Background:Mental health concerns among doctoral students have become increasingly prominent,with consistently low levels of well-being making this issue a critical focus in higher education research.This study aims t...Background:Mental health concerns among doctoral students have become increasingly prominent,with consistently low levels of well-being making this issue a critical focus in higher education research.This study aims to synthesize existing evidence on the mental health and well-being of doctoral students and to identify key factors and intervention strategies reported in the literature.Methods:A systematic review was conducted to examine the determinants and interventions related to doctoral students’mental health and well-being.Relevant studies were comprehensively searched in Web of Science,PubMed,Scopus,and EBSCO,with the final search conducted on September 19,2025.Records were screened according to predefined criteria:empirical studies on doctoral students’mental health or well-being published in English were included,while non-empirical,non-English,and non-doctoral-student-focused studies were excluded.A total of 56 studies were included after rigorous screening.Results:Doctoral students’mental health and well-being are shaped by multiple interacting factors across individual,academic,interpersonal,organizational,and environmental levels.Moreover,variations in gender,identity,discipline,study stage,and institutional context may further exacerbate or mitigate psychological distress.Existing intervention studies primarily focus on three approaches:psychologically oriented training,practice-based behavioral and learning programs,and relationship-or support network-based initiatives.Conclusion:This review offers integrated evidence on doctoral students’mental health and well-being and highlights the need for universities to assume greater responsibility in developing systematic and responsive support mechanisms.Current research remains limited by insufficient cross-cultural comparison,a lack of intersectional perspectives,and a scarcity of large-scale,long-term evaluations of intervention effectiveness.Future studies should give greater attention to institutional contexts and vulnerable groups while expanding the scope and rigor of intervention research.展开更多
Objectives:Healthcare students experience significant stress due to their rigorous graduate school curricula.These levels of stress are associated with higher risks of depression,self-harm,and exhaustion.Coping interv...Objectives:Healthcare students experience significant stress due to their rigorous graduate school curricula.These levels of stress are associated with higher risks of depression,self-harm,and exhaustion.Coping interventions have been shown to help students develop healthy stress coping strategies.The purpose of this systematic review and meta-analysis was to examine the diverse array of coping interventions and what characteristics of coping interventions were most effective at decreasing stress among healthcare students.Methods:Any intervention designed to address coping for academic stress was included among medical,dental,nursing,physician assistant,allied health,veterinary,psychology,etc.students.A comprehensive literature search was completed to include multiple databases,Ancestry,and hand-searching from EBSCO and Google Scholar articles.A final total of 17 studies were included.Standardized mean difference effect sizes(ES)were synthesized across studies using a random-effects model in the Comprehensive Meta-Analysis Software for changes in coping levels in healthcare students.Moderator analyses were performed to explore the study,intervention,and participants’characteristics.The risk of bias was assessed by RoB2 and ROBINS-I.Results:Coping interventions significantly reduced stress outcomes among healthcare students(d=0.74;95%CI[0.48–1.01],95%PI[−0.41–1.90],p<0.001,Q=228.49,I^(2)=93.0%,T=0.52,T^(2)=0.28,p<0.001).Moderator analysis showed that interventions with stress education,established professional guidance,and fewer hours led to better stress management outcomes.Conclusions:This study demonstrates that coping interventions produce an overall moderate-to-large effect on stress reduction.Future research investigating coping interventions on academic and long-term outcomes would be beneficial.展开更多
Objective:To determine the prevalence of bullying among university students in Jordan.The study also aims to identify potential predictors of bullying within the context of university students in Jordan.Methods:A cros...Objective:To determine the prevalence of bullying among university students in Jordan.The study also aims to identify potential predictors of bullying within the context of university students in Jordan.Methods:A cross-sectional study using a convenience sampling method was conducted with 350 university students from 3 institutions(2 public and 1 private),who par ticipated in this study.Data were collected through a self-repor ted questionnaire.Data analysis employed descriptive statistics,and multivariate linear regression was executed through the SPSS program(version 26)(IBM Corporation,Armonk,New York,United States)at 5% level of significance.Results:The findings revealed that 30% of the surveyed students reported never experiencing bullying,41.1% indicated rare exposure,20% reported occasional bullying,4.3% noted frequent exposure,and 4.6% reported constant exposure.Statistical analysis identified university and academic year as significant predictors of bullying.The university exhibited significance(B=-0.403,P≤0.05),while the academic year was also a significant predictor(B=0.213,P≤0.05).Conclusions:Given the prevalence and predictors identified,this study recommends the implementation of policies in universities to safeguard students from bullying.These policies should specifically target the most affected individuals.展开更多
Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential facto...Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential factor for improving psychological well-being,but the underlying mechanism linking the two has not been fully explored.The current study aims to explore the relationship between positive solitude and psychological adaptation of international students,with particular emphasis on the intermediary roles of authenticity and loneliness.Methods:A total of 529 international tertiary students(Mage=23.76,SD=5.08;60.68%male)were surveyed using the Positive Solitude Scale(PSS),Authenticity Scale(AS),6-item UCLA Loneliness Scale(ULS-6),and Brief Psychological Adaptation Scale(BPAS).SPSS27.0 was used for descriptive statistical analysis and Pearson correlation analysis.PROCESS macro(Model 6)was employed to test a serial mediation model,in which authenticity and loneliness function as intermediary variables between positive solitude and psychological adaptation.Results:The correlation analysis indicated significant associations among positive solitude,authenticity,loneliness,and psychological adaptation(r=−0.544~0.511).Positive solitude was directly and positively related to psychological adaptation(β=0.132,t=3.609,p<0.001)and indirectly related to psychological adaptation through two pathways:a single mediation via authenticity(indirect effect=0.089)and a serial mediation through authenticity and loneliness(indirect effect=0.062).Loneliness did not serve as a significant mediator(indirect effect=–0.015,95%CI[–0.049,0.019]).The total indirect effect was 0.136.Conclusions:Interventions targeting international students’capacity for experiencing positive solitude and authenticity can help to reduce loneliness and increase psychological adaptation.The findings derived from this study are conducive to understanding the relationship between positive solitude and psychological adaptation,as well as its underlying mechanisms.In addition,the study offers a new perspective for educational management and psychological counseling services for international students.展开更多
Background:Depression is prevalent among female college students,with eating behavior potentially related to this issue.This study examines the relationship between eating behavior and depression,focusing on the role ...Background:Depression is prevalent among female college students,with eating behavior potentially related to this issue.This study examines the relationship between eating behavior and depression,focusing on the role of social appearance anxiety and physical activity.Methods:We recruited 2161 female college students from nine universities in China via convenience sampling.Data was collected via an online questionnaire.Eating behavior was assessed via the Eating Behavior Scale short form(EBS-SF),depression was measured via the Center for Epidemiological Studies Depression Scale(CES-D),social appearance anxiety was evaluated via the Social Appearance Anxiety Scale,and physical activity was assessed via a single-item question.Descriptive statistics were analyzed via SPSS 26.0,and moderated mediation analysis was conducted via PROCESS version 3.5.Results:Unhealthy eating behavior was significantly associated with higher levels of depression(β=0.285,p<0.001).Social appearance anxiety mediated this relationship,accounting for 46%of the total effect(β=0.132,95%CI=[0.108,0.158]).The interaction effect between eating behavior and physical activity was significantly and negatively correlated with depression(β=−0.052,p<0.01).The association between eating behavior and depression was stronger under conditions of low physical activity(β=0.210,p<0.001)than under conditions of high physical activity(β=0.105,p<0.001).Conclusions:Integrating nutritional guidance,body image acceptance training,and exercise promotion into campus mental health programs is crucial for addressing depression in female college students.Future research should use longitudinal designs and broader participant ranges to increase the general applicability of the findings.展开更多
Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitio...Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitioning from classroom learning to clinical practice.Through this reflection,the authors hope to inspire and empower future nursing leaders to champion innovation,resilience,and excellence in healthcare.Methods:By integrating evidence-based leadership principles,the authors reflect on their personal experiences,challenges,and successes in implementing these guidelines in real-world settings.Results:The paper highlights the significance of leadership in fostering healthy work environments and improving patient outcomes,emphasizing the role of nursing students as emerging leaders.Practical strategies for applying BPG,the RNAO BPG suggests leadership skills on professional development,and recommendations for embedding leadership principles into nursing education and practice are discussed.Conclusions:Implementing nursing leadership from the beginning of a nursing student's journey is vital for shaping the next generation of healthcare leaders.By integrating leadership principles early in nursing education,students can develop the skills needed to navigate clinical challenges,collaborate effectively with healthcare teams,and advocate for positive change.Starting with leadership guidelines in nursing school ensures that future nurses are equipped to foster supportive work environments,improve patient outcomes,and drive innovation from the very start of their careers,making leadership an inherent part of their professional identity.展开更多
BACKGROUND The prevalence of negative emotional states,such as anxiety and depression,has increased annually.Although personal habits are known to influence emotional regulation,the precise mechanisms underlying this ...BACKGROUND The prevalence of negative emotional states,such as anxiety and depression,has increased annually.Although personal habits are known to influence emotional regulation,the precise mechanisms underlying this relationship remain unclear.AIM To investigate emotion regulation habits impact on students negative emotions during lockdown,using the coronavirus disease 2019 pandemic as a case example.METHODS During the coronavirus disease 2019 lockdown,an online cross-sectional survey was conducted at a Chinese university.Emotional states were assessed using the Depression,Anxiety,and Stress Scale-21(DASS-21),while demographic data and emotion regulation habits were collected concurrently.Data analysis was performed using SPSS version 27.0 and includedχ^(2)-tests for intergroup comparisons,Spearman’s rank-order correlation coefficient analysis to examine associations,and stepwise linear regression modeling to explore the relationships between emotion regulation habits and emotional states.Statistical significance was set atα=0.05.RESULTS Among the 494 valid questionnaires analyzed,the prevalence rates of negative emotional states were as follows:Depression(65.0%),anxiety(69.4%),and stress(50.8%).DASS-21 scores(mean±SD)demonstrated significant symptomatology:Total(48.77±34.88),depression(16.21±12.18),anxiety(14.90±11.91),and stress(17.64±12.07).Significant positive intercorrelations were observed among all DASS-21 subscales(P<0.01).Regression analysis identified key predictors of negative emotions(P<0.05):Risk factors included late-night frequency and academic pressure,while protective factors were the frequency of parental contact and the number of same-gender friends.Additionally,compensatory spending and binge eating positively predicted all negative emotion scores(β>0,P<0.01),whereas appropriate recreational activities negatively predicted these scores(β<0,P<0.01).CONCLUSION High negative emotion prevalence occurred among confined students.Recreational activities were protective,while compensatory spending and binge eating were risk factors,necessitating guided emotion regulation.展开更多
Objective: To understand the current status of peer caring behavior and empathy among undergraduate nursing students and to explore the relationship between the two. Method: Using the convenience sampling method, a qu...Objective: To understand the current status of peer caring behavior and empathy among undergraduate nursing students and to explore the relationship between the two. Method: Using the convenience sampling method, a questionnaire survey was conducted among 292 nursing students from a medical college in Jiangxi Province, using the Peer Caring Behavior Scale and the Jefferson Scale of Empathy. Results: The score for peer caring behavior among undergraduate nursing students was 85.00 (78.00-92.00), and the score for empathy was 101.00 (92.00-110.00). A positive correlation was found between the two (r = 0.362, p < 0.05). Conclusion: The level of peer caring behavior among undergraduate nursing students is above average, while their empathy level is moderate, with a positive correlation between the two. This suggests that nursing educators should strengthen the development of peer caring behavior, which may help enhance the empathy of undergraduate nursing students.展开更多
Objectives:Flourishing,a central concept in positive psychology,encompasses multifaceted dimensions such as meaning,positive relationships,and engagement.Despite growing research interest,empirical studies focusing sp...Objectives:Flourishing,a central concept in positive psychology,encompasses multifaceted dimensions such as meaning,positive relationships,and engagement.Despite growing research interest,empirical studies focusing specifically on the flourishing of middle school students remain scarce.Given the critical need to promote flourishing among Chinese middle school students,the study aimed to adapt Diener’s Flourishing Scale for Chinese middle school students,examine its psychometric properties,and establish its measurement invariance across gender and time within this population.Methods:Participants were recruited from secondary schools in two Chinese provinces.The Chinese versions of the Flourishing Scale(CFS),along with the Index of Well-being(IWB)and the Satisfaction with Life Scale(SWLS),were employed.Data collection occurred in three phases,the first two for exploratory factor analysis(EFA)and confirmatory factor analysis(CFA),respectively,and the last one for testing longitudinal measurement invariance and gender measurement invariance.Results:The CFS demonstrated excellent discrimination and consistency with Diener’s original model.Significant positive correlations emerged between the CFS scores and well-being(r=0.75,p<0.01)as well as life satisfaction(r=0.74,p<0.01).Cronbach’sαwas 0.948,and the Pearson correlation coefficient(PCC)for test-retest reliability was 0.85(p<0.01).The CFS demonstrated strict measurement invariance across both gender and time.Conclusion:The CFS demonstrates robust psychometric properties—including structural validity,reliability,and measurement invariance—for its application among Chinese middle school students.展开更多
Objectives:Psychological resilience is a critical resource for vocational high school students navigating social biases and fostering mental well-being.This six-month longitudinal study investigated the developmental ...Objectives:Psychological resilience is a critical resource for vocational high school students navigating social biases and fostering mental well-being.This six-month longitudinal study investigated the developmental trajectories of discrimination perception,vocational identity,and psychological resilience in this population.It further examined the longitudinal mediating role of vocational identity in the relationship between discrimination perception and psychological resilience.Methods:A total of 526 students from five vocational high schools in Guangdong,China,were assessed via convenience sampling at two time points:baseline(T1,September 2023)and six-month follow-up(T2,March 2024).Measures of discrimination perception,psychological resilience,and vocational identity were administered.Data were analyzed using a cross-lagged panel model to test for bidirectional relationships.Results:Over the six-month period,students showed significant decreases in discrimination perception and vocational identity,but a significant increase in psychological resilience.The cross-lagged model revealed significant bidirectional relationships:discrimination perception and psychological resilience negatively predicted each other over time(β=−0.124,p<0.01;β=−0.200,p<0.001),while psychological resilience and vocational identity positively predicted each other(β=0.084,p<0.05;β=0.076,p<0.05).The mediation analysis revealed a dual-pathway mechanism.T1 discrimination perception exerted both a significant direct negative effect on T2 psychological resilience(β=−0.332,p<0.001)and a significant indirect positive effect via T1 vocational identity(indirect effect=0.020,95%CI[0.001,0.046]).This confirms a partial mediating role,indicating that vocational identity functions as a compensatory mechanism,transforming the experience of discrimination perception into a potential source of psychological resilience.Conclusions:For vocational high school students,perception of discrimination directly undermines psychological resilience,but also indirectly fosters it through the positive development of vocational identity.These findings highlight vocational identity as a pivotal mechanism in the complex relationship between social adversity and mental resilience.展开更多
This study explores the environmental sensitivity of first-year teacher education stu dents,focusing on the relationship between their Earth Science performance,demographic factors,and their cognitive and emotional re...This study explores the environmental sensitivity of first-year teacher education stu dents,focusing on the relationship between their Earth Science performance,demographic factors,and their cognitive and emotional responses to environmental challenges.Using a descriptive correlational design within a mixed-methods framework,the research incorporates tools such as the Environmental Sensitivity Test(EST),focus group discussions(FGDs),and eco-mapping to comprehensively collect and analyze data.The findings reveal that while students exhibit a general awareness of environmental issues,this awareness does not consistently translate into sustainable practices,particularly in areas such as water conservation and waste management.A weak and statistically insignificant correlation was identified between Earth Science performance and environmental sensitivity,indicating that academic achievement in the subject does not necessarily lead to environmentally responsible behaviors.The results underscore the importance of teacher education programs integrating principles of behavioral psychology,experiential learning,and focused environmental education.Specifically,secondary science teachers should be equipped with practical strategies,such as implementing project-based learning,organizing community-centered environmental initiatives,and fostering interdisciplinary approaches to sustainability.These interventions address the gap in preparing future educators to effectively advocate for and implement sustainable practices.Strengthening teacher preparation programs with these components ensures that science educators are better equipped to cultivate a new generation of environmentally responsible citizens.展开更多
Objective:To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students.Methods:100 undergraduate medical students from Bethune ...Objective:To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students.Methods:100 undergraduate medical students from Bethune Hospital of Shanxi from July 2023 to July 2024 were selected and grouped using a random number method.The control group received a conventional training program,while the observation group received a modified Peyton’s four-step teaching and training program.The DOPS scores and teaching satisfaction scores of the two groups of undergraduate medical students were compared.Results:After intervention,the scores of each dimension of the DOPS for the undergraduate medical students in the observation group were higher than those in the control group.The teaching satisfaction scores of the undergraduate medical students after teaching were lower in the control group than in the observation group.The differences between the two groups were statistically significant(P<0.05).Conclusion:The modified Peyton’s four-step teaching program developed in this study can promote teaching and learning methods for undergraduate medical students,improve teaching satisfaction levels,and help administrators stabilize the medical team.展开更多
The present study explores the relationship between self-efficacy and resilience among college students,with a particular focus on comparing National Service Scheme(NSS)volunteers and non-NSS students.The study utiliz...The present study explores the relationship between self-efficacy and resilience among college students,with a particular focus on comparing National Service Scheme(NSS)volunteers and non-NSS students.The study utilized a cross-sectional design involving 147 students(71 NSS volunteers and 76 non-NSS students)from different colleges of Kanpur Nagar.MDRS-H,which stands for the Multi-dimensional scale of Resilience in Hindi,was established by Singh and Khullar.It is utilised for the purpose of measuring resistance and the Hindi version of the General Self-Efficacy Scale developed by Sud,Schwarzer,and Jerusalem was administered to measure self-efficacy.Results indicated that NSS students exhibited higher levels of both self-efficacy and resilience compared to their non-NSS counterparts.Self-efficacy significantly positively correlated with Resilience in NSS students and non-NSS students.Regression analyses suggested that resilience was a strong predictor of self-efficacy in both students NSS and non-NSS.However,the association was most likely stronger for NSS students because they were exposed to more resilience-building activities.The study contributes to the growing body of literature on the positive impact of extracurricular activities on students’psychological well-being and provides insights into how participation in such programs may enhance both resilience and self-efficacy in college students.展开更多
The purpose of this research is to analyze the causal mechanisms of learning difficulties of middle school students and use them to propose strategies to help them.This research is particularly valuable for its focus ...The purpose of this research is to analyze the causal mechanisms of learning difficulties of middle school students and use them to propose strategies to help them.This research is particularly valuable for its focus on middle school students.Research on this critical transition period is often lacking compared to primary and high school.Therefore,this research establishes a structured equation model and analyzes the data from the survey using the partial least squares method.The data were obtained from a 13,900 Wenzhou City,China students’questionnaire.The research found that learning strategies were the most significant influences on learning effectiveness,followed by learning motivation and learning relationships.Meanwhile,learning relationships had a significant impact on learning pressure.Therefore,this research proposes targeted support strategies.It aims to enhance learning motivation(Set achievable learning goals for each student with learning difficulties based on their actual situation),optimize learning strategies(Encourage students with learning difficulties to learn self-regulatory strategies such as goal setting,time management,and self-reflection),and improve learning relationships(Establish a good social network to promote positive interaction between students with learning difficulties and their peers).At the same time,it reduces students’learning pressure.Ultimately,the learning effectiveness of students with learning difficulties is improved.展开更多
Guided by the China International College Students’Innovation Competition,higher vocational colleges,as the main position for cultivating technical and skilled talents,need to explore a suitable training path for hig...Guided by the China International College Students’Innovation Competition,higher vocational colleges,as the main position for cultivating technical and skilled talents,need to explore a suitable training path for higher vocational students’innovation and entrepreneurship capabilities.Therefore,based on the background of the competition,this paper deeply analyzes the current situation and problems of cultivating higher vocational students’innovation and entrepreneurship capabilities.It proposes paths from aspects such as curriculum system construction,construction of the integration platform of competition and teaching,construction of a diversified teaching team,improvement of the innovation and entrepreneurship work mechanism,and creation of a strong campus cultural atmosphere.The purpose is to promote the reform of innovation and entrepreneurship education and teaching in higher vocational colleges through the competition and enhance the core competitiveness of higher vocational students.展开更多
BACKGROUND Revisiting the epidemiology of posttraumatic stress symptoms(PTSSs)among university students during the coronavirus disease 2019(COVID-19)pandemic as well as understanding the mental health help-seeking beh...BACKGROUND Revisiting the epidemiology of posttraumatic stress symptoms(PTSSs)among university students during the coronavirus disease 2019(COVID-19)pandemic as well as understanding the mental health help-seeking behavior of individuals with PTSSs has critical implications for public mental health strategies in future medical pandemics.AIM To investigate the prevalence and correlates of PTSSs among university students during the first wave of the COVID-19 pandemic in China and to examine mental health help-seeking behaviors among these students.METHODS A total of 2507 Chinese university students were recruited via snowball sampling.The students completed the Seven-item Screening Scale for Post-traumatic Stress Disorder during the first wave of the COVID-19 pandemic in China.Sociodemo-graphic characteristics,pandemic-related characteristics,and mental health help-seeking behaviors of students with PTSSs were also collected.RESULTS The prevalence of PTSSs among the participants was 28.0%.Seven significant correlates of PTSSs were identified(odds ratio=1.23-3.65,P≤0.024):Female sex,being 19 years old or older,living with others or alone,a low level of family economic status,fair or poor interpersonal relationships,severe or very severe local pandemic,and having family members diagnosed with COVID-19.However,only 3.28%of the students with PTSSs reported seeking help from mental health specialists.Among the 23 students who sought help from mental health specialists,13 opted for online or telephone-based psychological consultation.CONCLUSION Our data suggest that there was a high risk of PTSSs among university students and a high level of unmet mental health needs during the COVID-19 pandemic.The delivery of mental health services online or via telephone is a promising approach to address these unmet needs.展开更多
文摘Background:Mental health concerns among doctoral students have become increasingly prominent,with consistently low levels of well-being making this issue a critical focus in higher education research.This study aims to synthesize existing evidence on the mental health and well-being of doctoral students and to identify key factors and intervention strategies reported in the literature.Methods:A systematic review was conducted to examine the determinants and interventions related to doctoral students’mental health and well-being.Relevant studies were comprehensively searched in Web of Science,PubMed,Scopus,and EBSCO,with the final search conducted on September 19,2025.Records were screened according to predefined criteria:empirical studies on doctoral students’mental health or well-being published in English were included,while non-empirical,non-English,and non-doctoral-student-focused studies were excluded.A total of 56 studies were included after rigorous screening.Results:Doctoral students’mental health and well-being are shaped by multiple interacting factors across individual,academic,interpersonal,organizational,and environmental levels.Moreover,variations in gender,identity,discipline,study stage,and institutional context may further exacerbate or mitigate psychological distress.Existing intervention studies primarily focus on three approaches:psychologically oriented training,practice-based behavioral and learning programs,and relationship-or support network-based initiatives.Conclusion:This review offers integrated evidence on doctoral students’mental health and well-being and highlights the need for universities to assume greater responsibility in developing systematic and responsive support mechanisms.Current research remains limited by insufficient cross-cultural comparison,a lack of intersectional perspectives,and a scarcity of large-scale,long-term evaluations of intervention effectiveness.Future studies should give greater attention to institutional contexts and vulnerable groups while expanding the scope and rigor of intervention research.
文摘Objectives:Healthcare students experience significant stress due to their rigorous graduate school curricula.These levels of stress are associated with higher risks of depression,self-harm,and exhaustion.Coping interventions have been shown to help students develop healthy stress coping strategies.The purpose of this systematic review and meta-analysis was to examine the diverse array of coping interventions and what characteristics of coping interventions were most effective at decreasing stress among healthcare students.Methods:Any intervention designed to address coping for academic stress was included among medical,dental,nursing,physician assistant,allied health,veterinary,psychology,etc.students.A comprehensive literature search was completed to include multiple databases,Ancestry,and hand-searching from EBSCO and Google Scholar articles.A final total of 17 studies were included.Standardized mean difference effect sizes(ES)were synthesized across studies using a random-effects model in the Comprehensive Meta-Analysis Software for changes in coping levels in healthcare students.Moderator analyses were performed to explore the study,intervention,and participants’characteristics.The risk of bias was assessed by RoB2 and ROBINS-I.Results:Coping interventions significantly reduced stress outcomes among healthcare students(d=0.74;95%CI[0.48–1.01],95%PI[−0.41–1.90],p<0.001,Q=228.49,I^(2)=93.0%,T=0.52,T^(2)=0.28,p<0.001).Moderator analysis showed that interventions with stress education,established professional guidance,and fewer hours led to better stress management outcomes.Conclusions:This study demonstrates that coping interventions produce an overall moderate-to-large effect on stress reduction.Future research investigating coping interventions on academic and long-term outcomes would be beneficial.
文摘Objective:To determine the prevalence of bullying among university students in Jordan.The study also aims to identify potential predictors of bullying within the context of university students in Jordan.Methods:A cross-sectional study using a convenience sampling method was conducted with 350 university students from 3 institutions(2 public and 1 private),who par ticipated in this study.Data were collected through a self-repor ted questionnaire.Data analysis employed descriptive statistics,and multivariate linear regression was executed through the SPSS program(version 26)(IBM Corporation,Armonk,New York,United States)at 5% level of significance.Results:The findings revealed that 30% of the surveyed students reported never experiencing bullying,41.1% indicated rare exposure,20% reported occasional bullying,4.3% noted frequent exposure,and 4.6% reported constant exposure.Statistical analysis identified university and academic year as significant predictors of bullying.The university exhibited significance(B=-0.403,P≤0.05),while the academic year was also a significant predictor(B=0.213,P≤0.05).Conclusions:Given the prevalence and predictors identified,this study recommends the implementation of policies in universities to safeguard students from bullying.These policies should specifically target the most affected individuals.
基金supported by the 2024 Zhejiang Provincial Women’s Federation&Women’s Studies Association Research Project(202450).
文摘Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential factor for improving psychological well-being,but the underlying mechanism linking the two has not been fully explored.The current study aims to explore the relationship between positive solitude and psychological adaptation of international students,with particular emphasis on the intermediary roles of authenticity and loneliness.Methods:A total of 529 international tertiary students(Mage=23.76,SD=5.08;60.68%male)were surveyed using the Positive Solitude Scale(PSS),Authenticity Scale(AS),6-item UCLA Loneliness Scale(ULS-6),and Brief Psychological Adaptation Scale(BPAS).SPSS27.0 was used for descriptive statistical analysis and Pearson correlation analysis.PROCESS macro(Model 6)was employed to test a serial mediation model,in which authenticity and loneliness function as intermediary variables between positive solitude and psychological adaptation.Results:The correlation analysis indicated significant associations among positive solitude,authenticity,loneliness,and psychological adaptation(r=−0.544~0.511).Positive solitude was directly and positively related to psychological adaptation(β=0.132,t=3.609,p<0.001)and indirectly related to psychological adaptation through two pathways:a single mediation via authenticity(indirect effect=0.089)and a serial mediation through authenticity and loneliness(indirect effect=0.062).Loneliness did not serve as a significant mediator(indirect effect=–0.015,95%CI[–0.049,0.019]).The total indirect effect was 0.136.Conclusions:Interventions targeting international students’capacity for experiencing positive solitude and authenticity can help to reduce loneliness and increase psychological adaptation.The findings derived from this study are conducive to understanding the relationship between positive solitude and psychological adaptation,as well as its underlying mechanisms.In addition,the study offers a new perspective for educational management and psychological counseling services for international students.
文摘Background:Depression is prevalent among female college students,with eating behavior potentially related to this issue.This study examines the relationship between eating behavior and depression,focusing on the role of social appearance anxiety and physical activity.Methods:We recruited 2161 female college students from nine universities in China via convenience sampling.Data was collected via an online questionnaire.Eating behavior was assessed via the Eating Behavior Scale short form(EBS-SF),depression was measured via the Center for Epidemiological Studies Depression Scale(CES-D),social appearance anxiety was evaluated via the Social Appearance Anxiety Scale,and physical activity was assessed via a single-item question.Descriptive statistics were analyzed via SPSS 26.0,and moderated mediation analysis was conducted via PROCESS version 3.5.Results:Unhealthy eating behavior was significantly associated with higher levels of depression(β=0.285,p<0.001).Social appearance anxiety mediated this relationship,accounting for 46%of the total effect(β=0.132,95%CI=[0.108,0.158]).The interaction effect between eating behavior and physical activity was significantly and negatively correlated with depression(β=−0.052,p<0.01).The association between eating behavior and depression was stronger under conditions of low physical activity(β=0.210,p<0.001)than under conditions of high physical activity(β=0.105,p<0.001).Conclusions:Integrating nutritional guidance,body image acceptance training,and exercise promotion into campus mental health programs is crucial for addressing depression in female college students.Future research should use longitudinal designs and broader participant ranges to increase the general applicability of the findings.
文摘Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitioning from classroom learning to clinical practice.Through this reflection,the authors hope to inspire and empower future nursing leaders to champion innovation,resilience,and excellence in healthcare.Methods:By integrating evidence-based leadership principles,the authors reflect on their personal experiences,challenges,and successes in implementing these guidelines in real-world settings.Results:The paper highlights the significance of leadership in fostering healthy work environments and improving patient outcomes,emphasizing the role of nursing students as emerging leaders.Practical strategies for applying BPG,the RNAO BPG suggests leadership skills on professional development,and recommendations for embedding leadership principles into nursing education and practice are discussed.Conclusions:Implementing nursing leadership from the beginning of a nursing student's journey is vital for shaping the next generation of healthcare leaders.By integrating leadership principles early in nursing education,students can develop the skills needed to navigate clinical challenges,collaborate effectively with healthcare teams,and advocate for positive change.Starting with leadership guidelines in nursing school ensures that future nurses are equipped to foster supportive work environments,improve patient outcomes,and drive innovation from the very start of their careers,making leadership an inherent part of their professional identity.
文摘BACKGROUND The prevalence of negative emotional states,such as anxiety and depression,has increased annually.Although personal habits are known to influence emotional regulation,the precise mechanisms underlying this relationship remain unclear.AIM To investigate emotion regulation habits impact on students negative emotions during lockdown,using the coronavirus disease 2019 pandemic as a case example.METHODS During the coronavirus disease 2019 lockdown,an online cross-sectional survey was conducted at a Chinese university.Emotional states were assessed using the Depression,Anxiety,and Stress Scale-21(DASS-21),while demographic data and emotion regulation habits were collected concurrently.Data analysis was performed using SPSS version 27.0 and includedχ^(2)-tests for intergroup comparisons,Spearman’s rank-order correlation coefficient analysis to examine associations,and stepwise linear regression modeling to explore the relationships between emotion regulation habits and emotional states.Statistical significance was set atα=0.05.RESULTS Among the 494 valid questionnaires analyzed,the prevalence rates of negative emotional states were as follows:Depression(65.0%),anxiety(69.4%),and stress(50.8%).DASS-21 scores(mean±SD)demonstrated significant symptomatology:Total(48.77±34.88),depression(16.21±12.18),anxiety(14.90±11.91),and stress(17.64±12.07).Significant positive intercorrelations were observed among all DASS-21 subscales(P<0.01).Regression analysis identified key predictors of negative emotions(P<0.05):Risk factors included late-night frequency and academic pressure,while protective factors were the frequency of parental contact and the number of same-gender friends.Additionally,compensatory spending and binge eating positively predicted all negative emotion scores(β>0,P<0.01),whereas appropriate recreational activities negatively predicted these scores(β<0,P<0.01).CONCLUSION High negative emotion prevalence occurred among confined students.Recreational activities were protective,while compensatory spending and binge eating were risk factors,necessitating guided emotion regulation.
基金2024 University-level Research Project of Fuzhou Medical College,Fuzhou Medical College of Nanchang University(Project No.:fykj202406)。
文摘Objective: To understand the current status of peer caring behavior and empathy among undergraduate nursing students and to explore the relationship between the two. Method: Using the convenience sampling method, a questionnaire survey was conducted among 292 nursing students from a medical college in Jiangxi Province, using the Peer Caring Behavior Scale and the Jefferson Scale of Empathy. Results: The score for peer caring behavior among undergraduate nursing students was 85.00 (78.00-92.00), and the score for empathy was 101.00 (92.00-110.00). A positive correlation was found between the two (r = 0.362, p < 0.05). Conclusion: The level of peer caring behavior among undergraduate nursing students is above average, while their empathy level is moderate, with a positive correlation between the two. This suggests that nursing educators should strengthen the development of peer caring behavior, which may help enhance the empathy of undergraduate nursing students.
基金supported by Innovation Team Project of General Colleges and Universities in Guangdong Province(Grand number:2022WCXTD004)Guangzhou University of Chinese Medicine Young Innovative and Top-notch Talent(Team)Cultivation Project,Guangzhou Philosophy and Social Sciences Development“14th Five-Year Plan”2024 Annual Project(Co-construction Project)(Grant number:2024GZGJ277)Guangdong Province 2024 Annual Education Science Planning Project(Higher Education Special Project)(Grant number:2024GXJK123).
文摘Objectives:Flourishing,a central concept in positive psychology,encompasses multifaceted dimensions such as meaning,positive relationships,and engagement.Despite growing research interest,empirical studies focusing specifically on the flourishing of middle school students remain scarce.Given the critical need to promote flourishing among Chinese middle school students,the study aimed to adapt Diener’s Flourishing Scale for Chinese middle school students,examine its psychometric properties,and establish its measurement invariance across gender and time within this population.Methods:Participants were recruited from secondary schools in two Chinese provinces.The Chinese versions of the Flourishing Scale(CFS),along with the Index of Well-being(IWB)and the Satisfaction with Life Scale(SWLS),were employed.Data collection occurred in three phases,the first two for exploratory factor analysis(EFA)and confirmatory factor analysis(CFA),respectively,and the last one for testing longitudinal measurement invariance and gender measurement invariance.Results:The CFS demonstrated excellent discrimination and consistency with Diener’s original model.Significant positive correlations emerged between the CFS scores and well-being(r=0.75,p<0.01)as well as life satisfaction(r=0.74,p<0.01).Cronbach’sαwas 0.948,and the Pearson correlation coefficient(PCC)for test-retest reliability was 0.85(p<0.01).The CFS demonstrated strict measurement invariance across both gender and time.Conclusion:The CFS demonstrates robust psychometric properties—including structural validity,reliability,and measurement invariance—for its application among Chinese middle school students.
基金supported by the Guangdong Provincial Philosophy and Social Science“14th Five-Year Plan”Discipline Co-Construction Project(Grant No.GD22XJY14)the 2022 Guangdong Provincial Higher Education Teaching Reform Project(Grant No.Yue Jiao Gao[2023]4)Guangdong Polytechnic Normal University’s Project for Enhancing the Research Capacity of Doctoral Application Institution(Grant No.22GPNUZDJS48).
文摘Objectives:Psychological resilience is a critical resource for vocational high school students navigating social biases and fostering mental well-being.This six-month longitudinal study investigated the developmental trajectories of discrimination perception,vocational identity,and psychological resilience in this population.It further examined the longitudinal mediating role of vocational identity in the relationship between discrimination perception and psychological resilience.Methods:A total of 526 students from five vocational high schools in Guangdong,China,were assessed via convenience sampling at two time points:baseline(T1,September 2023)and six-month follow-up(T2,March 2024).Measures of discrimination perception,psychological resilience,and vocational identity were administered.Data were analyzed using a cross-lagged panel model to test for bidirectional relationships.Results:Over the six-month period,students showed significant decreases in discrimination perception and vocational identity,but a significant increase in psychological resilience.The cross-lagged model revealed significant bidirectional relationships:discrimination perception and psychological resilience negatively predicted each other over time(β=−0.124,p<0.01;β=−0.200,p<0.001),while psychological resilience and vocational identity positively predicted each other(β=0.084,p<0.05;β=0.076,p<0.05).The mediation analysis revealed a dual-pathway mechanism.T1 discrimination perception exerted both a significant direct negative effect on T2 psychological resilience(β=−0.332,p<0.001)and a significant indirect positive effect via T1 vocational identity(indirect effect=0.020,95%CI[0.001,0.046]).This confirms a partial mediating role,indicating that vocational identity functions as a compensatory mechanism,transforming the experience of discrimination perception into a potential source of psychological resilience.Conclusions:For vocational high school students,perception of discrimination directly undermines psychological resilience,but also indirectly fosters it through the positive development of vocational identity.These findings highlight vocational identity as a pivotal mechanism in the complex relationship between social adversity and mental resilience.
文摘This study explores the environmental sensitivity of first-year teacher education stu dents,focusing on the relationship between their Earth Science performance,demographic factors,and their cognitive and emotional responses to environmental challenges.Using a descriptive correlational design within a mixed-methods framework,the research incorporates tools such as the Environmental Sensitivity Test(EST),focus group discussions(FGDs),and eco-mapping to comprehensively collect and analyze data.The findings reveal that while students exhibit a general awareness of environmental issues,this awareness does not consistently translate into sustainable practices,particularly in areas such as water conservation and waste management.A weak and statistically insignificant correlation was identified between Earth Science performance and environmental sensitivity,indicating that academic achievement in the subject does not necessarily lead to environmentally responsible behaviors.The results underscore the importance of teacher education programs integrating principles of behavioral psychology,experiential learning,and focused environmental education.Specifically,secondary science teachers should be equipped with practical strategies,such as implementing project-based learning,organizing community-centered environmental initiatives,and fostering interdisciplinary approaches to sustainability.These interventions address the gap in preparing future educators to effectively advocate for and implement sustainable practices.Strengthening teacher preparation programs with these components ensures that science educators are better equipped to cultivate a new generation of environmentally responsible citizens.
文摘Objective:To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students.Methods:100 undergraduate medical students from Bethune Hospital of Shanxi from July 2023 to July 2024 were selected and grouped using a random number method.The control group received a conventional training program,while the observation group received a modified Peyton’s four-step teaching and training program.The DOPS scores and teaching satisfaction scores of the two groups of undergraduate medical students were compared.Results:After intervention,the scores of each dimension of the DOPS for the undergraduate medical students in the observation group were higher than those in the control group.The teaching satisfaction scores of the undergraduate medical students after teaching were lower in the control group than in the observation group.The differences between the two groups were statistically significant(P<0.05).Conclusion:The modified Peyton’s four-step teaching program developed in this study can promote teaching and learning methods for undergraduate medical students,improve teaching satisfaction levels,and help administrators stabilize the medical team.
文摘The present study explores the relationship between self-efficacy and resilience among college students,with a particular focus on comparing National Service Scheme(NSS)volunteers and non-NSS students.The study utilized a cross-sectional design involving 147 students(71 NSS volunteers and 76 non-NSS students)from different colleges of Kanpur Nagar.MDRS-H,which stands for the Multi-dimensional scale of Resilience in Hindi,was established by Singh and Khullar.It is utilised for the purpose of measuring resistance and the Hindi version of the General Self-Efficacy Scale developed by Sud,Schwarzer,and Jerusalem was administered to measure self-efficacy.Results indicated that NSS students exhibited higher levels of both self-efficacy and resilience compared to their non-NSS counterparts.Self-efficacy significantly positively correlated with Resilience in NSS students and non-NSS students.Regression analyses suggested that resilience was a strong predictor of self-efficacy in both students NSS and non-NSS.However,the association was most likely stronger for NSS students because they were exposed to more resilience-building activities.The study contributes to the growing body of literature on the positive impact of extracurricular activities on students’psychological well-being and provides insights into how participation in such programs may enhance both resilience and self-efficacy in college students.
基金2025 Wenzhou Key Research Base of Philosophy and Social Science(Wenzhou University Learning Science and Technology Research Centre)Research Project:Investigation and Strategy Research on the Causes of Middle School Students’Learning Difficulties in the Context of the Leading Country in Education.
文摘The purpose of this research is to analyze the causal mechanisms of learning difficulties of middle school students and use them to propose strategies to help them.This research is particularly valuable for its focus on middle school students.Research on this critical transition period is often lacking compared to primary and high school.Therefore,this research establishes a structured equation model and analyzes the data from the survey using the partial least squares method.The data were obtained from a 13,900 Wenzhou City,China students’questionnaire.The research found that learning strategies were the most significant influences on learning effectiveness,followed by learning motivation and learning relationships.Meanwhile,learning relationships had a significant impact on learning pressure.Therefore,this research proposes targeted support strategies.It aims to enhance learning motivation(Set achievable learning goals for each student with learning difficulties based on their actual situation),optimize learning strategies(Encourage students with learning difficulties to learn self-regulatory strategies such as goal setting,time management,and self-reflection),and improve learning relationships(Establish a good social network to promote positive interaction between students with learning difficulties and their peers).At the same time,it reduces students’learning pressure.Ultimately,the learning effectiveness of students with learning difficulties is improved.
基金Teaching Reform Research Project of Nanchong Vocational College of Culture and Tourism in 2023:Research on the Training Path of Higher Vocational Students’Innovation and Entrepreneurship Capabilities from the Perspective of the“Internet+”College Students’Innovation and Entrepreneurship Competition(JG2023A13)。
文摘Guided by the China International College Students’Innovation Competition,higher vocational colleges,as the main position for cultivating technical and skilled talents,need to explore a suitable training path for higher vocational students’innovation and entrepreneurship capabilities.Therefore,based on the background of the competition,this paper deeply analyzes the current situation and problems of cultivating higher vocational students’innovation and entrepreneurship capabilities.It proposes paths from aspects such as curriculum system construction,construction of the integration platform of competition and teaching,construction of a diversified teaching team,improvement of the innovation and entrepreneurship work mechanism,and creation of a strong campus cultural atmosphere.The purpose is to promote the reform of innovation and entrepreneurship education and teaching in higher vocational colleges through the competition and enhance the core competitiveness of higher vocational students.
文摘BACKGROUND Revisiting the epidemiology of posttraumatic stress symptoms(PTSSs)among university students during the coronavirus disease 2019(COVID-19)pandemic as well as understanding the mental health help-seeking behavior of individuals with PTSSs has critical implications for public mental health strategies in future medical pandemics.AIM To investigate the prevalence and correlates of PTSSs among university students during the first wave of the COVID-19 pandemic in China and to examine mental health help-seeking behaviors among these students.METHODS A total of 2507 Chinese university students were recruited via snowball sampling.The students completed the Seven-item Screening Scale for Post-traumatic Stress Disorder during the first wave of the COVID-19 pandemic in China.Sociodemo-graphic characteristics,pandemic-related characteristics,and mental health help-seeking behaviors of students with PTSSs were also collected.RESULTS The prevalence of PTSSs among the participants was 28.0%.Seven significant correlates of PTSSs were identified(odds ratio=1.23-3.65,P≤0.024):Female sex,being 19 years old or older,living with others or alone,a low level of family economic status,fair or poor interpersonal relationships,severe or very severe local pandemic,and having family members diagnosed with COVID-19.However,only 3.28%of the students with PTSSs reported seeking help from mental health specialists.Among the 23 students who sought help from mental health specialists,13 opted for online or telephone-based psychological consultation.CONCLUSION Our data suggest that there was a high risk of PTSSs among university students and a high level of unmet mental health needs during the COVID-19 pandemic.The delivery of mental health services online or via telephone is a promising approach to address these unmet needs.
