Sign-tracking and goal-tracking in humans: Utilising eye-tracking in clinical and non-clinical populations.

BACKGROUND: In Pavlovian conditioning, learned behaviour varies according to the perceived value of environmental cues. For goal-trackers (GT), the cue merely predicts a reward, whilst for sign-trackers (ST), the cue holds incentive value. The sign-tracking/goal-tracking model is well-validated in animals, but translational work is lacking. Despite the model's relevance to several conditions, including attention deficit hyperactivity disorder (ADHD), we are unaware of any studies that have examined the model in clinical populations. METHODS: The current study used an eye-tracking Pavlovian conditioning paradigm to identify ST and GT in non-clinical (N = 54) and ADHD (N = 57) participants. Eye movements were recorded whilst performing the task. Dwell time was measured for two areas of interest: sign (i.e., cue) and goal (i.e., reward), and an eye-gaze index (EGI) was computed based on the dwell time sign-to-goal ratio. Higher EGI values indicate sign-tracking behaviour. ST and GT were determined using median and tertiary split approaches in both samples. RESULTS: Despite greater propensity for sign-tracking in those with ADHD, there was no significant difference between groups. The oculomotor conditioned response was reward-specific (CS+) and present, at least partly, from the start of the task indicating dispositional and learned components. There were no differences in externalising behaviours between ST and GT for either sample. CONCLUSIONS: Sign-tracking is associated with CS+ trials only. There may be both dispositional and learned components to sign-tracking, potentially more common in those with ADHD. This holds translational potential for understanding individual differences in reward-learning.

A systematic review of peer support interventions for student mental health and well-being in higher education.

BACKGROUND: Higher education institutions (HEIs) are seeking effective ways to address the rising demand for student mental health services. Peer support is widely considered a viable option to increase service capacity; however, there are no agreed definitions of peer support, making it difficult to establish its impact on student mental health and well-being. AIMS: This systematic review aims to better understand and evaluate peer support in HEIs. METHOD: Five databases, OpenGrey and Grey Matters were searched in May 2021. Included studies were quantitative, longitudinal (with and without a control) or cross-sectional with a control. The vote-counting method was used for synthesis. The risk of bias was assessed with the National Institutes of Health Quality Assessment Tool. RESULTS: Three types of peer support were represented in 28 papers: peer-led support groups, peer mentoring and peer learning. Peer learning and peer mentoring had more positive, significant results reported for the outcomes of anxiety and stress. Peer-led support groups were the only type targeting students with mental health difficulties. CONCLUSIONS: The heterogeneity of measures and outcomes prevents firm conclusions on the effectiveness of peer support for mental health and well-being. Most studies were rated 'poor' or 'fair' in their risk of bias. There is not a solid evidence base for the effectiveness of peer support. Nonetheless, HEIs can use the terminology developed in this review for shared discussions that guide more robust research and evaluation of peer support as an intervention.

Understanding how the university curriculum impacts student wellbeing: a qualitative study.

There is increasing pressure within universities to address student mental health. From a whole university or settings-based perspective, this could include curriculum-embedded approaches. There is little research about how this should work or what approaches might be most effective. Semi -structured interviews were conducted with fifty-seven undergraduate students from five disciplines (Psychology, English studies, Nursing, International Politics, and War Studies) to understand students' perspectives. Students reflected on wellbeing module content and, more broadly, on curriculum processes (teaching, pedagogy, assessment) within their degree. Reflexive thematic analysis was applied to transcripts, generating three themes: embedding wellbeing in the curriculum; assessment, challenge, and academic support; and social connection and interaction. The findings provide evidence for teaching, pedagogy, and assessment practices supporting higher education student wellbeing. These align with recommended good teaching practices, such as considering appropriate assessment methods followed by effective feedback. Students saw the benefits of being academically challenged if scaffolded appropriately. Strong peer connection, teacher-student interaction, and communication were crucial to learning and wellbeing. These findings provide implications for future curriculum design that can support learning and wellbeing.

Differences in mental health inequalities based on university attendance: Intersectional multilevel analyses of individual heterogeneity and discriminatory accuracy.

There is an increasing focus on structural and social determinants of inequalities in young people's mental health across different social contexts. Taking higher education as a specific social context, it is unclear whether university attendance shapes the impact of intersectional social identities and positions on young people's mental health outcomes. Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) was used to predict the odds that mental distress during adolescence, sex, socioeconomic status, sexual identity, ethnicity, and their intersections, were associated with young people's mental health outcomes at age 25, and whether this differed based on university attendance. Data from the Longitudinal Study of Young People in England cohort study were analysed with the MAIHDA approach, and the results did not reveal any evidence of multiplicative intersectional (i.e., aggravating) effects on young people's mental health outcomes. However, important main effects of social identities and positions (i.e., an additive model) were observed. The findings suggested that being female or identifying as a sexual minority increased the odds of young people experiencing mental health problems at age 25, although the odds of self-harming were half the size for sexual minorities who had attended university. Black and Asian individuals were less likely to declare a mental illness than White individuals. Young people who grew up in a more deprived area and had not attended university were more likely to experience mental health problems. These findings imply that mental health interventions for young people do not necessarily have to be designed exclusively for specific intersectional groups. Further, university attendance appears to produce better mental health outcomes for some young people, hence more investigation is needed to understand what universities do for young people, and whether this could be replicated in the wider general population.

Key questions: research priorities for student mental health.

BACKGROUND: The high prevalence of mental distress among university students is gaining academic, policy and public attention. As the volume of research into student mental health increases, it is important to involve students to ensure that the evidence produced can translate into meaningful improvements. AIMS: For the first time, we consult UK students about their research priorities on student mental health. METHOD: This priority setting exercise involved current UK university students who were asked to submit three research questions relating to student mental health. Responses were aggregated into themes through content analysis and considered in the context of existing research. Students were involved throughout the project, including inception, design, recruitment, analysis and dissemination. RESULTS: UK university students (N = 385) submitted 991 questions, categorised into seven themes: epidemiology, causes and risk factors, academic factors and work-life balance, sense of belonging, intervention and services, mental health literacy and consequences. Across themes, respondents highlighted the importance of understanding the experience of minority groups. CONCLUSIONS: Students are interested in understanding the causes and consequences of poor mental health at university, across academic and social domains. They would like to improve staff and students' knowledge about mental health, and have access to evidence-based support. Future research should take a broad lens to evaluate interventions; considering how services are designed and delivered, and investigating institutional and behavioural barriers to accessibility, including how this varies across different groups within the student population.

Seeking support for an eating disorder: a qualitative analysis of the university student experience-accessibility of support for students.

BACKGROUND: While there is increased concern around mental health problems in universities, the experience of students with eating disorders (EDs) has received less attention. This is problematic as the detrimental consequences of a lack of adequate support are profound. METHODS: A qualitative study was adopted to investigate students' perspectives of the availability, accessibility and suitability of support services. One hundred university students with experience of EDs completed an online survey. A further 18 students completed semi-structured interviews. Descriptive data are reported alongside analysis of qualitative data. RESULTS: Three overarching themes were identified; awareness of support, confidence in asking for help and early experiences with services. Most students were aware of support through their GP and university counselling services. Few identified ED-specific sources of support. Barriers to help-seeking included self-stigma and gaps in service availability. Early experiences with services were often negative, problems included; difficulty accessing services, a lack of ED specific support and continuity of care between home and university. CONCLUSIONS: There is substantive progress to be made in ensuring that students with EDs receive the support they need to thrive at university. While it is important that good treatments exist, the pathway to accessing these treatments equally important. As universities increasingly recognise the need for action around student mental health attention must also be directed towards EDs and the provision of specific services.

Mental health and mental well-being of Black students at UK universities: a review and thematic synthesis.

BACKGROUND: There is a knowledge gap about the experiences that affect the mental health of Black university students in the UK. Current research is focused on understanding the continuation, attainment and progression gap between Black students and non-Black students. It is essential to know more about the interactions between personal and institutional factors on the mental health of Black students to explain the inequalities in their experiences and outcomes across the university lifecycle. The current study set out to thematically synthesise articles that explore the experiences that affect the mental health and mental well-being of Black university students in the UK. METHODS: This study is a qualitative thematic synthesis of a literature review. We developed search strategies for four online databases (PubMed, Social Science Premium Collection via ProQuest, Open Access Theses and Dissertations, and Open Grey) covering January 2010 to July 2020. This search was combined with a manual search of reference lists and related citations. All articles in English addressing mental health and mental well-being experiences among Black university students studying at a UK university were included. Critical Appraisal Skills Programme Checklist was used to assess bias. A thematic synthesis was conducted using Braun and Clarke (2006)'s six-step guide to develop descriptive themes and analytical constructs. RESULTS: Twelve articles were included. Several themes were identified as affecting the mental health of Black university students in the UK: academic pressure, learning environment, Black gendered experience, isolation and alienation, culture shock, racism and support. DISCUSSION: This review provides an appraisal of the factors affecting the mental health and mental well-being of Black students at UK universities, which need to be addressed by higher education policy-makers and key decision-makers. Further research is needed about the mental health experiences of Black university students in relation to Black identities, suicidality, mental health language, the physical environment, and racism and other institutional factors.

Protocol for black student well-being study: a multi-site qualitative study on the mental health and well-being experiences of black UK university students.

INTRODUCTION: There is an increasing concern about the mental health and mental well-being of university students in the UK. Black university students who report a mental health condition are less likely to complete their course, achieve a first-class or upper second-class degree and progress to further education. This study will document black university students' accounts of their mental health experiences and perceptions of key turning points of biographical changes to their mental health as they move through the university life cycle. METHODS AND ANALYSIS: This is a qualitative study. Data will be collected through a biographical narrative interpretive method. Interviews will enable the researcher to study systematically how participants make sense of themselves and account for the complexities of their life experiences, from their own perspectives and language. An interpretative phenomenological approach will be used to offer insights into what black students studying at UK universities report affects their mental health and well-being. Data collection for this study commenced in October 2020. Data collection and analyses will be completed by January 2022. ETHICS AND DISSEMINATION: Full ethical approval for the current study was obtained from King's College London Psychiatry, Nursing and Midwifery Research Ethics Subcommittee (Rec Ref: 20489, Project Ref: HR-19/20-20489, 2 October 2020). From the study findings, we aim to contribute to the evidence base, make recommendations for interventions and encourage further study into black student mental health.

Predicting stress and mental wellbeing among doctoral researchers.

BACKGROUND: Although mental health in higher education is increasingly recognised as a public health issue, postgraduate research students are often overlooked. Recent studies indicate a high prevalence of mental distress in this population. AIMS: This study assesses the experience of doctoral researchers and identifies factors influencing mental wellbeing and perceived stress. METHODS: A cross-sectional study examined how key demographic, individual and contextual factors related to stress and mental wellbeing in a sample of 431 doctoral researchers in the United Kingdom. RESULTS: Respondents gave positive reports about their supervisory relationship and identified feeling confidently prepared for their work. Family support, good general health, sleep and low levels of self-depreciation predicted stronger mental wellbeing and lower levels of stress. Students who were confident about their future career and felt well prepared for their studies were less stressed and those who were achievement orientated had better mental wellbeing. CONCLUSIONS: Focused attention on exploring career options and building confidence may help reduce stress among doctoral researchers. Taking steps to tackle the imposter phenomenon may help further. These could include addressing fear of failure, improving confidence in research ability and clarifying the role of doctoral researchers within the wider academic community.

The impact of the first COVID-19 lockdown in the UK for doctoral and early career researchers.

Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research endeavours were changed radically by lockdowns in response to the COVID-19 pandemic. The aim of this study was to explore the perceived benefits and challenges of the national lockdown in the UK from the perspective of doctoral researchers and ECRs. We present analysis of qualitative survey data from 1,142 doctoral researchers and ECRs on their experiences of the first UK lockdown collected from April 16, 2020-May 14, 2020. Our findings suggest considerable heterogeneity in how the pandemic impacted this key group of academic workers. Challenges arising from the lockdown largely cohered around a poor work environment, limited access to resources, perceptions of pressure, and negative psychological outcomes. Conversely, respondents also highlighted several benefits in the early stages of the pandemic, with the change to working from home creating more time, resulting in greater productivity and a better work-life balance. Collectively, findings indicate the importance of considering the personal circumstances and needs of individual researchers. We discuss the implications for support these researchers require to rebuild their careers in the wake of the initial disruption.

University student well-being in the United Kingdom: a scoping review of its conceptualisation and measurement.

BACKGROUND: Well-being is a multifaceted construct, and measuring well-being, both within particular groups and at a national level, is a priority for policy and practice. This national agenda on measuring well-being is mirrored in the Higher Education sector. This is the first conceptual review of how well-being is measured among university students in the UK. AIMS: The aims of the review were to identify (i) the definitions or conceptualisations of well-being guiding the selection of well-being indicators for research within this population and (ii) measures of well-being used in university students in the UK. METHODS: A scoping review method was used. RESULTS: Twenty-eight validated indicators used to measure well-being in UK students were identified. While many were direct measures of (primarily mental or psychological) well-being, indirect "proxy" indicators, including measures of mental health symptoms, were identified. CONCLUSIONS: This review has highlighted that there are inconsistencies in defining and measuring university student well-being, and the measures that have been used in this population are focused on subjective experience. These findings are in line with reviews of well-being measures in the general population. Implications for further research are discussed.

The challenges of lockdown for early-career researchers.

Thousands of UK doctoral students and early-career researchers shared the repercussions of lockdown on their work and wellbeing.

Managing student mental health: The challenges faced by academics on professional healthcare courses.

AIMS: To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health. BACKGROUND: There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a "whole university approach," may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes. DESIGN: A qualitative approach, using semi-structured interviews and focus groups, provided the opportunity for in-depth analysis. METHODS: Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May-June 2017. Constant comparison analysis was followed to support grounded theory. RESULTS: Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health. CONCLUSION: This is the first study to explore in-depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.

Supporting a friend, housemate or partner with mental health difficulties: The student experience.

AIMS: When experiencing mental health difficulties, university students turn to their friends for support. This study assessed the consequences of caregiving among a university sample, identifying predictors of caregiving burden among students. METHODS: A total of 79 students with experience of supporting a friend with mental health difficulties were recruited through a UK student mental health charity to complete an online survey. Alongside qualitative data, the online survey used the Experience of Caregiving Inventory and the Involvement Evaluation Questionnaire as measures of the consequences of caregiving. RESULTS: Students supporting friends, housemates or partners were found to experience significant consequences of caregiving. Frequency of face-to-face contact and duration of illness predicted more negative consequences of caregiving, but these relationships were not straightforward. The presence and intensity of professional support did not influence the experience of caregiving. CONCLUSIONS: The study suggests that the impact of supporting friends with mental health difficulties is not insubstantial for students. Broadening the network of informal social support may help improve the experience for students supporting a friend, but currently, contact with professional services appears to have a limited effect.

Cue competition influences biconditional discrimination.

When multiple cues are presented in compound and trained to predict an outcome, the cues may compete for association with an outcome. However, if both cues are necessary for solution of the discrimination, then competition might be expected to interfere with the solution of the discrimination. We consider how unequal stimulus salience influences learning in configural discriminations, where no individual stimulus predicts the outcome. We compared two hypotheses: (1) salience modulation minimises the initial imbalance in salience and (2) unequal stimulus salience will impair acquisition of configural discriminations. We assessed the effect of varying stimulus salience in a biconditional discrimination (AX+, AY-, BX-, BY+). Across two experiments, we found stronger discrimination when stimuli had matched, rather than mismatched, salience, supporting our second hypothesis. We discuss the implications of this finding for Mackintosh's model of selective attention, modified elemental models and configural models of learning.

An evaluation of a peer support intervention for student mental health.

BACKGROUND: Peer support is support provided by and for people with similar experiences. As students turn to peers for support with their mental health, peer support may provide an opportunity to engage students at an informal level and avoid some barriers to help-seeking. AIMS: The study aimed to identify students likely to attend peer support and evaluate the acceptability and impact of the intervention. METHODS: A six-part peer-led course for mild depression, based on behavioural activation and implementation intentions, was evaluated across eight UK universities with 65 students participating in the evaluation. The evaluation focused on mental wellbeing. RESULTS: Participants were predominately female and had been experiencing anxiety or depression for more than one year. Most participants had already approached professional services for support. At least 57% of participants attended more than one session and 34% completed the course. Students with lower levels of mental wellbeing were more likely to complete the course. For students returning, there was a significant increase in mental wellbeing. CONCLUSIONS: Structured peer support for depression may have benefits in improving student mental wellbeing. However, this is unlikely to have a substantive effect in improving early and preventative intervention.

Individual differences are more than a gene × environment interaction: The role of learning.

Individual differences in behavior are understood generally as arising from an interaction between genes and environment, omitting a crucial component. The literature on animal and human learning suggests the need to posit principles of learning to explain our differences. One of the challenges for the advancement of the field has been to establish how general principles of learning can explain the almost infinite variation in behavior. We present a case that: (a) individual differences in behavior emerge, in part, from principles of learning; (b) associations provide a descriptive mechanism for understanding the contribution of experience to behavior; and (c) learning theories explain dissociable aspects of behavior. We use 4 examples from the field of learning to illustrate the importance of involving psychology, and associative theory in particular, in the analysis of individual differences, these are (a) fear learning; (b) behavior directed to cues for outcomes (i.e., sign- and goal- tracking); (c) stimulus learning related to attention; and (d) human causal learning. (PsycINFO Database Record

Individual difference in configural associative learning.

Individuals differ in their ability to acquire associations between stimuli and paired outcomes, an ability that has been proposed to be independent of general metrics of intelligence or memory (e.g., Kaufman, DeYoung, Gray, Brown, & Mackintosh, 2009). The nature of these differences may reflect the type of associative structures acquired during learning, for instance, configuring stimuli to facilitate flexible learning and memory. We test the hypothesis that individuals differ in configural associative learning as distinct from simpler (elemental) stimulus-outcome learning. In Experiment 1 participants were screened for attentional scope and we found that attentional scope predicted configural associative learning that could not be explained simply in terms of differences in strength of associative learning. In Experiment 2, attentional scope was trained resulting in a shift in participants' ability to learn about subsequent configurations unrelated to the training material. We discuss how the differences between individual learners reflect differences in configuring rather than simply differences in strength or speed of learning. (PsycINFO Database Record

Sampling capacity underlies individual differences in human associative learning.

Though much work has studied how external factors, such as stimulus properties, influence generalization of associative strength, there has been limited exploration of the influence that internal dispositions may contribute to stimulus processing. Here we report 2 studies using a modified negative patterning discrimination to test the relationship between global processing and generalization. Global processing was associated with stronger negative patterning discrimination, indicative of limited generalization between distinct stimulus compounds and their constituent elements. In Experiment 2, participants pretrained to adopt global processing similarly showed strong negative patterning discrimination. These results demonstrate considerable individual difference in capacity to engage in negative patterning discrimination and suggest that the tendency toward global processing may be one factor explaining this variability. The need for models of learning to account for this variability in learning is discussed.

Accounting for individual differences in human associative learning.

Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.