic Stress Response Scale (LASRS-2) for Research, Clinical, and Educational Settings Using Rasch Modeling

Rasch Analysis suggested the Lakaev Academic Stress Response Scale-1 (LASRS-1) would benefit from refinement by the addition of items and changes to the wording of other items. It was named the LASRS-2 and contained Four Domains (Affective, Behavioral, Cognitive, and Physiological). Rasch Model Analysis tested construct validity and internal reliability on a population of tertiary (university or college) level students (n = 2,000). Good person separation and item reliability estimates provided evidence that this tool was a reliable measure of academic stress. A Principal Component Analysis (PCA) of Rasch residuals showed the scale to be unidimensional. The results confirmed confidence in the replicability of scores due to sufficient item separation, agreeability, and that scores formed a continuum. Confirmatory Factor Analysis (CFA) was used as a secondary check to support findings of Rasch Modeling outcomes. The LASRS-2 was shown to be a valid and reliable psychometric tool that measured academic stress.

Impact of academic stress by parent-proxy on parents' learning-support-services: a moderated-mediation model of health anxiety by parents' educational level

PurposeThis study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic stress by parent-proxy on parents' learning support services with the mediating role of health anxiety by parent-proxy and the moderating role of parental educational level.Design/methodology/approachIn total, 8,940 primary school students' parents participated in the study. Bootstrapping was performed to test the constructed model.Findings(1) Academic stress by parent-proxy positively predicted health anxiety by parent-proxy. (2) Health anxiety by parent-proxy significantly positively predicted learning support services. (3) Academic stress by parent-proxy also significantly positively predicted learning support services. (4) Academic stress by parent-proxy positively predicted parents' learning support services through the mediating effect of health anxiety by parent-proxy. (5) Parental educational level moderated the relationship between academic stress by parent-proxy, health anxiety by parent-proxy, and learning support services. Academics and parents will benefit from the conclusions of this study in both theory and practice.Originality/valueDuring the COVID-19 pandemic, offline learning has been replaced with online learning, which has brought with it many physical and mental health problems, including additional academic stress. Most studies on learning support services have focused on offline learning. However, this study explored the relationships between academic stress by parent-proxy, health anxiety by parent-proxy, learning support services, and parental educational level in the context of online learning. Results show that it is necessary to pay attention to academic stress and health to provide children with appropriate learning support services.

Issues that impact academic stress when working remotely under Covid-19: Scale reliability

Education systems are currently being affected by COVID-19, given the suspension of academic and administrative on-site activities. This has hampered people's access to connectivity services to continue their class sessions, in turn affecting the mental health of many students. The purpose of this study is to validate the scale used to measure the relationship between the various stress factors and academic activities performed by students in a teleworking environment in situations of isolation or confinement. A 36-item online questionnaire was designed and applied during the month of May 2020, obtaining 320 responses. According to the results of the survey, it is important to highlight that the teleworking scale is statistically valid and reliable for use in other contexts, and it is hoped that the results obtained can be used to develop strategies to strengthen the teaching-learning process and the teleworking modality. © 2022 Emerald Publishing Limited. All rights reserved.

Yoga Recommendation System for the Mental Well-Being of Students using Machine Learning

Many expectations placed on students by society have made stress a part of their academic lives. Youth are susceptible to the issues brought on by academic stress since they are going through a phase of transitions in both aspects i.e personal and social. Academic stress has been shown to lower academic achievement and lower motivation toward academics. Therefore, it becomes crucial to develop appropriate and effective intervention options. In recent times, due to COVID, the utilization of online health blogs and sites recommending health, exercise, and yoga has been significantly increased. The blog will provide solution to a problem and then provide precautions to common people but they lack the dynamics to suggest yoga that can be done any person or a personalized yoga by considering their health condition and not a static article. This research work intends to develop an AI model to predict the possible practices a student can do to alleviate their problem by considering their BPM, blood pressure (both systole and diastole), sleep time and some questions related to stress. The proposed stress prediction model has achieved an accuracy of 94.4% and the yoga pose recommendation system has achieved an accuracy of 97.3%. © 2022 IEEE.

Flourishing, youth mentoring, and mental health challenges among college students: Gaining understanding to improve the collegiate experience

College can be a trying and difficult time for many students, and some experience increased levels of stress and mental health challenges during college. Finding opportunities that increase students' flourishing may assist with offsetting the stress of college. Flourishing is defined as having self-perceived success in supportive relationships, optimism, feelings of purpose and self-esteem (Diener et al., 2010). Emerging research suggests that serving as a mentor to youth within the community may be associated with college students' flourishing by promoting positive interpersonal connections (Maples et al., 2020). While theoretically promising, empirical research in this area is limited. The aim of this two-study dissertation was to address this gap in the literature by (a) examining the specific experiences of college students participating in a mentoring-based program (e.g., relationships with youth, staff, and peers, personal skill development) that contributed to flourishing (i.e., Study 1), (b) testing whether participation in a service-learning course where college students mentor youth within the community was associated with higher flourishing as compared to college students not enrolled in the course (i.e., Study 2), and (c) testing whether mental health challenges (i.e., anxiety and depression) moderated the effect of youth mentoring service-learning on flourishing (i.e., Study 2). Participants (N = 9;all female) for Study 1 were recruited from the University of Minnesota-Twin Cities YMCA (UY) Y Tutors program, a voluntary youth mentoring program where college students from the University of Minnesota mentor youth in an after school setting. Following a descriptive qualitative mixed method phenomenological study, I identified aspects of the mentoring experience that appear to have contributed to college students' experience of flourishing. Specifically, participants in this study described positive relationships and active engagement, a sense of purpose, hope for their future and opportunities for personal and professional growth related to their experiences at the UY. Participants (N=563;17-41 years old;Mage=20.06) for Study 2 were recruited from a university service-learning youth mentoring program (Campus Connections;CC) at Colorado State University (CSU) and from a participant pool at CSU (psychology courses and HDFS courses). CC is an on-campus mentoring intervention that serves at-risk youth by providing mentoring relationships with college students at CSU, however in this study all mentoring was conducted online due to the COVID-19 pandemic. Using a pre-post, quasi-experimental design, I investigated the differences in post-intervention flourishing scores between college students enrolled in CC compared to college students not enrolled in the program controlling for identified covariates and baseline flourishing. Additionally, I explored whether baseline mental health challenges (i.e., anxiety and depression) moderated the impact of youth mentoring service-learning on flourishing. Findings indicate that participating in a service-learning youth mentoring program had a positive impact on flourishing scores, and mental health challenges (i.e., anxiety and depression) did not moderate the relationship CC had on flourishing. Future research should continue to investigate the relationships between participating in youth mentoring, flourishing and mental health challenges, as well as further understanding the unique components of youth mentoring programs that lead to flourishing. Together, these studies advance the understanding of how participating in a youth mentoring program impacts flourishing for college students and holds important implications for mentoring programs and university personnel. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Wellness center impact on classroom attendance at a New Jersey High School

In 2013, The Center for Disease Control and Prevention reported 13 - 20% of youth living in the United States experiencing a mental health disorder. Research indicated that mental health disorders can negatively affect an individual's cognitive, social, and emotional functions (National Institute of Mental Health, 2018). As a result, students experiencing mental health related stress have high rates of absenteeism (Sahin, Arseven, & Kihc, 2016). Schools have the unparalleled capacity to reach students and offer cognitive, social, and emotional support. This research study worked to answer the question: Can mental health support offered to high school students increase classroom attendance rates? Implementation of a wellness center took place at Cherokee High School in September 2020. The wellness center sign-in data and classroom attendance data were collected and analyzed for 44 days between March 1, 2021, and May 18, 2021, to determine if classroom attendance would increase for wellness center users ten days after a wellness center visit. This ten-day period was known as the enrollment period. The research found that seven of the eight students with a 504-plan associated with mental health related stress increased class attendance 5% or greater during the enrollment period. This study was implemented during the COVID 19 pandemic. The pandemic impeded the remote students' ability to attend the Cherokee Wellness Center. The attendance data collected included full-time in-person students and eliminated the remote students. The research is significant in that classroom attendance data can be increased with the correct student support for mental health related stress. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Covid-19 pandemic anxiety, academic stress, and quality of life among college students in the Philippines: A mediation study

Students' lives can be impacted by the Coronavirus Disease 2019 (COVID-19) pandemic. This study investigates the relationship between COVID-19 pandemic anxiety and the quality of life of Filipino college students and examines the mediating role of academic stress in this relationship. A total of 1,024 students enrolled in Philippine universities and colleges participated in this cross-sectional analytical study. Findings suggest that pandemic anxiety positively correlates with the quality of life (c=.399, p=0.002). When academic stress is added as a mediator, pandemic anxiety has a negative indirect effect on the quality of life (ab=-.410, p<.001), and maintains a positive direct effect on the quality of life (c'=.809, p<.001), yielding an inconsistent mediation model among the three variables. In short, the COVID-19 pandemic anxiety has a double-edged effect on the quality of life, with its negative effect explained through academic stress. Stakeholders in college education are suggested to employ interventions to address academic stress among students. © 2023, author.

Functional limitations, post-traumatic stress disorder, and college adjustment in student veterans: A mediation analysis study

Purpose: The purpose of this study was to examine whether functional limitations mediate the relation between PTSD symptoms and college life adjustment in student veterans with PTSD symptoms. Methods: A total of 232 student veterans with PTSD symptoms were recruited for this study. Participants were predominantly male (84.5%;females = 15.5%). Participants' ages ranged from 18 to 54 years (M = 28.43, SD = 5.42). Correlational analyses were conducted to calculate the relationships among study variables. We also conducted a mediation analysis to examine whether functional limitations mediate the relationship between PTSD symptoms and college life adjustment. Results: The mediation analysis indicated that the effect of PTSD symptoms on college adjustment can be partially explained by functional limitations. Conclusion: Our results have potentially important implications for rehabilitation counseling researchers and clinicians in the COVID-19 era. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Mind-body physical activity interventions in educational settings

The purpose of this dissertation was to investigate the effectiveness and acceptability of mind-body physical activity (MBPA) interventions implemented within educational settings. Specifically, Study 1 was a systematic review with meta-analysis that examined the effectiveness of MBPA on stress-related physiological health markers in primary, secondary, and higher education students. There were statistically significant and large pooled effects for lowering heart rate (Hedges' g = -1.71, 95% Confidence Interval (CI): -2.43, -0.98), cortisol (Hedges' g = -1.32, 95% CI: -2.50, -0.16), and systolic and diastolic blood pressure (Hedges' g = -1.04, 95% CI: -1.53, -0.58). These effects tended to be greater in older students compared to younger students. Study 2 was a 10-minute stress alleviating MBPA pilot intervention that was delivered in four modules across 8 weeks in a sample of college students (N = 21). Study 2's outcome variables consisted of well-being, stress, interoceptive sensibility, and objectively measured physical activity. Results revealed that participants' time spent in objectively measured light and moderate-to-vigorous physical activity was significantly higher during and at the end of the intervention than at baseline [F (2, 36) = 11.9, P = .003, partial eta-squared = 0.39]. It was found that participants' subjective well-being, perceived stress, and interoceptive sensibility did not change significantly;however, the results indicated positive trends. Study 3 was a qualitative inquiry that aimed to provide a more comprehensive understanding of the effectiveness of the MBPA intervention and to explore the experiences of a purposeful sample of 21 college students. An inductive qualitative process explored the data that emerged from the photovoice and journals. Six overarching themes emerged: (1) holistic individual well-being;(2) physical activity as a matter of necessity;(3) mind-body physical activity intervention impacts;(4) broadening strategies for adapting & reacting;(5) systemic effect of stress management changes;and (6) perceiving causes of stress. Findings from these three studies contribute to our understanding of the distinctive factors of COVID-19 among college students. Results can be used to implement larger scaled MBPA interventions within higher education settings. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Academic Stress, Procrastination, and Internet Uses Among College Students During the covid-19 Pandemic / Estrés académico, procrastinación y usos del Internet en universitarios durante la pandemia por covid-19 / Estresse acadêmico, procrastinação e uso da Internet em estudantes universitários durante a pandemia de covid-19

La pandemia por covid-19 repercutió en las prácticas educativas y convirtió a las tecnologías de la información y la comunicación ­sobre todo Internet­ en medios indispensables para continuar con las actividades académicas; pero a la par incrementaron el riesgo de que los estudiantes usen mal estas herramientas y con ello aparezcan fenómenos como la procrastinación. Por tanto, el objetivo fue analizar la relación entre el estrés académico, el uso problemático de Internet, la adicción a las redes sociales y la procrastinación académica. Materiales y métodos: estudio cuantitativo, no experimental, de corte transversal. Se utilizó el inventario sisco de estrés académico, el cupo para uso problemático de Internet, la smas-sf de adicción a redes sociales y la Escala de Procrastinación Académica. La muestra la conformaron 448 estudiantes universitarios mexicanos entre los 17 y los 34 años. Resultados: se hallaron diferencias significativas por sexo, en cuanto a las reacciones ante el estrés académico, y en la categoría de la autorregulación, donde los hombres indicaron una baja autorregulación. Por su parte, en la sub-muestra de mujeres se encontró una relación positiva y significativa entre el uso de las redes sociales y la procrastinación académica; mientras que, en los hombres, entre los problemas por el uso de las redes sociales y las reacciones psicológicas ante el estrés. Conclusión: el cambio de modalidad de estudio (de presencial a virtual) ha generado consecuencias en los universitarios, como estrés académico, procras-tinación y usos inadecuados de Internet.

The covid-19 pandemic has affected educational practices, turning the information and communication technologies and the Internet into essential means to continue academic activities while increasing the risk of students misusing these tools, favoring phenomena such as procrastination. This study aimed to analyze the relationship between academic stress, problematic Internet use, social media addiction, and academic procrastination. Materials and methods: In this quantitative, non-experimen-tal, and cross-sectional study, the sisco inventory for academic stress, cupi for problematic Internet use, smas-sf for addiction to social networks, and academic procrastination scale were used. The sample was made up of 448 Mexican university students aged 17­34 years. Results: Significant differences were found by sex in terms of reactions to academic stress and in the category of self-regulation, where men indicated low self-regulation. Moreover, a positive and significant relationship was found between the use of social networks and academic procrastination in women and the problems due to the use of social networks and psychological reactions to stress in men. Conclusion: The change from face-to-face to virtual modality has led to consequences such as academic stress, procrastination, and inappropriate use of the Internet among university students.

a pandemia do covid-19 impactou as práticas educacionais, tornando as Tecnologias da Informação e Comunicação (tic) e principalmente a Internet meios indispensáveis para a continuidade das atividades acadêmicas; mas ao mesmo tempo aumenta o risco de que os alunos façam mau uso dessas ferramentas e com isso apareçam fenômenos como a procrastinação. Portanto, o objetivo do presente estudo foi analisar a relação entre estresse acadêmico, uso problemático da Internet, vício em redes sociais e procrastinação acadêmica. Materiais e métodos: estudo quantitativo, não experimental e transversal. Foram utilizados o Inventário sisco de estresse acadêmico, o cupi para uso problemático da Internet, o smas-sf para vício em redes sociais e a escala de procrastinação acadêmica (epa). A amostra foi composta por 448 estudantes universitários mexicanos com idades entre 17 e 34 anos. Resultados: foram encontradas diferenças significativas em função do sexo nas reações ao estresse acadêmico e na catego-ria de auto-regulamentação, onde os homens indicaram baixa auto-regulamentação. Por outro lado, foi encontrada uma relação positiva e significativa, na subamostra de mulheres, entre o uso de redes sociais e procrastinação acadêmica, enquanto que para os homens houve relação positiva e significativa entre problemas devido ao uso de redes sociais e reações psicológicas ao estresse. Conclusão: a mudança da modalidade presencial para a virtual gerou consequências em universitários como estresse acadêmico, procrastinação e uso inadequado da Internet.

At risk: Student stress and wellness at a high-achieving high school during the COVID-19 global pandemic

Stress negatively affects students from high-achieving schools. Stress has classified these students as an "at-risk" population, and the COVID-19 global pandemic has further shaped at-risk students' experiences. The purpose of this case study was to explore student stress and wellness both prior to and during the pandemic at a high-achieving school district in a northern suburb of New York City. The study explored which support educators from the high-achieving high school implemented to promote wellness and support students during the pandemic. The study further explored how students experienced changes beset by the pandemic, and the support that helped reduce their stress. This study was conducted using qualitative methods. A review of Stanford Survey of Adolescent School Experiences data from the high-achieving high school was completed to explore student stress and wellness both prior to and during the COVID-19 global pandemic. Interviews with educators from the school were completed to explore which supports were implemented during the pandemic to promote student wellness and coping. A questionnaire was sent to graduates from the school to explore their experiences. The goal of the study was to help better inform practice on how to support student wellness at high-achieving high schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The link among academic stress, sleep disturbances, depressive symptoms, academic performance, and the moderating role of resourcefulness in health professions students during COVID-19 pandemic.

BACKGROUND: The rapid shift to virtual learning in response to the COVID-19 pandemic contributed to high academic stress among health profession students. High academic stress was associated with impaired psychosocial well-being and decreased academic performance. OBJECTIVES: The purpose of this study was to assess the relationship between academic stress, anxiety, sleep disturbances, depressive symptoms, academic performance, and the moderating effect of resourcefulness among undergraduate health profession students. METHODS: This descriptive and cross-sectional study included undergraduate health profession students. The primary investigator distributed the study link to all students through the university's Central Messaging Centre, Twitter account, and WhatsApp. The study variables were measured using the Student Life Stress Inventory, the Generalized Anxiety Disorder-7 questionnaire, the Centre for Epidemiology Scale of Depression, the Pittsburgh Sleep Quality Index, and the Resourcefulness Skills Scale. Pearson R correlation and linear regression analysis were utilized for statistical analysis. RESULTS: Our sample included 94 undergraduate health profession students, 60 % of which were females with a mean age of 21, and the majority were nursing and medicine students. High academic stress, anxiety, sleep disturbances, depressive symptoms, and resourcefulness were reported among 50.6 %, 43 %, 79.6 %, 60.2 %, and 60 % of the participants, respectively. However, no effect of resourcefulness was found on any of the study variables. Instead, academic stress and sleep disturbances were the strongest predictors of depressive symptoms regardless of the level of resourcefulness. CONCLUSION: Adequate academic support during virtual learning and tools to early detect subtle signs of high academic stress, anxiety, depression, and sleep disturbance should be routinely utilized by educational institutions. In addition, incorporating sleep hygiene and resourcefulness training in health professions education is highly indicated.

Academic stress and depression among vietnamese adolescents: a moderated mediation model of life satisfaction and resilience.

Academic stress is rising among high school students, especially in light of the Covid-19 pandemic, such as social distancing, long-term online learning, and lack of social support. Many studies have also shown that students with high levels of academic stress have a higher risk of depression. However, very few researchers are interested in studying life satisfaction as a moderate factor for the indirect relationship between academic stress and depression. This study investigated whether life satisfaction factors moderate the indirect effect of academic stress on the depressive disorder in Vietnam adolescents. Participants include 1336 Vietnamese adolescents. Participants completed the Educational Stress Scale for Adolescents, Connor-Davidson Resilience Scale, Satisfaction with Life Scale, and Beck Depression Inventory-II. Moderated mediation analyses were conducted using the PROCESS macro to investigate the relationship among variables. In the relationship between academic stress and depressive disorder in Vietnamese adolescents, resilience is partly mediated; life satisfaction significantly moderated the indirect effect of academic stress on depressive disorder. This study suggests that depressive disorders prevention and intervention practices for adolescents need to consider enhancing resilience and life satisfaction.