Journal of American College Health最新文献

Objective: This mixed-methods study examined whether campus engagement and campus social services would buffer the relationship between adverse childhood experiences (ACEs) and psychological distress among diverse college students. Participants: The present study was composed of 185 undergraduate students (M_age = 24.77, Hispanic/Latinx = 72.40%), the majority of whom (79.50%) reported three or more ACEs. Methods: Participants completed measures of ACEs, psychological distress, campus engagement, and campus support service utilization, followed by open-ended questions assessing ACEs and academic experiences. Results: ACEs were positively correlated with psychological distress. Academic engagement and academic support services significantly buffered the impact of ACEs on psychological distress, while social engagement and mental health support did not. Two major themes emerged in which participants described (1) the impact of ACEs on academics and (2) recommendations for support. Conclusions: Academic-focused interventions may provide unique protective benefits for trauma-exposed college students.

Objective. This study explored facilitators and barriers of healthy eating (HE) and physical activity (PA) among commuter college students and opportunities for campus-based interventions to support these behaviors. Participants: Participants were 39 undergraduates (56.4% female, 73.0% students of color, 19.6 ± 2.5 years) attending an urban commuter college. Methods: Six semi-structured focus groups (mean duration = 55.8 ± 17.2 min) were conducted. Focus groups were audio recorded and transcribed and transcripts were coded in NVivo 2020 Plus using thematic analysis. Results: Determinants of HE and PA were classified as personal, social, and environmental and encompassed factors unique to the commuter experience. Key themes for campus-based interventions reflected relevant barriers and included providing education, creating a campus community oriented to eating healthy and being active, and building off-campus partnerships to support these behaviors. Discussion: Approaches for implementing initiatives to support HE and PA in a commuter college setting are discussed.

Objectives: This study examined the associated between faculty mentor-student relationship quality and student well-being, and whether specific relationship dimensions (closeness, commitment, and complementarity) predicted well-being indicators. Participants and Methods: A total of 146 undergraduate students (age = 21.4, 73% female, 84% white) completed an online survey assessing faculty mentor-student relationship quality and five domains of well-being using validated measures. Data were analyzed using Spearman's correlations and bootstrapped linear regression models. Results: Closeness and complementarity were positively associated with all well-being indicators. Commitment was associated with higher perseverance and engagement. Regression analyses revealed that closeness positively predicted connectedness (p = 0.014), while commitment negatively predicted it (p = 0.019). Other well-being outcomes were not significantly predicted. Conclusion: Faculty mentor relationships are positively associated with student well-being though different dimensions influence well-being in distinct ways. Closeness supports broader connectedness, while high commitment may reflect reliance on mentors in lieu of wider social integration.

Objective: To explore how forgiveness relates to psychological distress and suicidality among college student problematic drinkers. Participants: 383 college students (ages 18 to 25). Methods: Participants provided demographic information and completed self-report questionnaires. Data was analyzed using IBM SPSS Statistics, including Hayes PROCESS macro for testing indirect effects. Results: Psychache, but not depression or hopelessness, significantly played an indirect role in the relationship between forgiveness and suicidality. Higher levels of each of forgiveness of self and of uncontrollable situations were associated with lower levels of psychache and in turn lower levels of suicidality. Conversely, forgiveness of others was linked to higher levels of psychache and suicidality. Conclusions: These results underscore the complexity of the relationship between forgiveness, psychological distress, and suicidality, emphasizing the importance of targeted interventions. Further research is needed to investigate the underlying mechanisms driving the adverse effects of forgiveness of others.

Objective: Applying student co-design, this study sought to adapt and validate the 14-item Youth Service Satisfaction Scale (YSSS) for Post-Secondary Students (PSS).

Participants: PSS from a large, urban university who used campus-based mental health services in the past year.

Methods: Phase 1 focused on adaptation with PSS. In Phase 2, Confirmatory Factor Analysis was undertaken, Cronbach's alpha was calculated to assess internal consistency and known-group validity was confirmed using t-tests in a validation study using a convenience sample of PSS.

Results: Key student recommendations were integrated into a revised scale, including adapting for virtual care. 512 PSS with a median age of 22 completed the YSSS. A 4-factor model fit the data well; internal reliability ranged from α = .73-92 across subscales. Satisfaction was higher for in-person visits, repeat users, and older students.

Conclusions: The adapted YSSS maintained its validity and internal consistency in a large, diverse sample of PSS.

Objective: Weight stigma is present in employment, health care, and education institutions and can have detrimental consequences. This study, guided by the Health at Every Size^® (HAES^®) framework, examined the influence of weight stigma on college students' academic choices, extracurricular participation, overall well-being, and their university experience. Participants and Methods: Undergraduate and graduate students (N = 875) responded to a comprehensive online survey, including a 14 item University Environment Scale (UES). Results: Results revealed a small but significant effect on academic major choice for some students and a substantial impact on participation in extracurricular activities, particularly for students in larger bodies. Additionally, experienced weight stigma was significantly correlated with decreased self-esteem, decreased comfort in the body, and a less favorable university experience for students. Conclusions: There is a need for interventions to address weight stigma on college campuses to improve the overall experiences of students while emphasizing the importance of diverse body representation in both academic and extracurricular settings.

Objective: Determine fermentable carbohydrates (FCs) consumption and health parameter differences between high and low FC consumers in US college students. Participants: Consented students (n = 571; 18-22 years) in a general nutrition course. Methods: Diet History Questionnaire quantified total FC plus subclasses, soluble dietary fibers (SDF), and polyols. Anthropometrics, blood pressure, and blood glucose were collected by standard measures. Median split classified FC intakes; multiple linear regression evaluated differences in health parameters between low and high FC consumers. Results: Average FC intakes for low and high FC consumers were 4.6 ± 1.4gand 10.9 ± 4.0g, with most coming from soluble dietary fibers. After controlling for confounders, low FCs showed higher diastolic blood pressure (β = 2.95, p = 0.04), blood glucose (β = 2.65 mg/dL; p = 0.02*), and BMI (β = 0.99, p = 0.050*, R²=0.04) than high consumers. Conclusions: Despite low intakes, these college students showed inverse associations between FC and diastolic blood pressure, blood glucose, and BMI. Long-term mechanistic studies are needed to evaluate potential relationships.

The present study examined the role of proximal and distal stress, as well as social connection on college student socioemotional health. Students were enrolled in a large-scale, digital phenotyping study of well-being at a large US university (45% engineering students). The present analyses were estimated using self-report data from the 2021 spring academic term. Students completed a baseline survey querying about major life events (MLE) and 9 weekly surveys capturing stress, social connection, mental health, and affect. Multilevel modeling tested whether current mental health and affect could be accounted for by separate and interacting influences of within-person fluctuations in stress, between-person stress differences, social connection, and MLE. Elevation in stress from week-to-week and across students exacerbated emotional struggles. Boosts in social connection across students attenuated emotional struggles. Effective stress management particularly through social connection, may be important enough to overshadow variation in outcomes due to earlier events in life associated with negative outcomes.

Objective: To understand the lived experiences and needs of college students with chronic pain living in the US and the UK. Participants: College students (n = 115), mean age 21.4 years (SD = 1.73). Methods: As part of a larger survey, students were asked: (1) How, if at all, living with pain impacted their college experience; (2) Support they did/did not receive from students, faculty, staff, and college services; (3) What support would be most helpful to them as a college student living with pain. Qualitative data were analyzed using an immersion/crystallization approach. Results: Four main themes were identified: (1) Stress resulting from the rigid demands of academic life can exacerbate pain; (2) Lack of communication leaves many students feeling isolated; (3) Frustration at lack of faculty support; and (4) Need for chronic pain to be recognized. Conclusions: The findings suggest areas for intervention to support college students living with pain during this defining period.

Objective: In this study, we examine social support and sense of belonging as protective factors against depression and anxiety among undergraduates with adverse childhood experiences (ACEs), a growing population at heightened risk for mental health problems.

Participants: Our sample of 170 undergraduates (ages 18-25) attending a large public university in the southwestern US was comprised of predominantly female-identified (69%), South Asian (45%), junior and senior (78%), full time (97%) students.

Methods: Students self-reported ACEs, perceived social support, sense of school belonging, and depression and anxiety symptoms in fall 2022.

Results: Controlling for age, higher ACEs and lower social support and belonging predicted more severe depression and anxiety. Higher ACEs only significantly predicted higher depression severity when support and belonging were low. Interactions predicting anxiety were nonsignificant.

Conclusions: Findings highlight social support and belonging as potential intervention targets for reducing mental health risk among students with ACEs or other traumatic experiences.