The Risk Role of Defeat on the Mental Health of College Students:A Moderated Mediation Effect of Academic Stress and Interpersonal Relationships

Background:College students face significant academic and physiological changes,making them more susceptible to psychological issues such as depression,self-injury,and suicidal ideation.Feelings of defeat can exacerbate these risks by increasing academic stress.However,interpersonal relationships can moderate the impact of academic stress on students’mental health.Utilizing the presage–process–product model,this study aims to empirically investigate how feelings of defeat influence depression,self-injury,and suicidal ideation among college students.Additionally,it explores the mediating role of academic stress and the moderating role of various types of interpersonal relationships.Methods:A total of 1612 college students(750 females,862 males,mean age=19.64±0.62 years)were recruited through cluster sampling.Data were collected via offline questionnaires administered by a trained psychology teacher and a postgraduate student,ensuring high reliability with two examiners per class.Latent profile analysis(LPA)was used to examine the impact of defeat on mental health outcomes,while mediation analysis was conducted to assess the roles of academic stress and interpersonal relationships.Results:1.Defeat is identified as a significant risk factor for mental health issues among college students;2.Four distinct patterns of interpersonal relationships were identified:the interpersonal-relationship risk group,the father–child-relationship high-risk group,the general interpersonal-relationship group,and the superior interpersonal-relationship group;3.Academic stress partially mediates the relationship between defeat and mental health issues such as depression,self-injury,and suicidal ideation;4.Different interpersonal relationship models moderate the impact of academic stress on depression and suicidal ideation.Conclusion:Defeat is a significant risk factor for mental health problems in college students.Academic stress partially mediates the negative impact of defeat on mental health,while patterns of interpersonal relationships moderate this impact.Effective early prevention and intervention should focus on monitoring students’stress levels and fostering warm,positive parent–child relationships.

The Impact of Sleep Patterns on Academic Performance and Social Integration among Medical Students

Introduction: The impact of sleep on student life is crucial, particularly for those in demanding fields such as medicine. This study examines the relationships between sleep patterns, academic performance, and social integration among medical students, who often face irregular sleep cycles and sleep deprivation due to rigorous academic demands. Aim: This study aims to assess how sleep issues affect academic achievement and social relationships among medical students. Method: Data were collected from 215 medical students through surveys and academic records. Quantitative data provided insights into sleep quality and academic performance, while qualitative interviews explored the effects of sleep on social interactions. Results: The findings revealed a significant correlation between sleep quality and academic performance, with students reporting better sleep hygiene achieving higher grades. Qualitative data indicated that poor sleep negatively impacts social interactions, leading to feelings of isolation and reduced social participation. Conclusions: The study highlights the importance of promoting good sleep practices in medical schools to enhance academic success and social well-being. Interventions aimed at improving sleep quality may help reduce burnout and improve overall well-being among medical students. Future research should focus on longitudinal studies to better understand the long-term effects of sleep on academic and social outcomes in this population.

Peer pressure and academic stress among junior high school students:a cross-sectional study

Objective:The objective of the study was to explore the connection between peer pressure and academic stress among junior high school students.Methods:This descriptive correlational study was conducted to investigate the link between perceived peer pressure and academic stress.The study involved a total of 525 adolescents,aged 14-19 years,drawn from 6 public junior high schools(PJHS)in Padang,Indonesia,using purposive sampling.Academic stress and perceived peer pressure were assessed using the Educational Stress Scale for Adolescents(ESSA)and the Perceived Peer Pressure Scale(PPPS).Results:The findings indicated significant variations in stress levels among students in different grade levels(7th,8th,and 9th grades)(P<0.05),while there were no noteworthy differences in peer pressure across these grade levels(P>0.05).Additionally,there was a positive correlation observed between perceived peer pressure and academic stress(r=0.14,P<0.05).Furthermore,multiple regression analyses,incorporating demographic variables and perceived peer pressure as independent factors,yielded statistically significant results(adjusted R^(2)=0.082,F=4.33,P<0.001).Notably,peer pressure had a direct impact on academic stress among adolescents,with class level and parents’educational background mediating the relationship between academic stress and adolescent behavioral problems.Conclusions:These findings underscore the importance of addressing both external and internal factors at the individual,family,school,and societal levels to enhance adolescents’psychological resilience and mitigate problem behaviors.

Application of Academic Salons in Cultivating the Scientific Research Skills of First-Year Nursing Master’s Students

Objective:To explore the application effect of academic salons on developing the scientific research skills of first-year nursing master’s students.Methods:According to Wallas’four-stage model of the creative process,from November 2022 to February 2023,66 first-year nursing master’s students from the School of Nursing at Zhejiang Chinese Medical University were selected using a convenient sampling method to participate in a multidisciplinary academic salon consisting of a total of 8 sessions held once every two weeks.Before the first and after the last academic salon,postgraduate research skills evaluation questionnaires and perception of research skills acquisition questionnaires were used to assess first-year nursing master’s students.A semi-structured interview was conducted with nine students after the final academic salon.Results:The total scores for scientific research skills and sense of achievement among first-year nursing master’s students after the academic salon were higher than those before the salon,and the difference was statistically significant.The interview results showed that the“salon theme,”“tutor comments,”and“sharer output”are the focus of the first-year nursing master’s students in the academic salon.Conclusions:Academic salons can enhance postgraduate students’scientific research skills and foster a greater appreciation for scientific research.We can enhance academic salons by carefully choosing relevant themes,inviting knowledgeable presenters and expert tutors to provide feedback,and prioritizing equality and effective communication.

Translation and psychometric validation of the Korean version of the academic nurse self-efficacy scale for Korean bachelor-level nursing students

Objective:This study aimed to translate the Academic Nurse Self-Efficacy scale(ANSE),assess its appropriateness for use in Korean nursing students,and evaluate the Korean Version of the Academic Nurse Self-Efficacy scale’s(K-ANSE)validity and reliability.Methods:The data of 444 nursing college students at 10 universities across the country were collected from November 1,2020 to June 8,2021.The K-ANSE was analyzed utilizing SPSS 25.0 and AMOS 25.0 programs.The K-ANSE’s content validity,construct validity,convergent/discriminant validity,criterion-related validity,and reliability were evaluated.Results:Internal emotion management,auto-regulatory behavior,external emotion management,and sociality were established.The Cronbach’sαfor the overall scale was 0.87,and that of the 4 subscales ranged from 0.70 to 0.89.Conclusions:The Korean version of the ANSE seems to be a valid and reliable instrument to measure Korean bachelor-level nursing students.

Video Games and School Performances of Dakar High School Students

The triptych (Smartphones, Video games, adolescents) has imposed itself on the collective consciousness in the form of questioning to the point of becoming a social phenomenon. It thus raises concerns about the uses that adolescents make of it and the effects on their academic performance, which we proposed to study among middle school students from the Dakar academy inspection. Where appropriate, we used mixed methods with the collection techniques of questionnaire survey, semi-structured interviews respectively with middle school students, adults (parents, supervisors, teachers, etc.), participant observation and literature review. Concretely, before accessibility to video games, the middle school students were more idle and well-behaved, watched a lot of TV, played with their brothers and sisters or did household chores. The majority of young people had good, very good or excellent conduct and their averages were fair, fairly good or good. With access to a diverse digital environment, middle school students have passionately turned to video games. As a result, their learning time, concentration and submission to parental injunctions have declined significantly. This situation negatively affected their academic performance and encouraged bad behavior.

Academic advising system and its application exploring in nursing colleges of China

Review the definition,origin,development and application status of the foreign academic advising system and make a comparison with the Chinese counselor system.Start with the perspectives of the learning difficulties and attrition rate of nursing students to explore the importance and significance of its implementation in Chinese nursing colleges and universities.Meanwhile,present the prototype of the existing academic advising system in China,with the expectation of providing a theoretical basis for the introduction of this system in nursing colleges and universities and the cultivation of high-quality nursing talents.

Correlation among academic self-efficacy,professional identity,and professional attitude of higher vocational nursing students

Objective:To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students.Methods:A total of 656 higher vocational nursing students were investigated with general information questionnaire,academic self-efficacy scale,professional identity scale,and professional attitude scale of nursing students.Results:The score of professional attitude of higher vocational nursing students was(106.34±9.86),which is found to be in the upper middle level.The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy(P<0.05),and with learning ability self-efficacy(P<0.01).Professional cognition,professional will,and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students(P<0.05).Conclusions:Academic self-efficacy and professional identity are important predictors of professional attitude.Learning behavior self-efficacy,professional cognition,professional will,and professional values have a significant impact on the establishment of positive professional attitude.

Investigation on Relationship between Test Anxiety and Academic Performance of Nursing and Midwifery Students in Tabriz and Maragheh—Iran

Background and Aim: Given the dramatic decline in the ability of test due to test anxiety, the goal of this study was to evaluate the relationship between test anxiety and academic performances in students. Materials and Methods: This descriptive-analytical study was performed on 216 Iranian nursing and midwifery students in 2011-2012, utilizing Sarason Anxiety Inventory, demographic checklist and the average mark of students in the period of midterm and final exam. Multinomial logistic regression analyses by reporting odds ratios and their 95% confidence intervals were performed by SPSS17 software to assess the relationship between test anxiety and academic performances. Results: Mild, moderate and sever test anxiety was observed in 30.6, 43.1 and 26.4 percent of students respectively. Test anxiety was significantly related to academic performance (average), major and city. Also, there was 52.9% decrease for odds of having sever anxiety (compared to mild anxiety) with 1 point increase in average (OR = 0.471, 95% CI = (0.298 - 0.745) and p = 0.001). Conclusions: Due to inverse relationship between test anxiety and academic performance, performing preventive programs such as in time treatment of anxiety, empowering the students to deal with anxiety and conducting consulting services for how to studying are very important. Consequently it would be a big step in decreasing the test anxiety and therefore in improving the academic performance.

The impact of academic stress on medical students attending college in the Inner Mongolia Area of China

The aim of this study was to examine whether student characteristics affect the risk of health conditions, and explore whether the degree of academic stress affects the level of distress. We surveyed medical students in the Inner Mongolia Medical College China using a questionnaire. A logistic regression analysis was used to ascertain factors associated with distress. The Wilcoxon Mann-Whitney test was used to determine the relationship between distress and different academic stress levels. Of the 6044 students completing questionnaires, 47.5% self-reported distressing body symptoms induced by academic stress. Chi square tests showed statistically significant associations between distress and gender, academic stress, and residence;feeling academic stress caused a more than 1.5 times risk of distress. Gender and academic stress were significantly associated with distress in non-conditional binary logistic regression models. Compared with male students, female students was more likely to feel distress. The Wilcoxon Mann-Whitney test also showed that the distress rate increased with academic stress and a dose-response relationship between the distress rate and stress level was found. The present study indicates that it is important to reduce academic stress and manage it in order that better outcomes be achieved in regard to distress, especially in females.

Effect of Mental Health Problems on Academic Performance among University Students in Pakistan

Scientific interest in student’s mental health experiences has been increasing in the last years due to their influence on students’learning processes,academic performance,and recently,the suicidal news of a student at a private university due to her mental health condition in Lahore Punjab,Pakistan,captured public attention.That incident also shifted researchers and scholars’attention on the much underexplored and tabooed sphere of the broader public health domain.Hence,the current study aimed to explore the relationship between mental health problems and Pakistani university students’academic performance.Participants were 540 senior semester students within the age range of 20–35 years taken from public and private institutes of Pakistan’s major cities,including Lahore,Islamabad,and Peshawar.Descriptive and inferential statistics was employed for data analysis.Pearson Product Moment Correlation,Hierarchical Regression analysis,and Independent sample t-test were used for data analysis in inferential statistics.The results of the study reveal that there is a strong positive association between mental health and improvement in academic performance.Mental health problems negatively affect the academic performance of university students.The findings of the current study were beneficial for shedding light on the ignorant area within the broader public health domain;the results are also helpful in raising awareness for not only students but also the parents and university administration to plan and design effective intervention strategies to provide proper mental health that resultantly promote academic excellence.

Associated Factors and Impacts of Social Phobia on Academic Performance among Students from the University of Parakou (UP)

Background: Social phobia disrupts students in their academic career. The aim of this research work was to study this anxious disorder impact on the academic performance among students from the University of Parakou (UP). Study methods: It was a descriptive cross-sectional study with prospective data collection among 363 students recruited through systematic random sampling from April to June 2015 at the campus of the UP. A questionnaire including the Mini International Neuropsychiatric Interview (MINI), the Liebowitz social anxiety intensity evaluation scale and the ASSIST was used for data collection in compliance with recommended ethical principles. Results and Conclusion Social phobia prevalence among students from the campus of University of Parakou was 11. 6% [CI95% = 10. 9 - 21. 2]. Its intensity was moderate (66.7%), medium (23.4%), severe (7.1%) and very severe (4.8%) only among female students. Moreover, gender, rural or urban living environment and field of study were statistically associated with this social phobia which reduced academic performance by 57.1%, among the studied population. However, 42.9% were not influenced in any way. Addiction to alcoholic beverages (23.8%) and anxiolytics (9.5%) were used to overcome the disorder. Although the risk of dependency to these substances was low, adverse effects on their health and socio-professional future were to be taken seriously.

The Relationship between Academic Performance, Achievement Motivation and Career Adaptability of Chinese High School Students

Given the importance of career adaptability to personal career and success,there is growing interest in how to cultivate youth's career adaptability in schools.This study explores the predictors of career adaptability and examines the mediating role of academic performance in the relationship between achievement motivation and career adaptability.Using the survey data of 147 Chinese high school students,a series of regression models find that academic motivation and academic performance have significant effects on career adaptability,as well as its four dimensions namely career concern,career control,career curiosity,and career confidence.Structural equation modeling further shows that achievement motivation can not only directly affect career adaptability,but also indirectly affect career adaptability through academic performance after controlling for the effects of gender,location,parent education,and family social and economic status.Research limitations and practical implications are finally discussed.

Influence of physical self and mindfulness on the academic possible selves of freshman nursing students

Objective:The purposes of this study were to investigate the general level of the mindfulness,physical self,and academic possible selves in the freshman nursing students,and to explore the relationship among the three variables,so as to provide a theoretical basis for the freshmen to improve their academic achievement on the basis of the correct understanding of the physical self.Methods:A total of 360 freshman nursing students were enrolled in this study from a medical school in Yantai City.Data were collected using three questionnaires:Body Self-description Questionnaire,Five Factors Mindfulness Questionnaire,and Academic Possible Selves Questionnaire.There were 341 valid questionnaires.Results:The mindfulness of the freshmen nursing students was at a medium level(3.03±0.28),their attitude to physical self(3.66±0.58)and academic possible selves(3.33±0.50)were positive.There were significant gender differences among coordination,physical activity,athletic ability,strength,endurance,observation,non-response,total physical self-score,and negative future academic possible selves.In the above factors,except negative future academic possible selves,the scores for boys were higher than that for girls(all P<0.05).There were significant positive relationships between physical self,mindfulness,and academic possible selves.Self-esteem,acting with awareness,endurance,and description were effective positive predictors of the academic possible selves,with a total explanation rate of 33.6%.Conclusion:There were close relationships among the physical self,the level of mindfulness,and the academic possible selves.Positive physical self-description and high level of mindfulness could help individuals develop a positive attitude toward their academic possible selves.

Relationship between Breakfast and Academic Performance of Primary and Middle School Students in Mianyang City

In order to understand the relationship between breakfast frequency and academic performance of grade 5 and grade 8 students, we conducted an investigation through a multistage cluster sampling design with 16,840 students (8017 5th graders and 8823 8th graders) from Mianyang city. Results show that: 1) 71.3% of fifth graders and 59.7% of eighth graders had breakfast every day of the week, and 9.7% of fifth graders and 7.5% of eighth graders had breakfast three times or less per week. 2) The number of times students eat breakfast per week has a significant impact on their comprehensive academic performance, which is reflected in the trend that the more times students eat breakfast, the better their overall academic performance is. Based on this, in order to help students eat breakfast more often, and further improve students’ academic performance, we will strengthen the publicity and education of students’ breakfast knowledge from multiple perspectives.

Problems Challenging the Academic Performance of Physics Students in Higher Governmental Institutions in the Case of Arbaminch, Wolayita Sodo, Hawassa and Dilla Universities

This study was conducted to examine problems that challenged academic performance of physics students in higher governmental institutions in the case of Arbaminch, Wolayita Sodo, Hawassa and Dilla Universities. Questionnaires, interviews and video recordings were used to collect relevant data for the study. Data from questionnaires was compiled and analyzed using a computerized data analysis package known as Statistical Package for Social Science SPSS 17.0. The Pearson chi-square test was used to compute to test association between dependent variable and independent variables and T-test was used to find out how academic performance varied with interest to subject matter. On the other hand, ANOVA test was used to test variation of the academic performance in study sites. Besides, percentages were used for comparison of data analysis. The findings reveal the existence of a significant influence of teachers both in fostering positive or negative attitude to subject (physics) and for their poor academic performance in lower class as well as in higher institutions. On the basis of the findings, the least percentage of students (16%) indicated that their current department was the best choice for them during application for admission. Whereas the highest percentage (84%) of sample class students was enrolled in department of physics without their interest and the academic performance (ESELS result), the highest percentage (70) of students who were admitted to department of physics was below 50%. The p values 0.01 and 0.00, respectively for students who are enrolled in department of physics with best choice and without their interest, are less than alpha level of significance (0.05), which reveals that, there is statistical significance academic performance deference between students in both cases. However, the difference is more significant for those students who are enrolled without their interest. By analysis of Pearson chi-square test summary in respective study sites, the p values 0.01, 0.007, 0.021 and 0.022 respectively are less than the alpha (α) level of significance of 0.05, which reveals that there is strong association between those variables. In the other corner of the ANOVA test analysis indicates that p value 0.01 is less than alpha level of significance 0.05. This reveals variation of academic performance of students between four higher governmental institutions where the study is made.

Effects of different sleeping patterns on academic performance in medical school students

In the past, efforts have been made to determine the influence of sleep quantity and its deprivation, on functioning efficiency of human beings. However, determination of sleeping patterns that could improve intellectual performance has been largely neglected. This study is designed to discover the effects of different sleeping patterns on academic performance among medical students. A descriptive study was carried out in King Edward Medical University in Lahore, Pakistan during a six-month time span from May 11th, 2011 to September 30th, 2011. Of the total population of 1350 students in King Edward Medical University, 591 undergraduates were included in the study. A questionnaire designed on sleeping patterns and academic performance was distributed in May 2011. What was described as outstanding students were greater in number in group 4 (7/19) 36.8% and group 6 (6/19) 31.6%. Above average students with sleeping patterns were in group 4 (13/37) 35.1% and group 6 (10/37) 27%. Average students were shown to have sleeping patterns of group 4 (11/25) 44% and group 6 (7/25) 28%. Below average students were shown to have sleeping patterns of group 4 (3/3) 100%. Most of our students had a reduction in the total amount of sleeping hours throughout the years. Midnight to 6 o’clock in the morning with an afternoon nap was the sleeping pattern that was most commonly seen in all groups. We concluded that different sleeping patterns do not affect the performance of medical students in the academic prospective. Many other factors may be involved in the lack of significant achievement, in order to prove that the sleeping patterns are not related to the academic performance, and more data would need to be collected.

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.

The Impact of Social Media Networks Websites Usage on Students’ Academic Performance

Social Networks Sites (SNSs) are dominating all internet users’ generations, especially the students’ communities. Consequently, academic institutions are increasingly using SNSs which leads to emerge a crucial question regarding the impact of SNSs on students’ academic performance. This research investigates how and to what degree the use of SNSs affects the students’ academic performance. The current research’s data was conducted by using drop and collect surveys on a large population from the University of Jordan. 366 undergraduate students answered the survey from different faculties at the university. In order to study the impact of SNSs on student’s academic performance, the research hypotheses was tested by using descriptive analysis, T-test and ANOVA. Research results showed that there was a significant impact of SNS on the student’s academic performance. Also, there was a significant impact of SNS use per week on the student’s academic performance, whereas no differences found in the impact of use of SNSs on academic performance due to age, academic achievement, and use per day to most used sites. The findings of this research can be used to suggest future strategies in enhancing student’s awareness in efficient time management and better multitasking that can lead to improving study activities and academic achievements.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.