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Background: Adolescence is a critical period for the onset of mental health issues. In China, high school students face significant academic and social pressures, leading to high rates of mental health challenges. Gender differences in the manifestation of these symptoms have been observed, with boys and girls exhibiting distinct psychological profiles. Objective: This study aims to explore the structure of psychological symptoms among Chinese high school students using network analysis, focusing on identifying core symptoms and gender differences in symptom networks. The key objectives are to: 1) identify the central psychological symptoms for boys and girls, and 2) uncover the interactions between symptoms to inform targeted interventions. Methods: A cluster sampling method was used to recruit 3,769 high school students (2,206 males and 1,563 females) in Shanghai. The Middle School Students Mental Health Scale (MSSMHS) was administered, and network analysis was conducted using the R packages bootnet and qgraph to assess symptom network edges, centrality, and network strength. Comparisons between male and female networks were made. Results: Network analysis showed tightly connected symptom networks for both genders, with 43 non-zero edges for boys (sparsity 0.04) and 39 for girls (sparsity 0.13). Depression was the core symptom for boys (centrality 1.20), while anxiety was central for girls (centrality 1.46). Boys showed a stronger link between interpersonal sensitivity and depression (edge value 0.20), while girls exhibited a stronger connection between anxiety and obsessive-compulsive symptoms (edge value 0.16). Network comparison tests revealed no significant differences in overall network strength between boys (4.625) and girls (4.660), with P-values greater than 0.05 across all comparisons. Conclusion: This study highlights significant gender differences in the psychological symptom networks of Chinese high school students. Depression and anxiety emerged as core symptoms for boys and girls, respectively. These findings provide a foundation for developing gender-sensitive mental health interventions, emphasizing the need for tailored approaches based on gender-specific symptom profiles. Highlights: Significant gender differences in the symptom networks of adolescents, with depression and anxiety as key central nodes. A tight link between anxiety and depression in female students, whereas a strong connection exists between depression and interpersonal sensitivity in male students. Emphasizes the importance of designing targeted educational and mental health interventions. [ABSTRACT FROM AUTHOR]

Background: Adolescents in their school-age period undergo rapid changes in various aspects, such as physiological development, academic pressure, and interpersonal relationships, constitute a high-risk group for depression. Parental educational involvement, as a critical family variable, influences not only children's academic achievement but also their psychological well-being. However, previous research has shown significant discrepancies regarding the relationship between parental educational involvement and adolescent depressive symptoms. Methods: To elucidate the overall strength of the association between parental educational involvement and adolescent depressive symptoms, this study systematically searched Web of Science, Medline, PubMed, CNKI, and other Chinese and English databases. A meta-analysis was conducted on 22 selected studies encompassing 36 effect sizes and involving 390,094 participants. Results: The results revealed a moderate negative correlation between parental educational involvement and adolescent depressive symptoms (r = -0.200, 95% CI [-0.26, -0.14]). Additionally, the relationship between parental educational involvement and adolescent depressive symptoms was found to be moderated by factors such as adolescent age, grade level and the reporter of parental educational involvement. However, it was not influenced by the female ratio or cultural background. Conclusions: This study offers the inaugural comprehensive assessment of the relationship between parental educational involvement and adolescent depressive symptoms, with variations observed across different ages, grade levels, and reporter of parental educational involvement. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and aim: Alexithymia is defined as emotional response inhibition. As well, empathy refers to the ability to put oneself in someone's position and resilience is the capacity to recover from a series of negative emotional experiences. Considering the psychological distress induced by the coronavirus disease 2019 (COVID-19) pandemic together with academic stress and the role of empathy in physician–patient relationships, the present study was to investigate alexithymia, empathy, and resilience in Iranian medical interns and residents. Materials and methods: This cross-sectional study was fulfilled in northern Iran in 2021–2022. In total, 394 medical interns and residents were initially recruited for this purpose. Then, an online sociodemographic survey form (SDSF), the Jefferson Scale of Empathy (JSE), the Toronto Alexithymia Scale (TAS-20), and the Connor–Davidson Resilience Scale (CD-RISC) were completed. The data analysis was performed using the IBM SPSS Statistics (ver.26) software in regard to the p < 0.05 significance level. Results: The mean age of the study participants was 28.8 ± 5.00. As well, 38.1% of these individuals were male, 62.2% of the cases were single, and 54.6% of them were medical interns. The mean value of empathy, resilience and alexithymia was 89.90 ± 14.00, 49.75 ± 10.56, and 46.40 ± 16.40, respectively. No significant relationship was found between empathy and educational level (p = 0.532). As well, medical interns empathy and resilience than residents (p = 0.000 & p = 0.000, respectively). Besides, male participants had more empathy and resilience (p = 0.000 & p = 0.007). Conclusion: Low empathy and resilience in medical interns and residents, especially in women who make up the majority of them, can be a warning for health care in Iran. [ABSTRACT FROM AUTHOR]

Whilst there is concern about the role of social media use in adolescent and emerging adult development, there is a gathering consensus that how individuals spend their time on social media may be more important than how much time they spend on it, with potential benefits and risks of engagement. In addition, there is growing interest in a broader range of outcomes, including wellbeing, mental health and educational attainment. Building on this research, the present study offers a new, theory-driven investigation of complex cross-sectional associations between users' motivations for social media use and wellbeing, as well as users' motivations and academic outcomes. Specifically, self-perceived stress and Grade Point Average scores were regressed on self-reported social media motivations, using data collected from nearly 6000 Chinese undergraduate students. In line with our predictions and a transdiagnostic cognitive behavioral conceptualization of social media use, social enhancement/approach motivations ("to make new friends") and escapist motivations ("to kill time") were associated with lower and higher levels of self-reported stress, respectively. In addition, academic motivations for social media use (i.e., "for academic purposes") were associated with higher educational attainment. These effects persisted after controlling for a number of potential confounders, including key demographic and socioeconomic variables. Whilst the cross-sectional design precludes inferences about underlying directions of causality, these findings suggest that inter-individual differences in motivations for engagement may be crucial in understanding the role that social media plays in adolescent and emerging adult life and generate predictions for future longitudinal and cross-sectional studies. [ABSTRACT FROM AUTHOR]

PhD life is a challenging phase and often faced with heavy academic stress. Indulging in social media may be one of the coping styles to relieve this stress. However, the underlying mechanisms by which academic stress affects social media addiction among PhD students are not fully understood. In this study, 431 PhD students (male: n = 243, 56.38%; female: n = 188, 43.62%; mean age = 27.34 years, SD = 2.70 years) completed online self-report measures of academic stress, anxiety, desire thinking, loneliness, and social media addiction. Grounded in general strain theory and the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, we conducted mediation and moderated mediation model analysis to examine the associations among these variables. The results indicated that academic stress was positively associated with social media addiction and this association was sequentially mediated by anxiety and desire thinking. Furthermore, loneliness moderated and strengthened the positive association between academic stress and social media addiction. We provided empirical support for the feasibility of integrating desire thinking into the I-PACE model. Our research also calls on society to pay attention to the mental health issues affecting these populations and encouraging them to actively participate in offline activities, seek social support, reduce their dependence on social media, and improve stress management and psychological adjustment. [ABSTRACT FROM AUTHOR]

ABSTRACT Concerns related to school are consistently ranked as among the greatest stressors in the lives of adolescents. Research from varying contexts report rising rates of school‐related stress among students, but we currently lack knowledge on what drives these trends. The aim of this study is to investigate the predictors of temporal trends in school‐related stress in Swedish students between 2003 and 2020. To this end, repeated surveys of 9807 Swedish students aged 16 years are analysed using Blinder‐Oaxaca decomposition techniques. The results show that the rise in school‐related stress was primarily due to growing schoolwork difficulties and social exclusion among students, indicating possibly adverse consequences of a large‐scale educational reform as well as of the COVID‐19 pandemic. In addition, rising academic aspirations contributed to the increase, in line with arguments concerning the increasing weight attached to educational success among adolescents in the ‘schooled society’. [ABSTRACT FROM AUTHOR]

As genomics technologies advance, there is a growing demand for computational biologists trained for genomics analysis but instructors face significant hurdles in providing formal training in computer programming, statistics, and genomics to biology students. Fully online learners represent a significant and growing community that can contribute to meet this need, but they are frequently excluded from valuable research opportunities which mostly do not offer the flexibility they need. To address these opportunity gaps, we developed an asynchronous course-based undergraduate research experience (CURE) for computational genomics specifically for fully online biology students. We generated custom learning materials and leveraged remotely accessible computational tools to address 2 novel research questions over 2 iterations of the genomics CURE, one testing bioinformatics approaches and one mining cancer genomics data. Here, we present how the instructional team distributed analysis needed to address these questions between students over a 7.5-week CURE and provided concurrent training in biology and statistics, computer programming, and professional development. Scores from identical learning assessments administered before and after completion of each CURE showed significant learning gains across biology and coding course objectives. Open-response progress reports were submitted weekly and identified self-reported adaptive coping strategies for challenges encountered throughout the course. Progress reports identified problems that could be resolved through collaboration with instructors and peers via messaging platforms and virtual meetings. We implemented asynchronous communication using the Slack messaging platform and an asynchronous journal club where students discussed relevant publications using the Perusall social annotation platform. The online genomics CURE resulted in unanticipated positive outcomes, including students voluntarily discussing plans to continue research after the course. These outcomes underscore the effectiveness of this genomics CURE for scientific training, recruitment and student-mentor relationships, and student successes. Asynchronous genomics CUREs can contribute to a more skilled, diverse, and inclusive workforce for the advancement of biomedical science. Author summary: As technology advances, there is a growing demand for research scientists trained in computational biology but it can be difficult to introduce computer programming and statistics to biology students. One way to meet this demand in an inclusive way is to provide more research opportunities for online students, a significant and growing community which includes many groups underrepresented in the science workforce. We present a course designed for fully online undergraduate biology students where they can work asynchronously to address a novel research question. We show how we divided research projects among the students of the class, leveraged remotely accessible computational tools and online messaging platforms, and created custom learning materials and assessments to teach the students the necessary biology, computer programming, and communication skills needed for each research project. We demonstrate that students were able to learn the course objectives and cope with academic stresses. Research can be designed around questions in many topics, so we hope that our design can help others to create remote computational research courses in their field. [ABSTRACT FROM AUTHOR]

AbstractMindfulness interventions continue to be a recommendation for improving student well-being, particularly in the aftermath of the COVID-19 pandemic and the rise in student-reported mental health challenges. However, in the abundance of research supporting these recommendations, fewer studies have integrated mindfulness into college classrooms. This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention. Mindfulness and metacognitive ability were significantly higher post-intervention, but not perceived stress and academic resilience. More frequent in-class practice predicted greater post-intervention changes in mindfulness, metacognitive ability, and perceived stress. Perceptions of the intervention were mixed, consistent with prior research showing mindfulness interventions are not universally well-received. Implications and recommendations for classroom use are discussed. [ABSTRACT FROM AUTHOR]

Recent studies have found a connection between schooling factors and Internet addiction (IA) among adolescents. However, family relationships may be a critical variable for understanding the link between school factors and IA. This study aims to investigate the association between schooling factors of academic performance and school pressure and IA in adolescents while examining the potential mediating role of family relationships in this association. A total of 482 students were recruited through a survey. The survey collected demographic data, the Brief Family Relationship Scale (BFRS), the Internet Addiction Diagnostic Questionnaire (IADQ), and questions that assessed academic performance and school pressure in adolescents. The results revealed that family relationship fully mediated the relationship between school pressure and IA in both early and middle adolescents. In contrast, family relationship fully mediated the relationship between academic performance and IA in early adolescents, only. Our results imply that supportive family relationships help adolescents, especially in the early adolescence stage, manage academic pressure without resorting to maladaptive relationship with the Internet. [ABSTRACT FROM AUTHOR]

The present study tested the mediating role of problematic TikTok use in the relationship between academic stress and academic procrastination, as well as any gender differences. A total of 590 Chinese university students, aged between 17 and 24 years, completed questionnaires measuring their levels of academic stress and academic procrastination at Time 1 (T1), reported on problematic TikTok use at Time 2 (T2) six months later, and academic procrastination at Time 3 (T3) another six months later, while also providing demographic information. The results revealed significant positive associations between T1 academic stress, T1 academic procrastination, T2 problematic TikTok use, and T3 academic procrastination. Moreover, after controlling for age, urban-rural background, family income, TikTok use time, and T1 academic procrastination, T2 problematic TikTok use was found to mediate the longitudinal relationship between T1 academic stress and T3 academic procrastination. Furthermore, gender played a significant moderating role, with the mediating effect being observed only among male university students. The present study is one of the first to explore how problematic TikTok use and gender contribute to the longitudinal effects of academic stress on academic procrastination. The results offer valuable insights into strategies for preventing and managing problematic TikTok use and academic procrastination among university students. [ABSTRACT FROM AUTHOR]

The growing number of suicide cases in India's top engineering institutions indicates a mental health emergency. Deteriorated mental health status of engineering students has been a major concern for social scientists, policymakers, educationists, and parents. Nevertheless, not much academic research has addressed this issue. The current study aims to explore the anteceding factors associated with mental health crises among engineering students. This study relies on a sequential exploratory mixed‐method design. In the first phase, 16 undergraduate students were interviewed to explore the anteceding factors that deteriorate their mental health status. Based on the qualitative findings, we developed a hypothesized model. In the second phase, this model is tested through a quantitative study (N = 395). Inductive thematic analysis of the qualitative interviews revealed that students' mental health status (stress and guilt‐related symptoms) was associated with (a) centrality of engineering identity, (b) parental pressure, (c) academic stress during the coaching period and college years, (d) upward social comparison, and (e) motivation‐related factors (intrinsic motivation, extrinsic motivation, and academic amotivation). Based on this finding, a model is developed that connects academic amotivation, intrinsic/extrinsic motivation, academic stress, and the mental health status of the students. The quantitative study results indicated that academic amotivation significantly mediates the relationship between academic stress and mental health status. Moreover, male engineering students score significantly higher in mental health status and significantly lower in extrinsic motivation‐identified than female students. The study concludes that academic stress is a key issue in determining amotivation and deteriorated mental health status of engineering undergraduates. Practitioner Points: Engineering identity centrality, parental pressure, and academic stress deteriorate the mental health status of Indian engineering students.Academic amotivation significantly mediates the relationship between academic stress and the mental health status of Indian engineering students.Male engineering students tend to have a lower mental health status as compared to female engineering students. [ABSTRACT FROM AUTHOR]

Adolescents' well‐being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study‐related well‐being profiles. This study used a person‐centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands−resources model of school burnout and clinical implications are presented for each profile. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the complex interactions between college students' life experiences, personality characteristics, and subjective well-being. The first objective is to understand how two specific life events affect the student population, namely academic stress and financial problems. Additionally, this study examines the mediating effects of certain personality traits such as openness, conscientiousness, extraversion, agreeableness, and neuroticism. Using a quantitative cross-sectional research design, 396 college students participated in the study. A self-administered questionnaire was used to collect data on academic stress, financial problems, personality characteristics, and subjective well-being. Smart PLS was used to understand the interrelationship between these variables. Results showed that academic stress and financial challenges affected students' subjective well-being. Moreover, students handled financial and academic stress differently due to personality variations. The results highlight the need for comprehensive therapies that recognize the interconnectedness of life events and their potential impact on students' subjective well-being. [ABSTRACT FROM AUTHOR]

Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning. [ABSTRACT FROM AUTHOR]

Purpose: This paper examines an identified but unexplored career gap evidenced at a mid-level classification in the academic career path for women in Australia. This career-stalling effect or holding pattern, is examined to determine underlying causes of career trajectory interruption. Design/methodology/approach: Guided by the epistemological stance of standpoint theory, this exploratory abductive study employs a novel arts-based method, draw, write, reflect, to access experiences that may be difficult to convey verbally. The obtained drawings and reflections were thematically analysed. Findings: Drawing on Bourdieu's concept of illusio this article finds support for female academics' bifurcated consciousness. Results demonstrate how opposing social role prescriptions result in the deliberate avoidance of work-life conflict, a nuanced lack of confidence in work tasks in combination with other, often competing responsibilities, and the uneven distribution of administrative duties known as "academic housework", which combine to stall careers. Female academics feel pressure to prioritise their domestic role and eschew career progression. Research limitations/implications: Despite the small sample size, the findings provide rich career narratives and experiences of female academics in Australia providing additional impetus for increased gender equity efforts. Originality/value: This study is the first to explore the previously unidentified holding pattern for female academics in Australia. Findings suggest there is a range of previously unexplored impediments resulting in a gendered stalling at a mid-level classification interrupting female academic career progression. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Resilience can mitigate the negative impact produced by the COVID-19 pandemic. Medical students endure significant academic stress, so adjusting to sudden changes can present greater mental health challenges. The aim is to identify the level and prevalence of resilience and to know what are the educational variables and is sleep quality associated with resilience. Methods: A cross-sectional study was conducted using an online questionnaire. The survey was elaborated in Google Forms and shared through social networks. The outcome was resilience, measured with the Connor Davidson Resilience Scale. Its association was assessed with sleep quality (measured with the Pittsburgh Sleep Quality Index), daytime sleepiness (measured with the Epworth Sleepiness Scale), and selected academic/sociodemographic variables. Generalized linear models were used to identify the association between the variables. Results: Of 1277 participants, 35.7% experienced high resilience. Poor sleep quality and sleepiness were present in 88.4% and 36.0% of students, respectively. High resilience was associated with good sleep quality (PR:1.56; 95%CI: 1.34 - 1.83; p-value<0.001), absent sleepiness (PR:1.59; 95%CI: 1.32--1.91; p-value<0.001), male sex (PR: 1.21; 95%CI: 1.05--1.39; p-value 0.006), working (PR:1.14), having family responsibilities (PR: 1.36; 95%CI: 1.09--1.70; p-value 0.005) and spending more than 6 hours studying (PR: 1.35; 95%CI: 1.17--1.54; p-value<0.001). Conclusion: 4 out of 10 students presented high levels of resilience. The development of resil ience depended on multiple individual and sociodemographic factors. These findings are important to support universities in developing resilience-building measures and strategies that can be implemented to mitigate the adverse pandemic event. [ABSTRACT FROM AUTHOR]

The event of a student dropping out from an academic program depends on several factors namely course content, change in interest, financial problems among many others. These factors vary interdependently with different phases of the academic program. We assume that the factors put different amount of academic stresses on a student in different phases of the program. We formulate and analyze such an accumulated-stress model under the assumption that the attrition time at each phase follows the Kumaraswamy distribution. A hazard-rate based approach is used to model the accumulated stress through different phases. At each phase the stress levels vary. Accordingly, we estimate the model parameters based on the frequentist approach. Extensive simulation experiments indicate satisfactory performance of the estimators. A synthetic dataset related to students' dropout has been analyzed for illustrative purpose. [ABSTRACT FROM AUTHOR]

This study determined the influence of academic stress on self-efficacy and academic performance in Science of Grade 7 students in Timoteo Paez Integrated School, Younger Street, Balut, Tondo, Manila during the School Year 2021-2022. With explanatory sequential method as research design and 93 male and 114 female Grade 7 students as respondents of the study, findings showed that the pressure from study, workload, worry about grades, self-expectation and despondency were assessed by the students as moderately stressful. Students’ academic self-efficacy was described as high. The academic performance of male students in Science was described as “satisfactory” while female students’ academic performance in the same subject was described as "very satisfactory.” Based on the findings of the study, the following conclusions were drawn: There is a significant difference between the male and female students’ academic stress in this new normal. Male students had a greater level of academic stress in terms of workload. Moreover, there is a significant difference between the male and female students’ academic self-efficacy. Female students had a greater level of academic self-efficacy in terms of persistence. There is a significant difference among the students’ academic stress when they are grouped according to their parents’ income. Students whose parents’ income ranged from 10,000 and below had greater level of academic stress in terms of pressure from study, workload, worry about grades and despondency. On the other hand, students whose parents’ income ranged from 50,001 and above had greater level of academic stress in terms of self-expectation. There is a significant difference among the students’ academic self-efficacy in terms of perceived control, competence and persistence when they are classified according to their parents’ monthly income. Students whose parents’ income ranged from 50,001 pesos and above per month had greater level of self-efficacy. There is a significant relationship between the academic stress and academic self-efficacy of Grade 7 students. Students who are free from stress had a greater level of academic self-efficacy in Science. There is a significant relationship between Grade 7 students’ academic stress and their academic performance in Science. Students who are free from stress had a greater chance of getting higher grades in Science. [ABSTRACT FROM AUTHOR]

Bedtime procrastination is a pervasive phenomenon among college students, which has a negative effect on their sleep quality, attention, memory in class, and overall academic performance. Therefore, it is crucial to explore the significant factors related to bedtime procrastination. This study aimed to investigate the association between different performance goal orientation and bedtime procrastination, as well as the mediating roles of academic stress and self-control. A sample of 2044 Chinese college students were recruited to complete questionnaires assessing performance goal orientation, academic stress, self-control and bedtime procrastination. Results showed that: (1) Performance approach goal was negatively associated with bedtime procrastination, and performance avoidance goal was positively associated with bedtime procrastination; (2) Performance approach goal was negatively associated bedtime procrastination through academic stress and self-control independently, as well as through the serial mediation effect of academic stress and self-control; (3) Performance avoidance goal was positively associated bedtime procrastination through academic stress and self-control independently, and also through the serial mediation effect of academic stress and self-control. This study not only clarifies the association between different performance goal orientation and bedtime procrastination, but also provides a new perspective for the intervention of bedtime procrastination. [ABSTRACT FROM AUTHOR]

Introduction: To date, there are no sufficient studies aimed to determine a correlation between personal, academic, and psychological variables with academic achievement, measured with the grade point average (GPA) and intelligence in university students according to each sex. Study aim: To determine the correlation between studying strategies, personal and psychological factors with GPA and intelligence in a sample of health sciences university students. Methods: Health Sciences university students, were invited to participate, those who accepted were cited in a computer room where they signed an informed consent and filled an electronic questionnaire with sociodemographic, behavioral, psychological variables and studying strategies (from the MLSQ instrument) afterwards they performed a verbal and non-verbal intelligence test (Shipley-2). Results: A total of 439 students were included, from which 297 (67.7%) were women. The mean of age was 20.34 ± 2.61 years old. We found that no differences in GPA where observed between sexes. We detected a higher correlation between combined intelligence and GPA in women than in men. In addition, most studying strategies showed a higher correlation with GPA than intelligence scores in men´s sample. All these findings coincide with the fact that preparatory GPA was the most correlated variable with university GPA in both sexes. Finally, women showed higher levels of the sum of diseases, somatization, anxiety, depression and academic stress than men, and all these variables showed low significant correlations with the combined intelligence score only in women´s sample. Conclusion: Verbal and non-verbal intelligence scores show a lower association to GPA in men than in women, while studying strategies showed a higher association with GPA in men than in women. [ABSTRACT FROM AUTHOR]

The field of academic stress detection has gained significant attention recently because mental and physical health is crucial for academic success. The goal of academic stress detection is to identify a student's level of stress during the learning process using observable markers including physiological, behavioral, and psychological data. In recent years, detection methods that utilize wearable and nonwearable sensors have gained increased attention owing to their rich functionalities. In order to discover contemporary developments, coping strategies, limitations, difficulties, and potential research areas for addressing academic stress in educational settings, this study conducted an exhaustive review of the existing literature. First, we discussed how stressful events influence students’ psychological and physical health as well as the statistics frequently utilized to monitor academic stress. Then, using machine learning and deep learning methods, we described academic stress detection models. In addition, we described self-regulated strategy, computer-supported strategy and interactive learning technology-supported strategy. This comprehensive analysis of the latest techniques and recommendations for potential research avenues for tackling academic stress in educational settings will help other researchers in this field carry out and assess user research and build academic stress detection systems. [ABSTRACT FROM AUTHOR]

Introduction: Stress is an inherent part of the human experience, especially among medical students, due to academic pursuits and social commitments. The present study explores the intricate relationship of cognition with perceived stress levels, lung function, and Body Mass Index (BMI) in exercising and non exercising medical students. Aim: To find out and compare the levels of stress, cognition, BMI, and lung function in exercising and non exercising medical students. Materials and Methods: This cross-sectional study was conducted at the Department of Physiology, JSS Medical College, Constituent College of JSSAHER, Mysuru, Karnataka, India over a span of two months from February 2021 to April 2021. It included 110 participants categorised into an exercising group and a non exercising group. Stress and cognition were measured using the Perceived Stress Scale 10 (PSS-10) and the Modified Mini-mental State Examination (3MS), respectively. The BMI was calculated using Quetelet's index. Pulmonary function was measured using a computerised spirometer. Associations were determined using a Student's t-test, with p<0.05 considered significant. Results: The mean PSS-10 score for exercising students (11.36±3.67) was significantly lower compared to non exercising students (20.71±4.61). The 3MS score of exercisers (97.33±1.73) was significantly higher compared to nonexercisers (94.02±1.40). The mean values of pulmonary functions namely Forced Expiratory Volume 1 (FEV1) (3.43±0.71 L), Forced Vital Capacity (FVC) (3.88±0.76 L), and FEV1/FVC (87.94±2.73%) in exercisers, were significantly better than the values for non-exercisers: FEV1 (3.00±0.67 L), FVC (3.48±0.71 L), and FEV1/FVC (85.86±2.75%). The mean BMI of exercisers (21.45±1.43 kg/m2) was significantly lower than that of nonexercisers (23.03±1.35 kg/m2). Conclusion: Participants who exercise regularly have better cognition, lower stress levels, a healthier BMI, and better lung function than their non exercising counterparts. [ABSTRACT FROM AUTHOR]

This research investigates the extent to which Nigerian youths consider and commit suicide. The main objectives of this paper were to determine the extent young Nigerians consider or attempt suicide, ascertain how the mass media in Nigeria is used to accelerate or treat suicide and the evaluate whether interpersonal communication reduce suicidal inclinations in young people in Nigeria. A questionnaire was sent to different higher institutions, churches, and mosques in Edo State between 01 July and 31 December 2021 to elicit responses from adolescents aged 15 to 24, and 375 respondents completed the questionnaire, which was utilized for the study. According to the Interpersonal Theory of Suicide (ITS) and the Cultivation Theory, more female Nigerian youths contemplated and attempted suicide than their male counterparts, and the consumption of an overdose of unprescribed drugs was the most common method of committing suicide among Nigerian youths. Regarding the interpersonal communication feature of suicide bias, this study discovered that the percentage of Nigerian teenagers who spoke to someone about their suicidal thoughts is rather low, at 6%. The study also found that young people who use social media and online material had a 1 in 5 likelihood of trying suicide, but those who read newspapers, watch TV or listen to the radio have a 1 in 20 chance The survey also concluded that girls are four times more likely than men to suffer from any of the reasons for suicide and that general life stress, academic stress, loneliness, and relationship issues were the most prevalent causes of suicide among teens. According to the study, Nigerian youngsters who consume Internet-generated material are four times more likely to consider suicide than those who use conventional media such as newspapers, television, and radio. [ABSTRACT FROM AUTHOR]

The mainstay of successful treatment for parathyroid carcinoma remains complete surgical excision. Although intraoperative parathyroid hormone (ioPTH) monitoring is a useful adjunct during parathyroidectomy for benign primary hyperparathyroidism, its utility for parathyroid carcinoma remains unclear. A retrospective review of 796 patients who underwent parathyroidectomy with ioPTH monitoring for primary hyperparathyroidism revealed 13 patients with parathyroid carcinoma on final pathology from two academic institutions. A systematic review yielded 5 additional parathyroid carcinoma patients. Complete excision of malignancy, or operative success (eucalcemia ≥6 mo. after parathyroidectomy); operative failure (persistent hypercalcemia <6 mo. after parathyroidectomy); and perioperative complications were evaluated. Comparison of the >50% ioPTH decrease alone to >50% ioPTH decrease into normal reference range was analyzed using Chi-squared, Kolmogorov–Smirnov, Kruskal–Wallis tests. All 18 parathyroid carcinoma patients achieved a >50% ioPTH decrease, and 14 patients also had a final ioPTH level decrease into normal reference range. 93% of patients who met normal parathyroid hormone reference range had operative success, whereas only two of the four (50%) patients with parathyroid carcinoma with a >50% ioPTH decrease alone demonstrated operative success. Parathyroidectomy guided by a >50% ioPTH decrease into normal reference range may better predict complete excision of malignant tissue in patients with parathyroid carcinoma compared to >50% ioPTH decrease alone. IoPTH monitoring should be used in conjunction with clinical judgment and complete en bloc resection for optimal treatment and success. • There are minimal intraoperative adjuncts to guide resection of parathyroid cancer. • >50% intraoperative parathyroid hormone decrease into normal reference predicts complete surgical excision. • Intraoperative parathyroid hormone monitoring with complete en bloc excision should be completed. [ABSTRACT FROM AUTHOR]

Student well‐being is under renewed scrutiny due to escalating academic stress and mental health concerns among young adults. However, in addition to the measures taken by lecturers, universities, and local governments (top‐down approaches), we still know little about how students themselves can take the proactive strategy to manage their well‐being (bottom‐up approaches). The current study addressed this gap by proposing and examining the beneficial role of proactive vitality management (PVM)—a proactive action aimed at managing physical and mental energy based on personal unique needs and conditions—on student psychological well‐being. We collected data from 97 college students (36% male, age mean = 21) over four consecutive weeks (308 data observations) and tested a multilevel moderated mediation model. Results showed that weekly PVM was positively related to student weekly goal attainment, which, in turn, enhanced the current week's well‐being and the next week's well‐being as well. Further, this positive indirect (carryover) effect of PVM through goal attainment on well‐being was stronger for those who had a high learning orientation. Our results indicated that PVM can be an effective self‐customized strategy to manage college students' weekly well‐being. Theoretical and practical implications were discussed. [ABSTRACT FROM AUTHOR]

Over the span of three generations, Vietnam's capital Hanoi, has transformed from a modest city grappling with food scarcity during the socialist subsidy era to a sprawling metropolis marked by gated communities and a widening wealth divide. Employing a child‐centric, multi‐generational family methodology, with members of 13 families across three generations, we explore the diverse childhood experiences shaped by these rapid urban transformations. Grandparents shared stories of unrestricted outdoor play despite challenging conditions, while parents noted a lack of academic pressures in their youth. Contemporary children enjoy access to new technology and consumer goods, but face important mobility restrictions due to parental and societal concerns. Our findings reveal that the Vietnamese context engendered distinctive childhood reflections for the two older generations, contrasting with childhoods in non‐socialist contexts during the same periods. Meanwhile, the contemporary Vietnamese state has crafted a 'social evils' discourse that shapes current childhood opportunities in specific ways. By being centered on urban Vietnam—a context vastly different from Global North‐dominated narratives in childhood studies—our study acts as a counterpoint that enriches the field with perspectives from a politically‐socialist state. Focusing on the unique childhood experiences within Hanoi's evolving socio‐spatial landscape, we advocate for more diverse understandings of childhood that respect varied realities across contexts. [ABSTRACT FROM AUTHOR]

Background: Mental disorders in university students are a growing attention problem in the international community due to their high prevalence and serious consequences. One possible reason is university students' difficulties in coping with stress. Repetitive negative thinking (RNT) is a transdiagnostic process that, when combined with stress, can lead to the development of various disorders. We aim to determine the effect of stress and RNT on predicting various mental health syndromes in university students across 7 days. Method: Prospective observational study using Momentary Ecological Assessment (EMA) with the OURMIND Mobile App. On day one, 238 university students responded to the SCL-90R questionnaire for symptoms of depression, anxiety, hostility, obsession, psychoticism, paranoia, somatization, and interpersonal sensitivity; RNT styles questionnaires, RRS for rumination and negative reflection, PSWQ for worry; SISCO-II for term academic stress, and sociodemographic. EMA consisted of five assessments a day for 6 days; each time, the students answered items about academic and non-academic stress (EMA-stress), reactive RNT duration and intrusiveness (EMA-RNT process), and reactive RNT rumination, reflection, and worry (EMA-RNT content). On day eight, symptoms were re-assessed. Seven hierarchical stepwise linear regression models were used to test the predictive power of the study variables in the development of SCL-90R symptoms. Results: When comparing models, adding baseline symptoms increased the models' predictive power in all symptom groups. In most cases, including EMAstress generated greater predictive power, except for paranoia and interpersonal sensitivity. Adding the EMA-RNT process increased the prediction of paranoia and obsessive symptoms; for hostility symptoms, RNT styles increased predictive power. For the final regression models, considering the initial symptoms, the EMA-RNT process predicted the progression of symptoms in six out of eight groups, while EMA-non-academic stress predicted the remaining two. Additionally, living with other relatives or friends was a predictor of depressive symptoms. Discussion: The stress of university life impacts the development of psychiatric symptoms in university students. These results provide evidence of RNT as a transdiagnostic process in several syndromic groups. Universal preventive programs should consider the impact of academic and non-academic stress on university students' mental health. Targeting RNT would also benefit selective preventive interventions. [ABSTRACT FROM AUTHOR]

Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students' future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies. [ABSTRACT FROM AUTHOR]

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Background: Nontraditional students bring to medicine inherent characteristics and perspectives that enrich the learning environment and contribute to expanding diversity in medicine. However, research has shown that these students, by virtue of their sociodemographic backgrounds, face unique challenges in medical education, which ultimately place them at a disadvantage compared to their peers. The purpose of this study is to explore relationships between sociodemographic characteristics, stress, and academic performance, in the context of outcomes that may be undermining efforts to diversify the physician workforce. Methods: Using a retrospective observational cohort methodology, we examined institutional and USMLE exam performance data in conjunction with Perceived Stress Scale-4 survey results from six cohorts of students at Kirk Kerkorian School of Medicine at UNLV (n = 358). Using independent samples t-test, mean stress and academic performance were compared between four sociodemographic groups: first-generation college students, underrepresented in medicine (URM), socioeconomically disadvantaged, and age 30 + at matriculation. Results were considered significant where P ≤.05. Results: First-generation college students had significantly higher stress at the end of third year clerkships (mean 7.8 vs. 6.8, P* =.03). URM students had significantly lower scores on preclinical exams (mean 81.37 vs. 83.07, P* =.02). The students who were age 30 + at matriculation had significantly lower exam scores on all academic performance measures. Conclusion: Our results echo historic trends in academic performance for racial and ethnic minority students, and we present recent evidence of academic performance disparities based on age at matriculation. Residency program directors continue to use test scores as a primary metric to screen applicants and thus, poor academic performance has profound consequences on career trajectory. Finally, significantly higher stress in the first-generation students may be evidence of underlying psychological distress. Expanding the sociodemographic diversity among physicians, and by extension, medical students, has long been recognized as fundamental to addressing inequities in healthcare. However, results from our study suggest that aspects of medical education are unfavorable and disadvantageous for first-generation, URM, and older medical students. A deeper understanding of the interplay between sociodemographic characteristics and success in medical school is paramount as we pursue diversity in medicine. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the level of stress, the quality of study habits, and the level of academic performance of CvSU Carmona Campus students during the pandemic, and the relationship between these factors. A modified questionnaire was utilized to gather data from one thousand six hundred eighty-six (1,686) students coming from the campus' different programs. Answers were tabulated and interpreted using mean and standard deviation, average score, chi-square, and ANOVA. Results of the study revealed that most students have a low level of stress in terms of relationship and body, mind, and feelings while a high level of stress in terms of school-related factors. This reveals students have high stress in matters related to school activities and that they are emotionally and physically drained by the demands of the school. Their study habits proved to be good, while their academic performance showed to be very good. Relatively, there is a significant relationship between the level of stress of the participants and their level of academic performance, and between their quality of study habits and level of academic performance. With this, it was suggested that the different departments of the campus, in collaboration with the Office of Student Affairs and Services, formulate wellness programs that would lessen the stress of the students in terms of school-related activities such as support groups from the different student organizations and stress management webinars. [ABSTRACT FROM AUTHOR]

First generation college students (FGCSs) may undergo challenging cultural transitions as they acculturate to higher education. Such challenges may include perceived loss of home ties, navigating unfamiliar social rules, and academic acculturative stress. The Academic Acculturative Stress Scale (AAS Scale) was designed to measure these experiences of FGCSs. The sample was comprised of undergraduates at a large public university. Items were created and factor analyzed to evaluate content validity. Mean AAS Scale scores were compared using a 2 (FGCS status) X 2 (gender) factorial analysis of variance. Correlations with students' reported social support, self-esteem, life satisfaction, and depressive symptomatology evaluated criterion validity. A significant two-way interaction for FGCS status and gender for AASS showed that FGCS women reported doing worse than did non-first-generation students, while FGCS men said they were doing better compared to others. Future research should evaluate support needs of FGCS women for successful degree completion. [ABSTRACT FROM AUTHOR]

School burnout, defined as prolonged feelings of exhaustion, cynical attitude and inadequacy feelings towards schoolwork, can lead to mental problems during adolescence. To find effective ways to prevent burnout, this study examined the synergistic role of two positive personal resources, a stress-is-enhancing mindset and academic buoyancy in relation to school burnout dimensions. The participants were 932 Finnish middle-school 9th-grade (age = 14–15) students. The results of SEM revealed that academic buoyancy and stress-is-enhancing mindset were jointly negatively related to one dimension of school burnout, cynicism. However, the stress-is-enhancing mindset had an indirect effect on all dimensions (exhaustion, inadequacy and cynicism) via academic buoyancy. The findings highlight their joint effect and especially the role of academic buoyancy in relation to school burnout. The implications of the results to burnout prevention and stress theories are discussed. [ABSTRACT FROM AUTHOR]

Summary Previous research has linked rapid eye movement sleep to emotional processing, particularly stress. Lab studies indicate that rapid eye movement sleep deprivation and fragmentation heighten emotional reactivity and stress response. This relationship extends to natural settings, where poor‐quality sleep among college students correlates with increased academic stress and lower academic performance. However, there is a lack of research into how specific sleep stages, like rapid eye movement, affect real‐life stress development. This study investigated whether habitual rapid eye movement sleep in college students can predict the future development of real‐life stress symptoms associated with final exams. Fifty‐two participants (mean age = 19 years, 62% females) monitored their sleep for a week during the academic semester using a mobile electroencephalogram device, and then completed self‐evaluations measuring test anxiety and other relevant factors. They completed the same evaluations again just prior to final exams. We found that rapid eye movement sleep was the most dominant factor predicting changes in participants' test anxiety. However, contrasting with our predictions, habitual rapid eye movement sleep was associated with an increase rather than decrease in anxiety. We discuss these results in terms of the rapid eye movement recalibration hypothesis, which suggests rapid eye movement sleep modulates activity in stress‐encoding areas in the brain, leading to both decreased sensitivity and increased selectivity of stress responses. [ABSTRACT FROM AUTHOR]

We explore the benefits of intimate reflexive encounters with a ‘critical friend’ in the context of a Participatory Action Research (PAR) project. We conceptualize these encounters as an evolving relationship between a kayaker who supports the swim (research) and the swimmer (researcher). Methodologically, we adopt a form of co-constructed autoethnography and contribute to ongoing collective approaches to reflexivity and explorations in co-writing. We demonstrate how through asking clarifying questions, probing assumptions, listening to, and validating emotions, and orienting towards solutions, a ‘critical friend’ can support the researcher in engaging in reflexive sensemaking. Overall, these intimate encounters reveal assumptions, anxieties, challenges, limitations, and a range of emotions involved in conducting PAR. The kayaker and swimmer harness the power of peer support and create spaces of collegiality to resist the growing individualization and ever-increasing pressures of academic work. [ABSTRACT FROM AUTHOR]

AbstractHomework is a multifaceted process that involves a complex interplay of factors. However, the processes underlying homework behavior are not yet fully understood. In Study 1, we tested a model of homework processes by examining the influences and consequences of homework behavior based on 473 Chinese students. In Study 2 with 159 British students, we aimed to verify our homework model. We measured Year 7 to 9 children’s perceptions of parents’ and teachers’ expectancies and teachers’ feedback as well as children’s homework motivation (expectancy and value beliefs), homework effort, academic outcomes, and academic stress in both samples using two waves of data. The findings from structural equation modeling revealed that children’s perceptions of parents’ and teachers’ expectancies and teachers’ feedback are more highly associated with children’s homework motivation than children’s homework effort. Homework effort was not related to children’s academic outcomes and academic stress across both cultures. [ABSTRACT FROM AUTHOR]

An number of studies has shown that PhD students are experiencing dissatisfaction and stress. The high global percentage of PhD dropout rates has been regarded by higher education as an urgent issue. This study used the self-efficacy theory as an inquiry tool and in-depth interviews as a method to explore the current situation of Taiwanese PhD students and the stress and difficulties they face. The results of the study found that, although the dilemmas faced by Taiwanese PhD students has something in common with the self-efficacy theory, there are also special experiences in the context of Chinese culture which effect performance and accomplishment. Lack of affirmation prevents the PhD students from receiving positive evaluations and causes them to doubt their abilities. At the same time, PhD students have long suffered from parental mandatory expectation education, believing that they must be excellent and maintain family pride, thus putting them under considerable psychological stress. [ABSTRACT FROM AUTHOR]

Public significance statement Previous research suggests that first‐generation (first‐gen) students may be at risk for lower academic performance, higher dropout rates, and lower graduation rates compared to their continuing‐generation (continuing‐gen) peers. The current study analyzes academic success (average yearly GPA) and retention/completion rates (cumulative dropouts and graduates) for four successive (2011–2014) entering first‐year cohorts at a large Midwestern Research 1 University. Across all cohorts, academic success varied by first‐gen status, with continuing‐gen students having significantly higher GPAs each year. A significantly greater percentage of first‐gen students dropped out each year. First‐gen status was also negatively related to graduation rates at 4, 5, and 6 years after college entry. Additional analyses disaggregated the data by seven colleges of admission with semi‐independent admissions policies. First‐gen status was more strongly related to academic success and retention for students in the following colleges: education, biological sciences, liberal arts, and science and engineering. Overall, findings suggest that first‐gen students are at higher risk of low performance and completion than their continuing‐gen peers. Institutions need to examine why and how they are contributing to less successful outcomes for first‐gen students, and if programming could lessen these group differences.The current study finds that first‐generation undergraduate students are at higher risk of low academic performance and dropout compared to their continuing‐generation peers. Differences were also seen by college of admission, with some colleges having larger gaps between these groups than others. Institutions need to examine why and how they are contributing to these outcomes for first‐generation students, and if programming could lessen these group differences. [ABSTRACT FROM AUTHOR]

Engineering professors are well positioned to support their undergraduate students, who often experience diminished mental health. This paper examines engineering professors’ perceptions of their undergraduate engineering students’ experiences of stress. The described perceptions include when they notice student stress, which stressors they perceive, and supports that these students use. In this qualitative study, we interviewed 24 engineering professors and four career advisors at 18 institutions in the United States about these topics. Results show that these professors often had consistent access to notice indicators of student distress. They described key sources of student stress: balancing responsibilities, significant academic stress, and a culture of competition. They were less likely to notice student stressors associated with interpersonal relationships and identity-related stressors, which are less related to their role as professors. Supports that professors described included interpersonal relationships and health and wellness activities. This lays a foundation for encouraging engineering professors to support their students’ mental health and wellness even more. [ABSTRACT FROM AUTHOR]

The Internet, while offering convenience, can also have negative impacts on learning and quality of life. Previous studies have demonstrated a negative correlation between pathological Internet use and academic performance, but the nature of this relationship in relation to development remains unclear. Utilizing a large sample, the current study aimed to compare the incidence of problematic Internet use across different age groups and explore how the correlation between problematic Internet use and math performance varies with the age of students. Cluster random sampling was used to distribute questionnaires to students in a city in eastern China. A total of 17,208 fourth-grade students (age: M = 9.79, SD = 0.44) and 11,127 eighth-grade students (age: M = 13.65, SD = 0.54) participated in this study. They were asked to complete the Pathological Internet Usage Scale and several math-achievement tests. The results revealed that: (1) A smaller proportion of upper-grade students exhibited problematic Internet use compared to lower-grade students; (2) There was a significant negative correlation between problematic Internet use and math performance; and (3) This correlation was less pronounced among older student.These results suggest that the negative correlation between problematic Internet use and math achievement decreases with age, and this reduced correlation may be linked to increased academic stress. As Chinese students advance in grades, their academic responsibilities become more burdensome, leading to reduced Internet usage. The findings of this study aim to provide insights into enhancing the academic performance of students with problematic Internet use through environmental education interventions. [ABSTRACT FROM AUTHOR]

Perceived social support is about the perception that the subject has about the support they receive from their social network, while academic stress is conceptualized as a series of processes of systemic origin, whether adaptive and psychological. The objective of this study was to determine the relationship between perceived social support and academic stress in university students. The sample was made up of 140 students with an age range between 18 and 32 years old from the Faculty of Systems, Electronics and Industrial Engineering of a University in Ambato. The research had a quantitative approach, non-experimental design, with cross-sectional and descriptive-correlational scope. To measure these variables, the MOS social support questionnaire developed by Sherbourne and Stewart (1991) and the SISCO academic stress inventory SV-21 created by Arturo Barraza in 2018 were used. The results showed that there is no correlation between the dimensions of social support perceived and academic stress, likewise, no significant differences were found between academic stress levels and gender. In conclusion, the lack of relationship between these two variables may be due to multifactorial causes, so that perceived social support did not perform its buffering function against stress. [ABSTRACT FROM AUTHOR]

Women are vulnerable to stress-related disorders. Examinations are a source of stress, triggering emotional, cognitive, and hormonal responses. We examined women's psychological and hormonal stress responses and academic performance according to personality during a real-life examination. Female students (N = 66) were divided into two groups based on hierarchical cluster analysis: one cluster characterized by high neuroticism and moderate extraversion (HN-ME; n = 42) and the other by low neuroticism and high extraversion (LN-HE; n = 24). Academic performance, perceived stress, and emotional dysregulation were analyzed. State anxiety, affect, and cortisol release were measured before and on the examination day. The HN-ME cluster was high in perceived stress, emotional dysregulation, and negative affect. This cluster also had higher state anxiety levels two days before and shortly after the examination compared to the LN-HE cluster. Students' cortisol levels were higher on the examination day, and there was a marginal significance of the Cluster factor in the cortisol release regardless of the day of measurement. Women with high neuroticism and moderate extraversion may be more vulnerable to psychological stress in academic settings but similar to other women in their cortisol response. [ABSTRACT FROM AUTHOR]

Stress and academic self-efficacy are crucial factors in the psychological health of college students. Previous research has shown that stress is associated with academic self-efficacy, but their longitudinal relationships among students at elite colleges remain unclear. This study aimed to explore the longitudinal relationships between stress and academic self-efficacy among students from five elite colleges in China. Descriptive statistics indicated that students experienced a slight reduction in stress accompanied by a marginal increase in academic self-efficacy from the junior year to the senior year. Correlation analysis revealed that stress was negatively correlated with academic self-efficacy. According to cross-lagged models, heightened stress significantly predicted lower levels of academic self-efficacy. However, greater academic self-efficacy did not significantly predict lower stress. In conclusion, stress exhibited a unidirectional negative prediction on academic self-efficacy over time among students at elite colleges. The results of this study suggested that elite colleges should pay more attention to the mental health of students and provide appropriate guidance, such as establishing a positive mental health atmosphere in the educational environment and employing advanced technological means. [ABSTRACT FROM AUTHOR]

The present study examines the impact of academic stress on the psychological well-being of college students during and after the COVID-19 pandemic. The purpose of this study is to investigate similarities and differences in both scenarios. As a method, a review of the scientific literature was carried out following the PRISMA methodology. The Scopus and Web of Science databases were used by applying eligibility criteria and multiple filtering stages. Thirty-seven studies were selected for a qualitative content analysis. The results allowed for five groups of variables associated with academic stress to be categorized: (1) adaptation to change; (2) study modality; (3) learning resources; (4) academic–life balance; and (5) socio-emotional variables. The comparative analysis evidenced the exacerbation of academic stress and the comprehensive affectation of psychological well-being during the social restriction measures put in place due to the COVID-19 pandemic. In post-pandemic contexts, responses were mitigated by available social and affective resources. It was concluded that academic stress and its associated variables had more unfavorable consequences on the psychological well-being of college students due to social isolation measures with remote education during the pandemic. [ABSTRACT FROM AUTHOR]

We present an exploratory study of differences in international students’ adjustment and social-emotional outcomes based on key demographic variables. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19-related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed both in relation to the current literature and with respect to opportunities for methodological development in the field of international student engagement and global student mobility. [ABSTRACT FROM AUTHOR]

Academic psychological capital (A-PsyCap) is a core construct integrated by four psychological resources (hope, efficacy, resilience, and optimism). Little is known about A-PsyCap profiles and their relationship with desirable academic outcomes. This study aims to identify A-PsyCap profiles among Chilean undergraduate students and explore the relationship between A-PsyCap and Coping with Academic Stress and Time Management. A sample of 102 Chilean undergraduate students was considered to achieve these research objectives. A cluster analysis identified four A-PsyCap profiles. The Optimal Profile (P1) scores highest on all four psychological resources; the complementary profile (P2) shows average scores on all four psychological resources; the functional profile (P3) has medium efficacy scores and low scores in hope, resilience, and optimism; and the latent profile (P4) has lower scores on all four psychological resources.. The results explain that these A-PsyCap profiles relate differently to Coping with Academic Stress and Time Management. Additionally, constraints and possibilities for further research are explained. [ABSTRACT FROM AUTHOR]