A synopsis of the mental health concerns of university students: results of a text-based online survey from one Australian university

Wynaden, Dianne; Wichmann, Helen; Murray, Séan

doi:10.1080/07294360.2013.777032

Cited by 76 publications

(63 citation statements)

References 26 publications

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“…Australian research suggests that among university student populations more than half are unlikely to seek help for mental health issues (Stallman & Shochet, 2009;Wynaden, Wichmann, & Murray, 2013). Students report not wanting to be seen as less capable than their peers and/or not knowing where to seek help.…”

Section: Help-seekingmentioning

confidence: 99%

Under the Radar: The Mental Health of Australian University Students

Browne¹

2017

JANZSSA

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Section: Help-seekingmentioning

confidence: 99%

Under the Radar: The Mental Health of Australian University Students

Browne¹

2017

JANZSSA

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“…It was revealed that constancy was the strongest predictor of both environmental mastery and purpose in life. Constancy that reflects determination, personal responsibility, and an uncompromising attitude can make sense as managing the multiple and complex appeals of student life (Scanlon et al, 2010;Wynaden et al, 2013) will likely require deep commitment and persistence.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of sport mental toughness and psychological wellbeing in undergraduate student athletes

Miçooğullari¹,

Odek²,

Beyaz³

2017

Educ. Res. Rev.

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This study aims to evaluate the relationships between sport mental toughness (SMT) and psychological wellbeing (PWB) of undergraduate student athletes. Mental toughness represents the ability of a person to cope with the demands of training and competition, increased determination, focus, confidence, and maintain control under pressure. Mental toughness has been explained as the ability of an athlete to cope with the requests of practice and competition, improved determination, focus, self-confidence and keeping control under pressure. The concept of PWB has been introduced in eudaimonic part as the realization of potential through some form of struggle. The sample of the study constituted by 130 participants from two Turkish universities, included participants from a Physical Education and Sport Education program from four years of standard undergraduate study. To assess mental toughness, the Sports Mental Toughness Questionnaire (SMTQ) (Sheard et al., 2009) was administered; while to assess PWB, Ryff's PWB scale (1989a) were given to volunteer participants. To identify the internal consistency of the validated questionnaires, Cronbach's alpha score was used. The relationship between SMT and PWB was identified by conduction of Pearson Product Moment Correlations. To check for age, gender and level of the study, the hierarchical multiple linear regression analyses was used to examine the predictive capacity of mental toughness on PWB. Multiple linear regression analyses' findings revealed that sub-dimensions of SMT were moderate to strong predictors of PWB with between 40 and 66% of variance explained. Consequently, the demographic factors were not found to predict PWB. These results are consistent with the assumptions and continue to show the potential importance of SMT within the physical education and sports learning environments.

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“…Grades matter to millennials. Grade-related stress is driving growing rates of depression in college-age students (e.g., Wynaden, Wichmann, & Murray, 2013). As Wilson and Gerber (2008) highlighted, students question the assumption that "admission to college confirms that one is actually equal to the task" (p. 34).…”

Section: Kirstie Mcallummentioning

confidence: 99%

Scripting knowledge and experiences for millennial students

Hosek¹,

Titsworth²

2016

Communication Education

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Millennials, typically defined as people born between 1982 and 2004, will become the nation's largest living generation (Fry, 2015). More importantly, they are our current students. Millennials are socially and demographically defined as confident, connected, and agile; they use multiple modes of self-expression, have good relationships with their parental figures, and are poised to be the most educated generation in American history.Millennial students are immersed in a digital world governed by codes and scripts. Coders create programs from scratch. We interact with code when we launch most programs like Microsoft Word or a web browser. Alternatively, scripting uses programing environments (or middleware) in which combinations of stock commands are used. Many applications are created in JavaScript, for instance, which allows designers to combine ready-made scripts to produce unique experiences. Coding gives ultimate control but is laborious; scripting is less open-ended but is quick and nimble. The difference in coding and scripting is a meaningful metaphor through which educators can understand millennial students. Stated simply, our students increasingly use scripting as a guiding metaphor for life. Rather than building knowledge from scratch, they are more likely to repurpose, recycle, and reuse information from others for their own creative purposes. We expand on this observation and discuss implications for both teaching and research.Instructional communication researchers typically use a rhetorical or relational approach to guide their research, and either approach can focus on linear or singular cause-and-effect outcomes (Mottet & Beebe, 2006). These approaches have spurred meaningful research in our field; however, implicit metaphors within each approach guide curricular choices that differ from the expectations, or needs, of students in our classrooms. We interrogate two traditional metaphors for teaching and learning before turning to our discussion of the scripting metaphor.The information processing metaphor views students as processors of information, akin to how a computer takes in information and produces output. Information processing is related to the rhetorical perspective of instructional communication (see Mottet & Beebe, 2006), which suggests that teacher behaviors (i.e. the process) impact student learning (i.e. the product). Scholars who critique the process-product metaphor argue that it provides an incomplete picture of learning because it devalues the complex relationships in the learning environment (Hendrix, Jackson, & Warren, 2003)-relationships that are likely to become more complex for millennials and their teachers.The constructivist metaphor highlights how teachers and students cocreate learning environments, and it most closely relates to Mottet and Beebe's (2006) relational perspective on instructional communication. Through learning experiences, students and teachers share meaning in ways that allow them to arrive at mutual understanding of information. While this metaphor ...

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A synopsis of the mental health concerns of university students: results of a text-based online survey from one Australian university

Cited by 76 publications

References 26 publications

Under the Radar: The Mental Health of Australian University Students

Under the Radar: The Mental Health of Australian University Students

Evaluation of sport mental toughness and psychological wellbeing in undergraduate student athletes

Scripting knowledge and experiences for millennial students

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