Cost-Effective DNA Extraction for DNA Barcoding Diverse Biological Samples.

DNA barcoding employs standard molecular techniques (e.g., DNA extraction, PCR, and Sanger sequencing) to taxonomically identify biological samples. While DNA barcoding is a useful experimental workflow for in-class active learning exercises, extracting DNA from diverse sample types in a time and cost-effective manner can be challenging in a classroom setting. Here, we provide two time and cost-effective methods that have been used by novice students to successfully extract DNA from a variety of animal, fungal, algal, and plant tissues for DNA barcoding.

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship.

Background: Anxiety disorder is a significant concern in the context of mental health among university students. This study aimed to examine the impact of subjective exercise experience on anxiety disorder in freshmen and verify the mediating role of self-efficacy and interpersonal relationships between them. Methods: A total of 1,308 Chinese freshmen underwent an investigation using the Subjective Exercise Experience Scale (SEES), Generalized Anxiety Disorder Scale (GAD-7), General Self-Efficacy Scale (GSES), and Interpersonal Relationship Comprehensive Diagnostic Scale (IRIDS). Results: The outcomes of this study are as follows: (1) Boys exhibited marginally greater performance in physical activity assessments compared to girls while displaying somewhat lower scores than girls in measures of anxiety disorders, self-efficacy, and interpersonal relationship tests. Of these, 63.39% were diagnosed with mild anxiety, 51.73% were diagnosed with moderate anxiety, and 10% were diagnosed with severe anxiety; (2) The subjective exercise experience had a significant negative correlation with an anxiety disorder (r = -0.36, p < 0.01), and the subjective exercise experience had a direct negative impact on anxiety disorder (ß = -0.112, t = -11.776, p < 0.01). Furthermore, subjective exercise experience positively predicted self-efficacy (ß = 0.125, t = 13.236, p < 0.01) and interpersonal relationship (ß = 0.395, t = 12.359, p < 0.01). Self-efficacy had a substantial impact on interpersonal relationships (ß = 0.724, t = 12.172, p < 0.01) and anxiety disorders (ß = -0.148, t = -8.387, p < 0.01). Interpersonal relationships had a significant positive predictive effect on anxiety disorder (ß = -0.081, t = -10.441, p < 0.01); (3) Self-efficacy and interpersonal relationships were identified as important mediators between subjective exercise experience and anxiety disorder. The intermediary effect accounted for 18.84% of the total effect. Specifically, subjective exercise had a direct impact on anxiety disorders through self-efficacy mediators (2.90%), interpersonal mediators (1.45%), and self-efficacy and interpersonal chain mediators (14.49%). Conclusion: Subjective exercise experience has a significant positive predictive effect on university students' self-efficacy, interpersonal relationships, and anxiety disorder. Moreover, self-efficacy and interpersonal interactions serve as intermediaries between subjective exercise experiences and anxiety disorders. These findings have immense importance in advancing the mental well-being of freshmen and serve as a theoretical foundation for formulating intervention strategies. However, the study had certain limitations, such as the specificity of the sample and the use of self-reported data. Further research could enhance the sample size and utilize various assessment techniques to validate these findings.

Engagement with Activity Monitoring During a Behavioral Activation Intervention: A Randomized Test of Monitoring Format and Qualitative Evaluation of Participant Experiences.

Behavioural activation (BA) is an efficacious treatment approach. Activity monitoring is a key component of brief BA treatments; however, no studies have examined the most efficacious format for monitoring. The present pilot study tested brief versus intensive activity monitoring approaches during a BA intervention administered in a college orientation course. Outcomes characterised (1) engagement with the treatment protocol via activity monitoring and (2) participant qualitative experiences with monitoring and the intervention as reported during focus group interviews. Four course sections were randomly assigned to receive monitoring forms that were brief (assessed activities three times daily) or intensive (assessed activities hourly). Forms were provided electronically to students via a web-based platform which tracked completion. There were no significant differences in monitoring frequency (38.0 vs. 23.0 days; p = .154) or the duration of monitoring engagement (62.0 vs. 36.0 days; p = .054) between the brief and intensive conditions. Qualitative findings suggested that participants in both conditions found utility in activity monitoring, particularly during the first month as they transitioned to college. Overall, findings indicated that participants may find utility in monitoring during the first month of a BA intervention using either brief or intensive monitoring forms.

O que os/as calouros/as ensinam para a Universidade?: Uma reflexão / What do freshmen teach to the university?: a reflection / ¿Qué enseñan los estudiantes de primer año a la Universidad?: una reflexión

Partindo da perspectiva da psicologia escolar, esse artigo focaliza a condição de calouro/a como analisador importante do processo educativo que acontece na instituição universitária, a qual denuncia e anuncia condições e possibilidades que limitam e ampliam a potência criadora de seus membros. Ao longo do artigo, buscamos superar o paradigma da adaptação, que exige do/a recém-ingressante a assimilação de normas e regras institucionais a fim de adquirir status de membro. Como contraponto, pensamos a participação de todos os membros da comunidade acadêmica na recepção aos/às calouros/as e construção de uma cultura institucional dinâmica e criadora de novos viveres e fazeres universitários, acolhedores da sua diversidade. Discutimos, ainda, a presença do/a calouro/a como oportunidade de um segundo olhar da psicologia escolar sobre as relações interpessoais, as práticas e os processos institucionais e pedagógicos.

This theoretical study proposes to think about the body from the plurality and the affections' perspectives, in an attempt to understand how the psychology works, on the virtual modality, reaches corporeity and the expansion of its power to exist. These questions were raised from a Group for Listening and Welcoming Services o the virtual modality. The theoretical perspective starts from Spinoza's conception of the affections, articulated with the notion of self-care. The loneliness reported on the group was our analyzer, in an attempt to reflect about the encounter's weakening. This led us to reflect about the impacts of the body's loss on the online presence, the (im)possibility of encountering the difference and the role of virtuality in the liberal economic model applied to psychology. It is necessary to cover the possibilities of action that do not abstain from present time demands, but also to recognize the dangers of capture devices. (AU)

Este ensayo teórico propone pensar el cuerpo desde la perspectiva de las afecciones, intentando comprender cómo el trabajo de la psicología en la modalidad a distancia alcanza la corporeidad y su potencia de existir. Tales interrogantes surgieron en la experiencia de un Grupo de Escucha y Acogida en la modalidad a distancia. Orientó el trabajo la concepción Spinozista de los afectos, articulada con la noción de cuidado de sí. La soledad relatada en los grupos fue el analizador para reflexionar sobre la producción del encuentro y nos llevó a pensar en los impactos de la pérdida del cuerpo en la presencia online, la (im)posibilidad de encontrar la diferencia y a reflexionamos sobre la virtualidad en el modelo económico liberal aplicado a la psicología. Es necesario abarcar las posibilidades de acción que no se abstengan de las exigencias de hoy, pero que también reconozcan los peligros de los dispositivos de captura. (AU)

Peer-supported physical activity intervention for academic probation freshmen in a physiology-related major: a feasibility study.

To retain students on academic probation, physiology and physiology-related programs may offer a variety of academic support initiatives. This pilot research study examined the feasibility and perceptions of implementing a success coach-led physical activity (PA) program for freshmen on academic probation in a physiology-related program. Freshman on academic probation [grade point average (GPA) <2.0] worked with a success coach on academic success strategies and PA. Freshmen completed validated surveys (Academic Self-Efficacy, Self-Efficacy of Regulated Learning, Institutional Integration Scale) before and after intervention and semistructured interviews after intervention. Retention rate was determined at longitudinal follow-up in Fall 2022. Six freshmen participated. Average GPA did not improve between Fall 2021 (1.561 ± 0.285) and Spring 2022 (1.606 ± 0.832) (P = 0.89). All felt that the program improved their study skills, but fewer (40%) felt that their grades improved. Most had positive perceptions of the PA program, including self-reported improvements in health/fitness (60%), mood/mental well-being (100%), and stress management (80%). Although most improved attention when studying (80%), this did not translate to improved academic performance (40%). For the Institutional Integration Scales, only the scale for "Faculty Concern for Student Development and Teaching" improved by the end of the semester (pre: 37 ± 7.6, post: 19 ± 3.4, P < 0.001). Retention rate of participants (83%) was higher than the university's overall retention rate for students on academic probation (37%). By fostering social integration, improving mood and mental well-being, and increasing university retention rates this pilot project confirmed the feasibility of using upperclassmen as success coaches for a physical activity intervention for academic probation freshmen.NEW & NOTEWORTHY Using upperclassmen as success coaches for a physical activity intervention for academic probation freshmen fostered social integration, improved mood and mental well-being, and increased university retention rates.

The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course.

HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.

Associations between sleep characteristics, chronotype and body mass index among Chinese college freshmen.

Research indicates that sleep problem is a behavioral risk factor of obesity. However, few research have applied a multi-dimensional approach to investigate the relationship between sleep health and adiposity. Therefore, the current study aimed to examine the associations of sleep characteristics (duration, quality) and chronotype with overweight/obesity as measured by body mass index. Data were obtained from 2014 college students from the Dali University in the Yunnan province of China in the year 2021. Sleep characteristics and chronotype were measured using self-reported questionnaires. The presence of overweight/obesity was assessed by anthropometric measurements. Multiple logistic regression models and restricted cubic spline hazard models were established to examine associations between sleep characteristics, chronotype and adiposity. After adjusting for demographic characteristics and other obesity-related behavioral risk factors, evening type was positively associated with overweight/obesity, and an L-shaped dose-effect relationship was observed between chronotype scores and the presence of overweight/obesity. However, sleep duration and quality were not associated with the presence of overweight/obesity in the logistic regression models and restrictive cubic splines models. This study indicated that Chinese college students who had the evening chronotype were more likely to be affected by overweight/obesity. Chronotype as an important dimension of sleep health should be incorporated in obesity intervention programs.

The importance of perceived quality of instruction, achievement motivation and difficulties in self-regulation for students who drop out of university.

BACKGROUND: Starting a study programme at an university, students are confronted with rising requirements regulating their learning processes and motivation. Both difficulties due to this regulation and the quality of instruction are associated with students dropping out from a study programme in the research. AIMS: The purpose of this research is to analyse the interplay and effect of difficulties in self-regulated learning, achievement motivation (i.e. academic self-concept, subject interest), and perceived quality of instruction in dropping out from an university study programme. SAMPLE: We sampled 2301 cooperative students in their first academic year. The average age was M = 22.12 (SD = 3.02), and 1167 were male (50.7%). METHOD: This cross-sectional study used structural equation models for hypothesis analysis. Three years after the survey, dropout information from the university administration was matched to the survey data. RESULTS: The results indicate associations between academic self-concept, subject interest and difficulties in regulating one's motivation with dropout. An indirect effect was found between perceived quality of instruction and dropout via academic self-concept, subject interest and difficulties in regulating one's motivation. CONCLUSIONS: The relevance of perceived quality of instruction, self-concept, subject interest and difficulties in motivational regulation and consequences for dropout is illustrated.

Analysis of influencing factors of tuberculosis related health behaviors among college freshmen with health belief model / 中华行为医学与脑科学杂志

Objective:To explore the influencing factors of tuberculosis related health behaviors among college freshmen with health belief model, so as to provide a scientific basis for the intervention of health behaviors among students.Methods:From January to February 2021, the questionnaire survey was conducted among 5 254 college freshmen from 11 universities.The survey included general demographic data, tuberculosis related health behaviors, and tuberculosis related knowledge, disease threat perception and disease policy cognition.The SPSS 23.0 software was used for data analysis, independent sample t-test and one-way ANOVA were used for inter group comparison, and Logistic regression analysis was used to explore the influencing factors of health behavior holding. Results:The total score of tuberculosis related health behaviors among freshmen was 3~12 (11.01±1.10), and the overall holding rate of tuberculosis related health behaviors was higher.Male( B=-0.753, OR(95% CI)=0.471(0.417-0.531)), and tuberculosis history ( B=-1.088, OR(95% CI)=0.337(0.157-0.722)) were risk factors for tuberculosis related health behaviors among freshmen.Birth in city( B=0.117, OR(95% CI)=1.124(0.944-1.338)), father's education level college /undergraduate and above ( B=0.177, OR(95% CI)=1.194(1.024-1.392)), mother's education level high school/secondary school( B=0.356, OR(95% CI)=1.428(1.126-1.810)), college/undergraduate and above( B=0.194, OR(95% CI)=1.214(1.029-1.433)), take the initiative to understand tuberculosis knowledge ( B=0.208, OR(95% CI)=1.231(1.095-1.385)), higher tuberculosis knowledge score ( B=0.088, OR(95% CI)=1.092(1.041-1.145)), higher disease threat perception score ( B=0.082, OR(95% CI)=1.086(1.031-1.144)) and higher disease policy cognition score( B=0.320, OR(95% CI)=1.378(1.265-1.500)) were protective factors for tuberculosis related health behaviors among first-year undergraduates(all P<0.05). Conclusion:The application of health belief model can analyze and explain the influencing factors of tuberculosis-related health behaviors of freshmen, which is helpful to strengthen health education and advocate tuberculosis-related health behaviors.

Stress, eating and weight change in first year students: the moderating role of self-compassion.

OBJECTIVE: The current study sought to examine the drivers of weight change in first-year university students. The study examined the moderating role of self-compassion in the relationship between stress, eating and weight change. Specifically, we expected that students low in self-compassion would respond to stress with unhealthy eating resulting in weight gain. We expected students high in self-compassion to be buffered from the negative effects of stress (moderated mediation model). METHODS: First-year university students in New Zealand (N = 136) completed measures of healthy and unhealthy food intake and BMI at the beginning and end of the academic year. Self-compassion was measured at baseline only, and perceived stress was averaged over four time points across the year. RESULTS: Students gained a significant 1.45 kg (SD 3.67 kg) of body weight. Self-compassion moderated the relationship between stress and changes in: (a) unhealthy (but not healthy) food intake, and (b) body weight. For those with low self-compassion, perceived stress was significantly related to an increase in BMI and, unexpectedly, to a decrease in unhealthy food intake. Changes in food intake did not explain changes in BMI. CONCLUSION: Wellbeing interventions for university students to reduce negative effects of stress should incorporate concurrent training in self-compassion.

UniStArt: A 12-Month Prospective Observational Study of Body Weight, Dietary Intake, and Physical Activity Levels in Australian First-Year University Students.

Background: Students in the United States gain weight significantly during their first year of university, however limited data are available for Australian students. Methods: This 12-month observational study was conducted to monitor monthly body weight and composition, as well as quarterly eating behaviours, dietary intake, physical activity, sedentary behaviours, and basal metabolic rate changes amongst first-year Australian university students. Participants were first-year university students over 18 years. Results: Twenty-two first-year university students (5 males and 17 females) completed the study. Female students gained weight significantly at two, three, and four-months (+0.9 kg; +1.5 kg; +1.1 kg, p < 0.05). Female waist circumference (2.5 cm increase at three-months, p = 0.012), and body fat also increased (+0.9%, p = 0.026 at three-months). Intakes of sugar, saturated fat (both >10% of total energy), and sodium exceeded recommended levels (>2000 mg) at 12-months. Greater sedentary behaviours were observed amongst male students throughout the study (p <0.05). Conclusions: Female students are at risk of unfavourable changes in body composition during the first year of university, while males are at risk of increased sedentary behaviours. High intakes of saturated fat, sugars, and sodium warrant future interventions in such a vulnerable group.

Interpersonal sensitivity on college freshmen's depression: A moderated moderation model of psychological capital and family support.

Background: The prevalence of depressive symptoms has become very high among college freshmen, with interpersonal sensitivity serving as an important predictor of depression. Combining internal and external positive resources can effectively prevent and alleviate depression. This study explores the moderating role of psychological capital (PsyCap) in the relationship between interpersonal sensitivity and depression, as well as the moderating effect of familial support on the conditional influence of PsyCap among Chinese college freshmen. Methods: A cross-sectional mental health survey was performed and the anonymous self-reported questionnaires, including the Patient Health Questionnaire, interpersonal sensitivity subscale of Symptom Checklist-90, Psychological Capital Questionnaire 24, and Perceived Social Support from Family, were distributed to the freshmen. Pearson's coefficient was employed to describe correlations between variables. The PROCESS macro and slope difference tests were used to explore the moderating role of PsyCap and family support in the relationship between interpersonal sensitivity and depression. Results: The prevalence of depression among freshmen was 30.89% (694/2,247). The correlation analysis revealed that depression negatively related to PsyCap (r = -0.187, p < 0.001) and family support (r = -0.193, p < 0.001) and positively related to interpersonal sensitivity (r = 0.399, p < 0.001). The moderation analysis showed that PsyCap negatively moderated the positive relationship between interpersonal sensitivity and depression (ß = -0.159, p < 0.001). We also found that family support played a moderating role in the conditional influence of PsyCap (ß = 0.076, p < 0.01). The slope difference test further showed that family support weakened the effect of interpersonal sensitivity on depression in freshmen when they had low PsyCap. Conclusion: More attention should be paid to freshmen's mental health and interpersonal interaction problems. For freshmen with interpersonal sensitivity and depression, mental health departments can conduct PsyCap development interventions to alleviate psychological symptoms. Freshmen themselves should also seek family support in time, but those individuals with high PsyCap should seek an appropriate level of family support to maintain their autonomy.

To What Extent do Freshmen University Chemistry Students Master Chemistry Calculations?

The research mapped chemistry-oriented university freshman students' ability to solve chemical calculations. Their success was monitored based on several factors such as their faculty, field of studies, the type of calculation and the assignment type (word problem vs. formula). The results indicate a significant need to change the approach to teaching chemical calculations - the students were rather unsuccessful in the tasks. The obstacles they face include the ability to identify a problem, understand the concepts of calculation and appropriately adjust the correct use of the mathematical apparatus. These findings represent an impulse for teaching in upper-secondary school as well as to introductory university courses.

Factors associated with food security of Texas Woman's University freshmen.

OBJECTIVE: To investigate what factors are associated with food insecurity (FI) among freshman students and identify potential solutions. PARTICIPANTS: 73 freshman students. METHODS: Cross-sectional, Internet survey-based study. Fisher's Exact tests examined factors associated with food security (FS); Cohen's Kappa assessed the agreement between FI scores and self-assessment; thematic analysis used Nvivo 12. RESULTS: FI was 54.2% among the diverse students (65% non-white). Factors associated with FS included mother with a college degree (p = .018); father employed full-time (p < .001); identifying one's family financial situation as better than others (p = < .001); not obtaining personal student loans (p = 0.022). Students with FI tended to overestimate their FS status. Suggested solutions for FI included: improved finances, improved food accessibility, improved cooking skills. CONCLUSIONS: Future interventions should target freshmen who obtain personal student loans or have parents with less than a college degree or unstable employment status. (148).

The freshman sleep and health (FRoSH) study: Examining sleep and weight gain in incoming college freshmen.

OBJECTIVE: Examine how changes in sleep duration, objectively measured by activity trackers, impact weight gain in incoming college freshman. Participants: Incoming college freshmen, age ≥ 18. Methods: We measured weight and daily sleep duration before college entry and through the 1st college quarter. Additionally, we examined changes in sleep variability, activity levels and smartphone screen time use as possible predictors of weight gain. Results: 75 participants completed the study. Total sleep duration decreased from 437.9 ± SD 57.3 minutes at baseline to 416.5 ± SD 68.6 minutes by the end of the first quarter (p = 6.6 × 10-3). (BMI) did not change significantly in this cohort. Higher sleep variability at baseline and an increase in sleep variability were associated with increases in BMI. Smartphone screen use was note to be high (235.2 ± SD 110.3 minutes/day) at the end of the first quarter. Conclusions: College weight gain may be affected by factors other than sleep duration, including sleep variability.Supplemental data for this article can be accessed online at https://doi.org/10.1080/07448481.2022.2032720.

Do the effects of parent-based alcohol interventions depend on college residence? A short communication.

Parent-based interventions (PBIs) and living at home with one's parents both have been shown to mitigate alcohol risk associated with the first year of college. The current study extends these findings by examining the independent and interactive effects of these two constructs on first-year drinking. The sample included 82 parent-student dyads. Parents were randomized to receive an online PBI that either did (intervention; n = 44) or did not (n = 38) include alcohol-related content in December 2020. Students completed online surveys assessing college residence and drinking (typical weekly and peak) in August 2020 (T1) and February 2021 (T2). Hierarchical zero-inflated Poisson models assessed the main and interaction effects of having a parent in the intervention group (vs control) and living with parents (vs without) on drinking outcomes, controlling for T1 alcohol use. Results revealed that living with parents predicted decreases in typical weekly drinking and having a parent in the intervention predicted decreases in the number of drinks consumed on one's peak drinking occasion at T2. Treatment*residence was also significantly associated with typical weekly drinking in the inflated model. These results suggest that moving out was associated with a greater likelihood of not drinking during a typical week if students had a parent in the intervention and a lower likelihood of not drinking during a typical week if they had a parent in the control application. Together, findings support continued exploration of this online PBI as it appears to reduce peak drinking during the first year of college and reduces the odds of students drinking during a typical week when they move out of their parents' home.

An exploratory study of freshman attrition from an Appalachian physiology program.

Appalachia has low rates of college attendance and graduation, but relevant data investigating student attrition from physiology majors in this region are lacking. This exploratory study examined freshman attrition from an undergraduate exercise physiology program in Appalachia with the goal of identifying potential strategies for improving retention across similar programs in this underserved region. Questionnaires were administered at the beginning and end of the fall semester to freshman (n = 247) and students transferring out of the major [Transferred group (T); n = 50] by the end of their first semester were compared against those that remained [Retained group (R); n = 190]. The Transferred group was invited to participate in qualitative interviews. Fewer Transferred students reported feeling underprepared in academic preparedness skills, but more reported feeling underprepared in math. At the end of the semester, more in the Transferred group reported doing worse than expected in math and in getting good grades and had a lower grade point average (R: 3.27 ± 0.05; T: 2.62 ± 0.15; P < 0.01). More in the Transferred group were first-generation (FG) college students (R: 17%; T: 30%). Transferred FG had lower academic preparation and performance and more financial need than Retained FG. In interviews (n = 35), most students expressed a change in career goals and many noted the academic rigor of the program, while academic advising, faculty, and the major received generally positive praise. This study identified several factors that would allow for early identification of incoming freshmen at risk for attrition and proposes strategies for improving retention within Appalachian physiology programs.

Changes over time in the relationship between weight, body fat, motivation, impulsivity and eating behaviour.

BACKGROUND: University students are at a greater risk of gaining weight compared to others. We explored associations between changes in weight and a set of dispositional constructs related to eating behaviour: motivation, impulsivity, social comparison, and eating styles. We predicted that increases in controlled motivation, impulsivity, uncontrolled eating, emotional eating, and physical appearance comparison would be related to increased weight and body fat. METHODS: First year students at a British university completed baseline (n = 196) and three-month (n = 163) measures of impulsivity, physical appearance comparison, motivation for following a healthy diet, eating styles, weight and body fat. Baseline-follow-up changes in these constructs were computed and subjected to cluster analysis. RESULTS: Four participant groups were identified according to similarities in the way these constructs evolved over time. The Losing and Gaining groups tended to show opposing changes in key variables (physical appearance comparison, uncontrolled eating, motivation, weight, and percentage of body fat). Interestingly, two groups showed no change in weight and body fat but evidenced unique changes in key variables, indicating that individuals can have different psychological profiles but still maintain their weight. CONCLUSIONS: The study highlighted how stable weight maintenance arises from sets of interdependent constructs rather than variables in isolation, as well as emphasizing a need to take a person-centred approach to examining those at risk of weight gain and in developing interventions.

Eligibility Classification as a Factor in Understanding Student-Athlete Responses to Collegiate Volleyball Competition.

The current study examined differences in heart rate variability (HRV) across student-athletes of different eligibility classifications and analyzed differences in HRV when competing at home or away. Fourteen female collegiate volleyball players volunteered for the study. Data collection encompassed an entire collegiate season, with comparisons in HRV made between home and away games, as well as pre-gameday, gameday, and post-gameday recordings for the whole squad. Comparisons were also made between student-athlete eligibility classification, with self-reported measures of sleep quality, fatigue, muscle soreness, stress, and mood recorded at the time of HRV measurement. Freshman athletes reported a significantly (p < 0.05, η2 = 0.17) lower HRV (80.3 ± 9.7) compared to sophomore (85.7 ± 7.2), junior (91.2 ± 8.3), and senior (86.5 ± 7.2) athletes, while junior athletes had a significantly higher HRV when compared to sophomore and senior athletes. All athlete classifications reported similar HRV for home and away games, and there was no difference in HRV for any athlete classification group when comparing pre-gameday, gameday, and post-gameday measures. Freshman athletes reported significantly (p < 0.05, η2 = 0.23) worse mood states compared to the other eligibility classifications, while self-reported stress was significantly (p < 0.05) worse in junior and senior athletes. Results suggest that monitoring the workload of student-athletes based on their eligibility classification holds merit. Collegiate coaching and support staff should be aware of the academic and competitive demands placed on their student-athletes. In particular, freshman athletes adjusting to the increased demands placed on them as collegiate student-athlete may warrant additional support.

Variability of Sleep and Relations to Body Weight Among First-Year College Students.

BACKGROUND: Existing research suggests that greater sleep variability may increase risk for weight gain. College often marks a transition to a less consistent daily schedule, which may adversely impact sleep routines and further increase risk for weight gain. The current study is among the first to explore relations between nighttime sleep variability and daytime sleep (napping) and body weight among first-year college students. METHODS: Using daily diary methods, first-year college students (N = 307; 84.7% female) self-reported their sleep for seven days. Several indices were created to capture sleep variability for reported bedtime, wake time, and sleep duration, including weekday versus weekend differences (WvW), day to day differences (D2D), and overall standard deviation (SD). Napping was also assessed. Based on body mass index (BMI), individuals were categorized as underweight, healthy weight, overweight, and obese. RESULTS: Across indices, students' sleep varied over an hour on average across the week. Hierarchical regressions revealed that greater differences in wake time D2D, wake time SD, and sleep duration WvW were all associated with higher BMI, after accounting for gender, depressive symptoms, and sleep duration. Longer napping was also associated with higher BMI, using the same covariates. Finally, greater sleep variability was reported by overweight and obese than healthy weight individuals. CONCLUSION: These findings suggest that sleep variability, particularly wake times and napping may be important modifiable sleep behaviors to investigate in future studies. More longitudinal research is needed to explore relations between multiple facets of sleep variability and weight gain, including possible mechanisms.