Social Support Among Male Undergraduates: A Systematic Review

Morris, J A

doi:10.33225/pec/20.78.235

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…The results in the current study are also in line with findings from previous research suggesting that the initial stages of transition to university can be more challenging for female students, compared to males (Cage et al, 2021 ; Charalambous, 2020 ). This finding may also be interpreted in line with Poots and Cassidy ( 2020 ) finding that female students place more expectations on themselves than male students, or to other gender-related differences in recognising and naming social support and stress (Morris, 2020 ). While recognising that social support and stress are individual experiences, female and male students do appear to experience both social support and stress differently (Zamani-Alavijeh et al, 2017 ).…”

Section: Discussionsupporting

confidence: 80%

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

McLean

Gaul

Penco

2022

Int J Ment Health Addiction

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Social support is consistently associated with positive outcomes for students, in terms of wellbeing and academic achievement. For first year students, social support offers a way to deal with stressors associated with the challenge of transitioning to university. The current research was conducted with a range of first year students ( n = 315) early in their first semester in university. Both male and female students reported moderate levels of social support and perceived stress, while those with higher levels of social support reported lower levels of stress. Gender differences were apparent in both the levels and sources of social support that students perceived as available to them. Female students reported higher levels of social support and stress than males, suggesting that university initiatives for enhancing social support and dealing with stress may require a gender-specific focus. The results are discussed in terms of recommendations for developing students’ social supports during first year, in order to mitigate for the experience of stress and to enhance student experience of their educational journey.

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Section: Discussionsupporting

confidence: 80%

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

McLean

Gaul

Penco

2022

Int J Ment Health Addiction

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“…The scientific literature recognizes that social support is an important protective factor against the development of depression for university student-athletes ( 34 , 78 ). Graupensperger et al ( 16 ) found that college student-athletes who received more social support and maintained a stronger connection with teammates had better mental health during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

Symptoms of mental illness among university student-athletes during the second wave of the COVID-19 pandemic lockdown in Canada

Boudreault

Labossière

Gauthier

et al. 2022

Front. Sports Act. Living

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The COVID-19 pandemic lockdown disrupted the university sports season and had negative consequences on the academic and personal life of university student-athletes, resulting in several psychological challenges. The goal of this study is to document the symptoms of mental illness among university student-athletes during the second wave of the COVID-19 pandemic lockdown in Canada. It aims to (a) assess the prevalence of mental illness symptoms (anxiety, depression, disordered eating, and dangerous drinking) among university student-athletes and (b) identify which sociodemographic and sports characteristics, pandemic impacts, and levels of perceived stress most influence these symptoms. A total of 424 university student-athletes completed an online survey, which included questions on mental illness and the impact of the pandemic lockdown. The results revealed a notable prevalence of the symptoms of mental illness; depressive symptoms are reported by 37.9% of the participants, anxiety symptoms by 24.9%, dangerous drinking symptoms by 10.1%, and disordered eating by 8.6%. In addition, being female [OR = 0.56, 95% CI (0.33, 0.95)] or a member of a visible minority group [OR = 2.63, 95% CI (1.02, 6.78)] are significantly associated with the presence of depressive symptoms. Low academic motivation has a significant negative influence on the presence of depressive [OR = 3.37, 95% CI (1.82, 6.25)] and anxiety symptoms [OR = 2.75, 95% CI (1.35, 5.62)]. However, the presence of perceived stress was strongly associated with depressive [OR = 7.07, 95% CI (3.26, 15.35)], anxiety [OR = 6.51, 95% CI (3.30, 12.84)], and dangerous drinking symptoms [OR = 5.74, 95% CI (2.51, 13.14)]. This study advocates for specific mental illness prevention and treatment resources tailored to the unique needs of university student-athletes. Accordingly, partnerships and practical interventions to support university student-athletes' mental health are presented.

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“…They were categorized into four categories (investigate subjects; level of education; methods and strategies; and difficulties arising from the investigation). In this study, the categories were based on some of those already established in the literature and used in the paper developed by groups that perform systematic review (Gallardo, 2020;Morris III, 2020;Lee et al, 2009;Teo et al, 2014;Vojíří & Rusek, 2019).…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Limitations of Teaching and Learning Redox: A Systematic Review

Goes

Nogueira

Fernandez

2020

PEC

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Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the ‘redox reactions’ topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties. Keywords: education proposals, learning difficulties, redox reactions, state of the art

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Social Support Among Male Undergraduates: A Systematic Review

Cited by 3 publications

References 28 publications

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

Symptoms of mental illness among university student-athletes during the second wave of the COVID-19 pandemic lockdown in Canada

Limitations of Teaching and Learning Redox: A Systematic Review

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