Sarah F Allen, Stacie Thursby, Laura Elkwood, Nikki L Carthy
{"title":"对英国学生的社会心理因素和心理创伤暴露及其与心理健康和学业持久性的关系进行潜在特征分析。","authors":"Sarah F Allen, Stacie Thursby, Laura Elkwood, Nikki L Carthy","doi":"10.1037/tra0001788","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>The prevalence of previous trauma exposure among university students is widespread. Trauma can have a serious impact on students' mental health, university experience, and academic persistence. This is the first study to use latent profile analysis to assess how differing levels of psychosocial variables combine with trauma exposure to draw together psychological profiles among university students.</p><p><strong>Method: </strong>A total of 452 U.K. students completed a battery of questionnaires from a cross-sectional survey examining the number of traumatic events and psychosocial factors (loneliness, social support, self-efficacy, coping strategies, personality, and resilience) to determine mental health and academic persistence.</p><p><strong>Results: </strong>A latent profiling analysis obtained a five-profile solution, demonstrating a unique combination of psychosocial factors and trauma exposure: distressed (11.2%), thriving (31.4%), vulnerable (19.5%), flourishing (3.5%), and diffident (34.4%). Analyses of variance were used to compare scores on the anxiety and depression measures and academic persistence measures between the participants within each profile. Significant differences among profiles were present with the distressed profile being more at risk for mental health and academic issues and the flourishing profile demonstrating high levels of trauma exposure and a positive academic experience.</p><p><strong>Conclusions: </strong>Given that there is a large proportion of students in higher education reporting previous traumatic experiences, trauma-informed principles are warranted, with a focus on supporting staff to understand the impact of trauma on students' experiences, in an inclusive and nonjudgmental way. This study provides a model of the factors involved in fostering psychological well-being and positive university experiences for students who have experienced trauma. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":20982,"journal":{"name":"Psychological trauma : theory, research, practice and policy","volume":" ","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A latent profile analysis of psychosocial factors and trauma exposure in U.K. students and their association with mental health and academic persistence.\",\"authors\":\"Sarah F Allen, Stacie Thursby, Laura Elkwood, Nikki L Carthy\",\"doi\":\"10.1037/tra0001788\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>The prevalence of previous trauma exposure among university students is widespread. Trauma can have a serious impact on students' mental health, university experience, and academic persistence. This is the first study to use latent profile analysis to assess how differing levels of psychosocial variables combine with trauma exposure to draw together psychological profiles among university students.</p><p><strong>Method: </strong>A total of 452 U.K. students completed a battery of questionnaires from a cross-sectional survey examining the number of traumatic events and psychosocial factors (loneliness, social support, self-efficacy, coping strategies, personality, and resilience) to determine mental health and academic persistence.</p><p><strong>Results: </strong>A latent profiling analysis obtained a five-profile solution, demonstrating a unique combination of psychosocial factors and trauma exposure: distressed (11.2%), thriving (31.4%), vulnerable (19.5%), flourishing (3.5%), and diffident (34.4%). Analyses of variance were used to compare scores on the anxiety and depression measures and academic persistence measures between the participants within each profile. Significant differences among profiles were present with the distressed profile being more at risk for mental health and academic issues and the flourishing profile demonstrating high levels of trauma exposure and a positive academic experience.</p><p><strong>Conclusions: </strong>Given that there is a large proportion of students in higher education reporting previous traumatic experiences, trauma-informed principles are warranted, with a focus on supporting staff to understand the impact of trauma on students' experiences, in an inclusive and nonjudgmental way. This study provides a model of the factors involved in fostering psychological well-being and positive university experiences for students who have experienced trauma. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>\",\"PeriodicalId\":20982,\"journal\":{\"name\":\"Psychological trauma : theory, research, practice and policy\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychological trauma : theory, research, practice and policy\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/tra0001788\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychological trauma : theory, research, practice and policy","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/tra0001788","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
摘要
目的:在大学生中,曾经遭受过心理创伤的现象十分普遍。心理创伤会严重影响学生的心理健康、大学生活和学业坚持。这是第一项使用潜在特征分析来评估不同水平的社会心理变量如何与创伤暴露相结合,从而得出大学生心理特征的研究:共有 452 名英国学生完成了一系列横断面调查问卷,调查内容包括创伤事件的数量和社会心理因素(孤独感、社会支持、自我效能感、应对策略、个性和复原力),以确定心理健康和学业坚持情况:潜在特征分析得出了五种类型的解决方案,显示了心理社会因素和创伤暴露的独特组合:苦恼(11.2%)、茁壮成长(31.4%)、脆弱(19.5%)、蓬勃发展(3.5%)和漫不经心(34.4%)。方差分析用于比较每个特征中参与者的焦虑和抑郁测量得分以及学业持久性测量得分。结果表明,不同类型的参与者之间存在显著差异,苦恼型的参与者更容易出现心理健康和学业问题,而蓬勃型的参与者则表现出较高的创伤暴露水平和积极的学业经历:鉴于高等教育中有很大比例的学生报告了以前的创伤经历,因此有必要制定创伤知情原则,重点是支持教职员工以包容和非评判的方式了解创伤对学生经历的影响。本研究提供了一个模型,说明了促进经历过心理创伤的学生心理健康和积极的大学体验的相关因素。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
A latent profile analysis of psychosocial factors and trauma exposure in U.K. students and their association with mental health and academic persistence.
Objective: The prevalence of previous trauma exposure among university students is widespread. Trauma can have a serious impact on students' mental health, university experience, and academic persistence. This is the first study to use latent profile analysis to assess how differing levels of psychosocial variables combine with trauma exposure to draw together psychological profiles among university students.
Method: A total of 452 U.K. students completed a battery of questionnaires from a cross-sectional survey examining the number of traumatic events and psychosocial factors (loneliness, social support, self-efficacy, coping strategies, personality, and resilience) to determine mental health and academic persistence.
Results: A latent profiling analysis obtained a five-profile solution, demonstrating a unique combination of psychosocial factors and trauma exposure: distressed (11.2%), thriving (31.4%), vulnerable (19.5%), flourishing (3.5%), and diffident (34.4%). Analyses of variance were used to compare scores on the anxiety and depression measures and academic persistence measures between the participants within each profile. Significant differences among profiles were present with the distressed profile being more at risk for mental health and academic issues and the flourishing profile demonstrating high levels of trauma exposure and a positive academic experience.
Conclusions: Given that there is a large proportion of students in higher education reporting previous traumatic experiences, trauma-informed principles are warranted, with a focus on supporting staff to understand the impact of trauma on students' experiences, in an inclusive and nonjudgmental way. This study provides a model of the factors involved in fostering psychological well-being and positive university experiences for students who have experienced trauma. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍:
Psychological Trauma: Theory, Research, Practice, and Policy publishes empirical research on the psychological effects of trauma. The journal is intended to be a forum for an interdisciplinary discussion on trauma, blending science, theory, practice, and policy.
The journal publishes empirical research on a wide range of trauma-related topics, including:
-Psychological treatments and effects
-Promotion of education about effects of and treatment for trauma
-Assessment and diagnosis of trauma
-Pathophysiology of trauma reactions
-Health services (delivery of services to trauma populations)
-Epidemiological studies and risk factor studies
-Neuroimaging studies
-Trauma and cultural competence