Journal of American College Health最新文献

Objective: Insomnia is detrimental to college student health. The purpose of this study was to examine the interaction between two risk factors of insomnia-screen time use and loneliness-in college students. Participants: Respondents were 1,001 (M age = 19.9 [SD = 2.3]) college undergraduates. Methods: Self-reported demographic information, daily screen time (social, nonsocial, or productivity), loneliness, and insomnia were collected. Analyses examined the interaction of screen time and loneliness on insomnia. Results: Insomnia significantly correlated with loneliness and total, social, and nonsocial screen time. Less lonely students had an increase in insomnia symptoms with increased total and social screen time. However, lonelier students had greater insomnia symptoms than less lonely students, regardless of screen time. Greater than 8 h of total screen time per day elevated the risk for insomnia. Conclusion: Screen time was associated with insomnia symptoms; however, loneliness better predicted insomnia among college students.

Objective: There are currently no adequate measures to assess bystander intervention for problematic alcohol use (PAU).

Methods: We developed initial measures of bystander intervention for PAU, that include the constructs of likelihood to intervene, barriers to intervention, and actions taken in response to PAU situation. We sought to confirm the factor structure of the initial measures using confirmatory factor analysis (CFA).

Participants: We administered the measures in a college student sample (N = 1,270) recruited through Prime Panels.

Results: CFA analysis resulted in the following two scales: 1) Bystander Alcohol Likelihood to Intervene (14 items), 2) Overcoming Bystander Alcohol Barriers to Intervene (22 items). The Bystander Alcohol Actions (22 items) was formative, no CFA was conducted. We found that the hypothesized model displayed significantly superior fit to all other models.

Conclusion: These measures can be used to inform bystander intervention programs for PAU and as tools to evaluate bystander intervention programs.

Objective: To explore the impact of a theory-informed educational video on undergraduates': motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. Participants: Undergraduates (N = 160) from a Canadian institution. Methods: A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. Results: No significant differences were observed between groups. Increases in self-efficacy (p = .016; d = 0.27) and decisional balance (p = .008; d = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (p = .032; d = -0.40) and follow-up (p = .006; d = -0.46). Conclusions: This theory-informed sedentary time video shows promise regarding undergraduates' sedentarism.

Objective: There has been an ongoing mental health crisis among sexual and gender minority (SGM) populations. This continues amidst rising population-level depression and suicide rates, especially among students in higher education. This work aims to understand changes in SGM student mental health over time. Participants: N = 483,574 responses to the Healthy Minds Study (2007C2022) were examined from 18 to 35-year-old U.S. college and university students. Methods: Linear and logistic regressions were used to examine associations between SGM identity and mental health. Mediation and structural equation modeling were used to examine potential links among risk factors. Results: On average, ∼18% of students identified as SGM, which included a 6-fold increase in SGM self-identification across this 15-year period. Depression rates increased over time; ∼12% of students reported major depression. SGM students were 3.18 times (z = 111.16, p < .001) more likely to report depression than non-SGM students (26.85% vs. 8.53%). Disproportionate discrimination and lack of school belonging partially explained SGM disparities in depression. SGM students were twice as likely to utilize therapy (z = 115.42, p < .001) but half as likely seek help from family (z = 55.48, p ≤ .001). Conclusions: Academic institutions must take concrete steps to reduce barriers mental health care, combat discrimination, and bolster community belonging and interpersonal support for SGM students.

Introduction: This study examined differences in self-determined motivation between those who prefer to exercise outdoors vs indoors. These differences could foster targeted applications of Self-Determination Theory to develop intrinsic exercise motivation. Participants: n = 506 students attending a mid-size four-year university in the southeastern United States participated. Methods: This was a cross-sectional study using a modified version of the Exercise Motivations Inventory (EMI-2). Results: Using exploratory and confirmatory factor analysis, three exercise motivations were identified: intrinsic, extrinsic, and social. Using structural equation modeling, we found higher extrinsic motivation was associated with indoor exercise preference, whereas higher social motivation was associated with outdoor exercise preference. Discussion: This study revealed exercise setting as a possible contributing factor for self-determined motivation. Those who prefer to exercise indoors may be at higher risk of strengthening external regulation. Interventions that support psychological needs may help foster self-determined exercise motivation among college students.

Objective: To examine the association of muscle-strengthening activity with total alcohol consumption (AC) and binge drinking (BD). Participants: College students (n = 1623) from a large United States university. Methods: Students self-reported their physical activity (PA), AC, and socio-demographic characteristics via an online survey. Hierarchical regression models were computed to examine the association of aerobic PA, and muscle-strengthening activity with total AC and BD. Results: After adjusting for socio-demographic characteristics and aerobic PA, muscle-strengthening activity and achieving muscle strengthening activity recommendations explained a significant proportion of unique variance in total AC (β = .16, p < .001 and β = .16, p < .001, respectively). Similarly, with each additional day of muscle-strengthening activity the odds of reporting BD were 20.9% higher, and individuals who met muscle-strengthening activity recommendations had 93.2% higher odds of reporting BD. Conclusions: Muscle-strengthening activity should be accounted for when examining the relationship between PA and AC.

Objective: Examine the theoretical impact of reallocating time between self-reported moderate-to-vigorous physical activity (MVPA), recreational screen time, and sleep on psychological distress and mental wellbeing among post-secondary students. Participants: 24,742 post-secondary students (M_age=24.3 ± 7.72 SD years; 66.4% women) from Cycle 1 of the Canadian Campus Wellbeing Survey. Methods: Cross-sectional isotemporal substitution modeling. Results: Replacing 20 min of screen time with either sleep or MVPA was associated with lower psychological distress, greater mental wellbeing, lower odds of reporting mild-to-severe psychological distress and low mental wellbeing, except for reallocating screen time to sleep among students who exceed the sleep guideline recommendations. Reallocating time between sleep and MVPA revealed noteworthy patterns: replacing sleep with MVPA was associated with greater mental wellbeing but not lower psychological distress. Conclusions: Findings highlight the potential mental health benefits of replacing screen time with sleep or MVPA as an integrative whole day approach to promote campus wellness.

Objective: The objective of this systematic review was to examine current evidence regarding the associations between dietary quality and mental well-being indicators (stress, anxiety, and/or depression) in college students, with a secondary aim of characterizing the relationship between overall dietary quality and academic performance. Methods: Searches were performed, and the PRISMA guidelines were followed for reporting the methods and results. Results: Twelve observational studies were included and reviewed showing high dietary quality was associated with: low stress (four studies), high stress (one study), and no significant association (two studies); low depression (three studies) and no significant association (two studies) and low anxiety (two studies), high anxiety (one study), and no significant associations (two studies). Results showed weak positive associations between overall dietary quality and academic performance. Conclusions: These results are consistent with other studies of dietary quality and non-clinical mental health outcomes; more researched is needed to determine potential associations.

Objective: Examine predictors of alcohol misuse among university students amid the COVID-19 pandemic. Participants: University students who completed the National College Health Assessment III before, during, and after the pandemic lockdown. Methods: Using multivariable logistic regression, we examined associations between psychological functioning, time spent with family and friends, and problematic alcohol use. Results: Alcohol use decreased, and psychological functioning was poorest one year after COVID-19-related university closures. While indicators of psychological functioning started to improve in the second year after the school closures, alcohol use started to increase. Overall stress, spending more time with friends, and fraternity/sorority residence significantly predicted moderate to high risk for alcohol dependence and binge drinking two years post-pandemic. Severe psychological distress (OR= 1.36, CI = 1.22, 1.52, p < 0.001) predicted moderate to high risk for alcohol dependence but not binge drinking. Conclusion: Innovative mental health interventions are needed to reduce alcohol misuse among university students.

Objective: To develop, apply and evaluate the impact of cooking knowledge refresher classes (CKRC) on the cooking skills of university students. Participants: University students who participated in the first phase of the Nutrition and Culinary in the Kitchen (NCK) intervention. Methods: A quasi-experimental cooking class intervention was conducted to reinforce cooking skills. Participants completed a validated online survey before and after the intervention. Paired t-tests or Wilcoxon test were used (p < 0.05). Results: Of the 33 students who answered the survey, 13 participated in the CKRC intervention. Participants reported increased interest in learning how to prepare snacks. Their Self-Efficacy for Using Fruits, Vegetables, and Seasonings (while cooking) increased after the intervention (3.63 ± 0.65 vs. 3.93 ± 0.76; p = 0.032). Conclusions: Even among students who have improved their cooking skills through a cooking intervention program, participation in refresher cooking classes tailored to their needs can reinforce positive outcomes.