Building Healthy Academic Communities BHAC Journal
No abstract available.CorrigendumCorrection of: https://doi.org/10.18061/bhac.v3i2.7286The authors of the abstract entitled "BUILDING CULTURES OF WELL-BEING: THE HAPPINESS APPROACH" [Building Healthy Academic Communities Journal Vol. 3, No. 2, 2019] inadvertently omitted Danny Twilley (Ohio University) from the list of authors. The author Danny Twilley should have been added after Cara Sidman in the published abstract. The authorship correction is published in Building Healthy Academic Communities Journal Vol. 4, No. 1, 2020, https://doi.org/10.18061/bhac.v4i1.7629.
{"title":"National Consortium for Building Healthy Academic Communities 4th National Summit: Building Cultures of Well-Being Additional Summit Abstracts","authors":"Building Healthy Academic Communities BHAC Journal","doi":"10.18061/bhac.v4i1.7629","DOIUrl":"https://doi.org/10.18061/bhac.v4i1.7629","url":null,"abstract":"No abstract available.CorrigendumCorrection of: https://doi.org/10.18061/bhac.v3i2.7286The authors of the abstract entitled \"BUILDING CULTURES OF WELL-BEING: THE HAPPINESS APPROACH\" [Building Healthy Academic Communities Journal Vol. 3, No. 2, 2019] inadvertently omitted Danny Twilley (Ohio University) from the list of authors. The author Danny Twilley should have been added after Cara Sidman in the published abstract. The authorship correction is published in Building Healthy Academic Communities Journal Vol. 4, No. 1, 2020, https://doi.org/10.18061/bhac.v4i1.7629.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133502071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of well-being have been associated with higher levels of impaired academic performance. Aim: Explore the relationship between academic success and time spent performing well-being activities. Methods: Seligman’s Well-Being Theory was used to guide this study. The relationship between well-being and academic success of undergraduate students at a large Midwestern university (N = 5008) was evaluated using data from a 278 item 2018 Student Experience at a Research University (SERU) survey. Measures of academic success included late assignments, going to class unprepared, and skipping class. Measures of well-being included time spent in: physical exercise, spiritual practice, community service, and club participation; time with family and friends were also included. Results: Pearson Chi-Square analysis revealed a total of five significant relationships between well-being activities and late assignments, being unprepared for class, and skipping class at α=.05. Conclusions: Further research is needed to understand the relationship between well-being and academic success to guide development of strategies to support well-being in university students.
{"title":"Well-being and College Success of Undergraduate Students","authors":"Melissa K. Kovich, V. Simpson","doi":"10.18061/bhac.v3i2.7102","DOIUrl":"https://doi.org/10.18061/bhac.v3i2.7102","url":null,"abstract":"Background: In order to build a culture of well-being among students in post-secondary academic communities, an assessment of current well-being and related factors is necessary. Common barriers to optimal well-being may include stress, anxiety, and depression in college students. Low levels of well-being have been associated with higher levels of impaired academic performance. Aim: Explore the relationship between academic success and time spent performing well-being activities. Methods: Seligman’s Well-Being Theory was used to guide this study. The relationship between well-being and academic success of undergraduate students at a large Midwestern university (N = 5008) was evaluated using data from a 278 item 2018 Student Experience at a Research University (SERU) survey. Measures of academic success included late assignments, going to class unprepared, and skipping class. Measures of well-being included time spent in: physical exercise, spiritual practice, community service, and club participation; time with family and friends were also included. Results: Pearson Chi-Square analysis revealed a total of five significant relationships between well-being activities and late assignments, being unprepared for class, and skipping class at α=.05. Conclusions: Further research is needed to understand the relationship between well-being and academic success to guide development of strategies to support well-being in university students.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115388905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Guest Editorial: National Consortium for Building Healthy Academic Communities (BHAC) 2019 National Summit: An Experience to Remember","authors":"Christine S. Gipson, T. Donegan","doi":"10.18061/bhac.v3i2.7264","DOIUrl":"https://doi.org/10.18061/bhac.v3i2.7264","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130457216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: While there is a large body of evidence on faculty as role models, there is scant research on physical education faculty and how their behaviors may be reflected and internalized in student health perceptions. Aim: To determine the impact of physical education faculty health behaviors on student perceptions. Method: Surveys were administered among college students enrolled in a number of Physical Education (PED 101) courses at a university in the southeast United States. Different vignettes (healthy versus unhealthy behaviors) were provided describing scenarios where students may observe their physical education faculty both on and off campus. Scenarios were assessed to examine how there may be an effect on the student's perception as either favorable or unfavorable of faculty as a health instructor. Results: Both salient behaviors (e.g., seeing faculty exercising on campus or drinking water during class) and non-salient cues (e.g., having a grocery cart full of health or unhealthy foods at the store) both play a role in students’ perceptions. Conclusion: Physical Education faculty must be aware that behaviors they engage in both in the classroom and out of the classroom may shape how students perceive them.
{"title":"Assessing how Physical Education Faculty Behaviors Affect College Student Perceptions of Them as Health Instructors: Do we Practice What we Teach?","authors":"John E. Lothes II","doi":"10.18061/bhac.v3i2.7034","DOIUrl":"https://doi.org/10.18061/bhac.v3i2.7034","url":null,"abstract":"Background: While there is a large body of evidence on faculty as role models, there is scant research on physical education faculty and how their behaviors may be reflected and internalized in student health perceptions. Aim: To determine the impact of physical education faculty health behaviors on student perceptions. Method: Surveys were administered among college students enrolled in a number of Physical Education (PED 101) courses at a university in the southeast United States. Different vignettes (healthy versus unhealthy behaviors) were provided describing scenarios where students may observe their physical education faculty both on and off campus. Scenarios were assessed to examine how there may be an effect on the student's perception as either favorable or unfavorable of faculty as a health instructor. Results: Both salient behaviors (e.g., seeing faculty exercising on campus or drinking water during class) and non-salient cues (e.g., having a grocery cart full of health or unhealthy foods at the store) both play a role in students’ perceptions. Conclusion: Physical Education faculty must be aware that behaviors they engage in both in the classroom and out of the classroom may shape how students perceive them.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121513948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim: The current study compared disclosure of mental health problems to staff, faculty, and peers among college students from different ethnic backgrounds. Background: Although there are differences in mental health stigma between college students from different ethnic backgrounds, there is limited research on whether these differences are associated with negative experiences disclosing mental health conditions on campus. Methods: The sample (N = 66) was 71% female; average age was 19.03 years (SD = 1.14). Participants identified as Latino/a (35.4%), Asian American (33.8%), Caucasian (13.8%), or other/mixed ethnicity (16.9%). Results: For disclosure to staff, there was a main effect of ethnicity. Post-hoc analyses found that Latino/a students were significantly more comfortable disclosing mental health problems to staff than Asian American students. There were no significant effects for disclosure to faculty or peers. Conclusions: This preliminary study suggests that universities must optimize outreach and mental health services for different ethnic groups to improve campus experience around mental health conditions.
{"title":"Experience Disclosing Mental Health Conditions Among College Students from Different Ethnic Backgrounds","authors":"Shilpa Hampole, Steven Nguyen, Erin L. Woodhead","doi":"10.18061/bhac.v3i2.7063","DOIUrl":"https://doi.org/10.18061/bhac.v3i2.7063","url":null,"abstract":"Aim: The current study compared disclosure of mental health problems to staff, faculty, and peers among college students from different ethnic backgrounds. Background: Although there are differences in mental health stigma between college students from different ethnic backgrounds, there is limited research on whether these differences are associated with negative experiences disclosing mental health conditions on campus. Methods: The sample (N = 66) was 71% female; average age was 19.03 years (SD = 1.14). Participants identified as Latino/a (35.4%), Asian American (33.8%), Caucasian (13.8%), or other/mixed ethnicity (16.9%). Results: For disclosure to staff, there was a main effect of ethnicity. Post-hoc analyses found that Latino/a students were significantly more comfortable disclosing mental health problems to staff than Asian American students. There were no significant effects for disclosure to faculty or peers. Conclusions: This preliminary study suggests that universities must optimize outreach and mental health services for different ethnic groups to improve campus experience around mental health conditions.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126634454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Physical activity is a mandatory component of many university programs in China and there is evidence that Chinese students value physical activity for health (Chen & Liu, 2008); however, academics are generally prioritized as students advance in their studies (Ha, Macdonald, & Pang, 2010). Among international students in the United States, Asian students were found to have some of the lowest rates of physical activity, which could be linked with many combinations of cultural, environmental, and individual barriers (Yoh, Yang, & Gordon, 2008). Physical activity may aid in healthy transitions for Chinese international students. Aim: Chinese international students were compared by study year on physical activity, mental health, culture, and social cognitive theory variables. Method: First year (n = 92), second year (n = 52), and senior (n = 77) international students studying in Canada were compared on physical activity, self-efficacy, intention, access, stress, acculturative stress, subjective well-being, acculturation, and self-construal. The relationships between the social cognitive, mental health, culture variables, and physical activity were also compared. Results: Senior students perceived fewer places to do physical activity and more discrimination compared to first- and second-year students. Senior students experienced more academic pressure and guilt towards their family compared to second year students. First year students reported more general stress compared to second year students. Self-efficacy, intention, and exercise to reduce stress shared relationships with vigorous physical activity. Subjective well-being was related to moderate physical activity, and self-efficacy and independent self-construal were related to walking. Walking decreased by study year. Conclusions: Physical activity may be used to improve mental health for Chinese international students, but interventions may need to be adjusted or implemented depending on the academic stage of the student.
{"title":"Older and More Experienced? Comparing Mainland Chinese International Students in Canada on Social Cognitive Correlates of Leisure Time Physical Activity, Acculturation, and Mental Health by Study Year","authors":"Kimberley D. Curtin, T. Berry, G. Walker","doi":"10.18061/bhac.v3i2.7014","DOIUrl":"https://doi.org/10.18061/bhac.v3i2.7014","url":null,"abstract":"Background: Physical activity is a mandatory component of many university programs in China and there is evidence that Chinese students value physical activity for health (Chen & Liu, 2008); however, academics are generally prioritized as students advance in their studies (Ha, Macdonald, & Pang, 2010). Among international students in the United States, Asian students were found to have some of the lowest rates of physical activity, which could be linked with many combinations of cultural, environmental, and individual barriers (Yoh, Yang, & Gordon, 2008). Physical activity may aid in healthy transitions for Chinese international students. Aim: Chinese international students were compared by study year on physical activity, mental health, culture, and social cognitive theory variables. Method: First year (n = 92), second year (n = 52), and senior (n = 77) international students studying in Canada were compared on physical activity, self-efficacy, intention, access, stress, acculturative stress, subjective well-being, acculturation, and self-construal. The relationships between the social cognitive, mental health, culture variables, and physical activity were also compared. Results: Senior students perceived fewer places to do physical activity and more discrimination compared to first- and second-year students. Senior students experienced more academic pressure and guilt towards their family compared to second year students. First year students reported more general stress compared to second year students. Self-efficacy, intention, and exercise to reduce stress shared relationships with vigorous physical activity. Subjective well-being was related to moderate physical activity, and self-efficacy and independent self-construal were related to walking. Walking decreased by study year. Conclusions: Physical activity may be used to improve mental health for Chinese international students, but interventions may need to be adjusted or implemented depending on the academic stage of the student.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"328 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133225087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Megan Amaya, T. Donegan, D. Conner, Julie Edwards, Christine S. Gipson
Background: Due to the continued rise of chronic conditions and unhealthy lifestyle choices, more innovative and evidence-based practices are needed for students, faculty and staff to improve population health outcomes and enhance overall well-being. Aim: The purpose of this paper is to inform academic health promotion professionals of key strategies to consider in order to create cultures of wellness on their college campuses. Methods: A review of the existing literature was conducted.Results: The most current evidence-based practices to create a culture of wellness are discussed. Conclusions:Institutions of higher education have an opportunity to create campus cultures that foster health and well-being. The time is now for enacting change to create, improve, or sustain cultures of wellness within campus communities.
{"title":"Creating a Culture of Wellness: A Call to Action for Higher Education, Igniting Change in Academic Institutions","authors":"Megan Amaya, T. Donegan, D. Conner, Julie Edwards, Christine S. Gipson","doi":"10.18061/bhac.v3i2.7117","DOIUrl":"https://doi.org/10.18061/bhac.v3i2.7117","url":null,"abstract":"Background: Due to the continued rise of chronic conditions and unhealthy lifestyle choices, more innovative and evidence-based practices are needed for students, faculty and staff to improve population health outcomes and enhance overall well-being. Aim: The purpose of this paper is to inform academic health promotion professionals of key strategies to consider in order to create cultures of wellness on their college campuses. Methods: A review of the existing literature was conducted.Results: The most current evidence-based practices to create a culture of wellness are discussed. Conclusions:Institutions of higher education have an opportunity to create campus cultures that foster health and well-being. The time is now for enacting change to create, improve, or sustain cultures of wellness within campus communities.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121927054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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