Explaining the association between subjective social status and mental health among university students using an impact ratings approach

Rubin, Mark

doi:10.1007/s43545-020-00031-3

Cited by 14 publications

(25 citation statements)

References 36 publications

(62 reference statements)

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“…This study also found that younger adult students (aged 18-24 years) had more symptoms of anxiety and depression during COVID-19 than older adult students (≥25 years), supporting our findings of differences between undergraduate and postgraduate students. Although evidence indicates gender and social status differences in stress and anxiety pre-pandemic [29,30], it is possible that the pandemic may deepen these discrepancies. For example, the competing demands of caring responsibilities and online study are more likely to affect women than men, and those with lower social status may not have the same access to the resources they need or adequate internet connectivity to enable them to conduct their studies online.…”

Section: Discussionmentioning

confidence: 99%

Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19

Dodd

Dadaczynski

Okan

et al. 2021

IJERPH

248

246

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COVID-19 has created significant challenges for higher education institutions and major disruptions in teaching and learning. To explore the psychological wellbeing of domestic and international university students during the COVID-19 pandemic, an online cross-sectional survey recruited 787 university students (18+ years) currently studying at an Australian university. In total, 86.8% reported that COVID-19 had significantly impacted their studies. Overall, 34.7% of students reported a sufficient level of wellbeing, while 33.8% showed low wellbeing and 31.5% very low wellbeing. Wellbeing was significantly higher in postgraduate students compared with undergraduate students. Future anxiety was significantly greater among undergraduate than postgraduate students. Multivariable regression models showed female gender, low subjective social status, negative overall learning experience or reporting COVID-19 having a huge impact on study, were associated with lower wellbeing in the first few months (May–July) of the pandemic. Supporting the health, wellbeing, and learning experiences of all students should be of high priority now and post-pandemic. Strategies specifically targeting female students, and those with low self-reported social status are urgently needed to avoid exacerbating existing disparities.

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Section: Discussionmentioning

confidence: 99%

Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19

Dodd

Dadaczynski

Okan

et al. 2021

IJERPH

248

246

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show abstract

“…In this period, which coincides with the transition from adolescence to adulthood, there are other personal, economic, and social factors that appear and affect personality, understanding of life, and socioemotional balance [8,9]. When students become adults and move to the university, they may become geographically independent because they leave their families to move to the city, which is another great challenge that many students have to face [10]. Thus, the transition to the university stage includes changes in the social, academic, and personal spheres of the individual, which tends to generate stress and anxiety in university students [11,12].…”

Section: Academic Stress In the University Contextmentioning

confidence: 99%

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

García‐Martínez

Navío

Ferra

et al. 2021

Behavioral Sciences

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Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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“…A further advantage of Rubin's (2021) subjective impact ratings approach is that it taps into both the population prevalence and subjective impact of issues on mental health. For example, although workers' drug use may a have a relatively large negative impact on their mental health (i.e., high individual-level impact), only a relatively small proportion of workers may use drugs (i.e., low population prevalence), leading to a low mean impact rating at the population level.…”

Section: The Current Studymentioning

confidence: 99%

“…In this case, site-wide interventions addressing dietary choices are more likely to have a greater impact on mental health at the population level than interventions that address drug use. Hence, Rubin's (2021) subjective impact ratings approach is well-suited to inform efficient site-wide mental health intervention programs.…”

Section: The Current Studymentioning

confidence: 99%

“…The second, subjective approach is to ask FIFO workers to indicate the extent to which they believe that various factors (e.g., alcohol consumption and sleep quality) have negatively affected their mental health. Juniper et al (2012) and Rubin (2021) have used this second approach to investigate university students' mental health. However, this subjective impact ratings approach remains untested in the workplace.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Issues affecting mental health at a fly‐in‐fly‐out mine site: A subjective impact ratings approach

Turner

Rubin

2022

J Applied Social Pyschol

Self Cite

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Around a third of fly-in fly-out (FIFO) workers in Australia experience relatively high levels of psychological distress. Although a wide range of associated workplace stressors have been proposed in this context, it is unclear to what extent FIFO workers perceive these stressors as having an impact on their mental health. Identifying the issues that workers perceive as having the greatest impact on their mental health can guide the development of interventions in this area.Thus, this cross-sectional study sampled 742 FIFO workers from a large mine site in Australia to identify which workplace issues were perceived to have the greatest negative impact on their mental health. Of the 32 issues measured, we found that the top ranked issues related to a lack of control at work, lack of sleep, missing home, and poor physical health. These key issues also predicted poorer recent mental health. Based on these findings, several recommendations are put forward for future on-site wellness promotion programs, including (a) providing workers with more control and autonomy in their work roles, (b) improving sleep hygiene, (c) facilitating regular communication with family and loved ones, and (d) introducing exercise programs and supporting a healthy diet. This type of proactive consultative approach to mental health issues at FIFO sites cannot only mitigate the increased risk of poor mental health but also foster a more cohesive workplace culture.

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Explaining the association between subjective social status and mental health among university students using an impact ratings approach

Cited by 14 publications

References 36 publications

Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19

Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Issues affecting mental health at a fly‐in‐fly‐out mine site: A subjective impact ratings approach

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