The relation of depression and anxiety to life‐stress and achievement in students

Objectives: An apparent increase in seriously disturbed students consulting student health services in the UK has led to concern that increasing financial difficulties and other outside pressures may affect student mental health and academic performance. The current research investigated whether student anxiety and depression increases after college entry, the extent to which adverse life experiences contribute to any increases, and the impact of adversity, anxiety and depression on exam performance. Method: 351 UK‐domiciled undergraduates completed questionnaires one month before university entry and mid‐course. The Hospital Anxiety and Depression Scale (HADS: Zigmond & Snaith, 1983) was administered at both time points and a modified List of Threatening Experiences (Brugha, Bebbington, Tennant, & Hurry, 1985) was administered mid‐course. Results: By mid‐course 9% of previously symptom‐free students became depressed and 20% became anxious at a clinically significant level. Of those previously anxious or depressed 36% had recovered. After adjusting for pre‐entry symptoms, financial difficulties made a significant independent contribution to depression and relationship difficulties independently predicted anxiety. Depression and financial difficulties mid‐course predicted a decrease in exam performance from first to second year. Conclusions: This is the first study to confirm empirically that financial and other difficulties can increase British students' levels of anxiety and depression and that financial difficulties and depression can affect academic performance. However, university life may also have a beneficial effect for some students with pre‐existing conditions. With widening participation in higher education, the results have important implications for educational and health policies.     

Racism in higher education in South Africa: A challenge to student counsellors

The repeal of apartheid legislation applied to education presents new challenges to student counsellors. Given the history of racial conflict that accompanied limited desegregation on campuses in South Africa, one can expect that conflict ivill increase now that any student may freely study at any university. Of necessity, counsellors will need to develop new expertise to deal with conflict arising from racism on campus. Counselling centres will also have to reflect the diversity of the student population, which will require changed university employment policies.     

The Double Cohort retention and academic success comparison: are students in the new Ontario secondary school program disadvantaged?

In September 2003, Ontario universities accepted a double cohort of new students resulting from the Ontario government’s decision to eliminate Grade 13. The admission to university of two categories of students distinguished by their age and high school program raised a number of questions, not only in terms of admission infrastructure but mostly in what concerns the sum of student retention, academic success, and graduation. Factors associated with success and with the maintenance of university studies are numerous: stress, socioeconomic status, parents’ education, intellectual capacities, motivation, social abilities, and social support (Olds & Papalia, 2000). Therefore, the objectives of this study were: (1) to test the hypothesis of a double cohort effect on student academic success during the first year of university, (2) to verify the hypothesis that high school academic history, socioeconomic variables related to stress and perceived stress predict academic success and retention at the end of first year university. In September 2003, 300 first year students answered questionnaires inquiring about their high school program and high school GPA, their socioeconomic characteristics, and their perceived stress. These measures were then used to predict drop out, final GPA, number of credits attempted, passed and failed in June 2004. Results showed that school persistence and first year university academic achievement are mostly predicted by gender, high school GPA, type of financial resources, and number of hours worked at a paid job. Although not significant, we have found a higher proportion of Grade 12 students who dropped out during first year at university, suggesting a possible long-term effect of high school program on academic achievement.     

How are high school studies related to performance in a psychology degree?

The relationship between performance in final high school studies, on which the university entrance system is based, and performance in a psychology major at university is examined. A total of 241 students were identified who completed first year psychology at a regional university, and had started university within two years of completing high school. Their marks in psychology subjects over the 3‐year major program, their University Admission Index (UAI) and Higher School Certificate subject profile were extracted from the university student records system and subjected to a series of analyses. Psychology marks were averaged to produce a score for each of the three year‐levels. UAI correlated with performance at all three levels (.42 – .49) and was the strongest predictor of performance. Having studied mathematics or a creative arts subject, but not a science subject, had a significant impact on performance in the psychology course over and above the influence of UAI score.     

A follow-up study of new users of a university counselling service

For many students the demands of a university course, often coupled with financial and relationship difficulties, create circumstances where counselling or specialist psychiatric support are needed. Few published studies exist of these services. A follow-up study of new users of the University of Cambridge Counselling Service during the course of the 1993/94 academic year is reported. The study aimed to describe morbidity levels and to identify the determinants of change in students' mental health status. Data were obtained from two initial questionnaires: one completed by each student at the time of their initial consultation; the second by the counsellor completing an assessment consultation. About one year following their first assessment, students were asked to complete a further questionnaire. The clear demonstration in this study of depression and anxiety symptoms, as dominant features for many students at their assessment consultation, suggests that training to improve counsellor recognition of such symptoms and of their knowledge of the effectiveness of available therapeutic approaches would be valuable. Such training should also provide guidance on when to refer students to other professionals.     

心理资本对大学生就业成功率的影响

心理资本近年已成为研究大学生就业状况相关问题的热点之一.研究采用问卷调查法探讨了性别、生源地、专业、实习经验等因素对大学生心理资本的影响,以及两者对大学生就业成功率的影响.具体采用列联表分析、￡检验、方差分析以及二元logistic回归分析分析了心理资本各维度与各因素对大学生就业成功率的影响,发现专业和实习经历对心理资本有显著影响,心理资本中的乐观维度对大学生就业成功率有显著影响;建议为了提高大学生就业成功率,学校应努力为大学生提供更多的实践机会,重视大学生的人文教育,营造乐观的文化氛围.     

Undergraduate preparation and early career outcomes: A study of recent college graduates

This study examined employment outcome among recipients of a liberal arts BA at a state university, 1 year (N = 218) and 3 years (N = 156) after graduation. A working definition of underemployment (educationally inappropriate employment) was developed and described. The relationship of age, sex, and previous educational and occupational experience to occupational and educational outcome was examined, using cross-tabular analysis with controls to specify high-risk groups. Variables reflecting occupational outcome were each differently related to the independent variables, and many relationships changed over time. Educationally appropriate employment was related to college major and to participation in internship or work-study programs. Income and perceived stability of present job were linked to age, sex, and previous employment experience. Early unemployment was related to age, sex, previous employment experience, and inversely to grade point average. Patterns of occupational change were linked to sex, major, internships, and grade point average. Educational outcome was related to age, sex, major, grade point average, and first year employment outcome.     

Am I the typical student? Perceived similarity to student prototypes predicts success

Two studies assessed the relationships between perceived similarity to the college student prototype and academic outcomes. In Study 1, students' similarity to the prototypical good student and their levels of depressed mood were assessed. A year later, students high in depressed mood who did not see themselves as similar to the good student prototype did worse academically. In Study 2, students' perceived favorability and similarity to the prototypical student at their university were assessed along with their levels of neuroticism. Enrollment at their university was then tracked for 5 semesters. Students high in neuroticism who perceived the typical student as both favorable and dissimilar to themselves were less likely to stay enrolled. These findings highlight the importance of perceived dissimilarity in prototype perception, particularly among those high in negative affect.     

Understanding Student Complaints in the Service Learning Pedagogy

This study draws upon student evaluations across 3 years of service learning (SL) courses at a large, urban, faith-based university identifying issues of greatest concern to students. Analysis of qualitative responses revealed perspectives on the limits, pitfalls, and barriers to successful SL student work in the community replicated over the 3 year timeframe. Over 2,200 written responses were coded and tested for reliability for each of 3 years. The top three comments SL students were most likely to express included: (1) concern about their placement in the community, for example, that sites were not prepared or that further goal-setting, communication and training by the university was necessary; (2) that the university’s choice of sites may have been ill considered; and, (3) that there were problems with time and scheduling. Ongoing assessment of students’ perspectives on their placement experience identifies practices that can enhance their learning and contributions toward building stronger communities.     

Student Development and Support using a Logotherapeutic Approach

This study reports on participants' meaning-centred experiences and perspectives after attending a logotherapy-based student development and support programme. Thirteen students who were enrolled in the first year of the academic programme, in health science programme at a South Africa university, were participants. Qualitative inquiry was used for the data collection and analysis. Findings suggest that a meaning-centred approach may prove to be beneficial for first year university students.     

In over Our Heads with Financial Anxiety from Student Debt

Many theological students are in over their heads with student debt, as Association of Theological Schools surveys of graduates attest. The phobia-like nature of financial anxiety makes people ignore their financial stress, which is now the top stressor in the United States. Robert Kegan’s In Over Our Heads: The Mental Demands of Modern Life is used to understand the financial anxiety generated by the ‘hidden curriculum’ of both our neoliberal market society and the North American academic dream that promises academic and financial success through hard work. In an innovative program at Iliff School of Theology, funded by a Lilly Economic Challenges Facing Future Ministers (ECFFM) grant, selected students in a self-care course used compassion-based spiritual practices to become more aware of their financial stress and avoidant coping in the hopes of facilitating more integrated, complex theologies of financial stress grounded in embodied and relational goodness. These students continued this theologically reflexive learning process in courses on financial literacy, leadership, and fundraising (initially for their own scholarships). At the end of their academic year, they demonstrated decreased guilt and shame and increased self-compassion about their student debt along with increased confidence and ability to successfully engage in scholarship fundraising activities.     

Measuring, monitoring and managing the psychological well-being of first year university students

This paper profiles the psychological well-being of students in their initial year of university. There were three aims: to measure the impact of arrival at university on the psychological well-being of first year students, to monitor (i.e. profile) the shape of psychological well-being across the first year, and to investigate how students manage their well-being in relation to the use of university counselling services. Data were collected on four occasions, with 84% of all first year students at a UK university (4,699 students) completing the questionnaire on at least one occasion. Psychological well-being was assessed using the GP-CORE, a general population form of the CORE-OM. Results show that greater strain is placed on well-being once students start university compared to levels preceding entry. This strain rises and falls across the year but does not return to pre-university levels. Items tapping depression and anxiety suggest that the first year of university is a time of heightened anxiety but not a particularly depressive time. The findings are discussed in relation to students' experience of higher education and how to match student needs with university counselling service provision.     

Associations of demographic information and philosophies of human nature

A sample of 1117 students (53% women, 47% men; 50% 18-20 yr. old, 41% 21-23, 9% over 23 years) in classes on two university campuses completed a questionnaire comprised of the Philosophies of Human Nature Scale and demographic items. Factor analysis was conducted on the scale scores. Multiple linear regression was used to examine the strength of association between each factor and the 6 demographic traits. One-way analysis of variance comparing subjects' scale scores for each factor indicated significant association for demographic traits. The Scheffé test was used to identify differences among groups. Sex, age, employment status, year in school, and consistency in practicing faith orientation were associated with factors of the Philosophies of Human Nature Scale.     

THE NEW UNIFORM GUIDELINES ON EMPLOYEE SELECTION PROCEDURES IN THE CONTEXT OF UNIVERSITY PERSONNEL DECISIONS

The new Uniform Guidelines on Employee Selection Procedures are considered in a context of university employment decisions. The use of student evaluations as valid criteria for faculty personnel decisions such as hiring, retention, tenure, promotion, or salary increases is examined. Standards of validity contained in the Guidelines are probably not being met with regard to most student rating forms currently used. Recommendations are made regarding use of student and administrators' ratings as criteria for personnel decisions. The need for studies on contaminating sources of variance in ratings is emphasized.     

A university-based incentive program to increase safety belt use: Toward cost-effective institutionalization

A cost-effective incentive program to increase safety belt use was implemented by the campus police of a large university. For each of the 3-week intervention periods during three consecutive academic quarters, the 22 campus police officers recorded the license plate numbers of vehicles with drivers wearing a shoulder belt. From these numbers, 10 raffle winners were drawn who received gift certificates donated by community merchants. Faculty and staff increased their belt usage markedly as a result of the "Seatbelt Sweepstakes," whereas students increased their belt use only slightly. A cost-effectiveness analysis indicated that the sweepstakes cost an average of $0.98 per each newly buckled driver. During each sweepstakes intervention, officers' belt usage increased significantly, but diminished to initial baseline levels after the final withdrawal of the program. Surveys of officers' opinions indicated that the police would accept the program demands as a regular task requirement. This result and the fact that program promotion and coordination were eventually taken over by two student organizations suggest that institutionalization of the "Seatbelt Sweepstakes" is feasible.     

A procedure for maintaining student progress in a personalized university course

Ten students in a personalized university course were given target dates for completing each of 26 lessons. The lessons could be completed before those dates, but not after. The first two failures to complete a lesson by the target date led to "warnings"; the next failure required the student to withdraw from the course. When each student's rate of lesson completion was compared with and without target dates, it was found that students completed an average of 1.0 lesson a day with the target-date contingency and 0.3 without it. Individual data indicated that most students did few or no lessons without the contingency. It was concluded that a target-date contingency is an effective method for maintaining student progress in personalized university courses.     

Differences in psychosocial experiences of employed, unemployed, and student samples of young adults

The author conducted this cross-sectional study to assess the extent to which employed, unemployed, and student samples of young adults could be differentiated on the basis of psychosocial experiences. Forty-four employed, 41 unemployed, and 42 student volunteers completed measures of emotional distress, time structure, financial strain, skill use, task variety, social support, and demographic information. After the effects of educational and income differences were statistically controlled, results indicated that unemployed participants reported poorer functioning than employed and student respondents on most measures. In a discriminant function analysis, 66% of the sample was correctly identified from scores on psychosocial measures, with higher classification rates for employed and unemployed participants. The findings provide additional support for contextual models of mental health and suggest that full-time education partially buffers the negative psychological consequences of unemployment when opportunities for employment are absent.