Stress, self-compassion, and well-being during the transition to college

Kroshus, Emily; Hawrilenko, Matt; Browning, Anne

doi:10.1016/j.socscimed.2020.113514

Cited by 58 publications

(49 citation statements)

References 73 publications

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“…College counseling personnel and related mental health professionals could work toward educating college students on how being a female and using self-blame as a coping strategy are significant risk factors as they could lead to higher levels of social anxiety. Mental health interventions especially designed to increase acceptance, self-compassion and mindfulness could be adopted while working with female college students, who tend to experience more chronic stressors during the school year, to overcome social anxiety and using self-blame as a coping strategy (Kroshus et al, 2021;Smeets et al, 2014;Stefan et al, 2018). In addition, multiple studies state that social anxiety predicts the onset of depressive disorders either by itself or via mediating variables (Grant et al, 2014;Kessler et al, 1999;Stein & Stein, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…This calls for an increased focus in preventing and treating social anxiety, by college counseling personnel, which could also prevent the development of mood disorders (Kessler et al, 1999). Interventions aimed at improving self-compassion levels and utilizing mindfulnessbased stress reduction (MBSR) programs could help with successful transitions into college life and lower social anxiety (Kroshus et al, 2021;Stefan et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Social Anxiety, Depression, Coping Self-Efficacy, and Coping Strategies Among College Students

Dugyala¹,

Poyrazlı²

2021

PERR

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The transition to college and its associated social challenges could trigger social anxiety and depression among young college students. There is a paucity of literature relating coping self-efficacy, coping strategies, social anxiety and depression. The current study aims to fill this gap by finding the contributions of gender, coping self-efficacy (CSE), and coping strategies onto the levels of social anxiety and depression among college students. It also aims to find race-ethnicity differences, considering students’ level of social anxiety and depression. One hundred and fifty-eight students were recruited from the undergraduate psychology subject pool at a northeastern university. The Liebowitz Social Anxiety Scale, Diagnostic Inventory for Depression, Coping Self-Efficacy Scale and Brief COPE were used to measure the study variables. A one-way ANOVA and simultaneous multiple linear regression analyses were conducted to examine data. There were no significant race-ethnicity differences in social anxiety, depressive symptom severity, psychosocial impairment, and quality of life. However, gender and self-blame significantly predicted social anxiety; substance use, behavioral disengagement, and self-blame significantly predicted depressive symptom severity; and social support CSE significantly predicted psychosocial impairment. Gender, dysfunctional coping strategies and social-support CSE were significantly associated with social anxiety and depression among college students. The results have important implications for treatment intervention and outreach by college counseling personnel.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Social Anxiety, Depression, Coping Self-Efficacy, and Coping Strategies Among College Students

Dugyala¹,

Poyrazlı²

2021

PERR

View full text Add to dashboard Cite

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“…It is hypothesised that one of the strongest and most consistent positive predictors of successful transition to higher education, particularly for students dealing with mental health problems, is self-compassion [49]. Self-compassion as a concept appears to be at odds with some facets of professional identity articulated by our participants.…”

Section: Self-compassionmentioning

confidence: 81%

Why do students struggle in their first year of medical school? A qualitative study of student voices

2022

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Background Struggling at medical school incorporates academic failure, course disruption and early course exit. Struggling is usually multi-factorial involving academic, personal, financial and health factors. Struggling students may fail to engage with available support. First year students are particularly susceptible as they transition to university and a professional career. Methods The study aim was to explore medical students’ own voices on struggling and assess how they match up to existing literature. During one academic year, all first year medical students at the University of Birmingham (UK) who opted to leave or were required to withdraw (n = 52) were asked to participate in an individual exit interview. Fifteen students responded and fourteen (27%) agreed to be interviewed. Interviews were face to face (n = 10), telephone (n = 3) and via email (n = 1). Interviews were unstructured and led by a general open question. Framework analysis identified key data themes. Results Students described year one of medical school as a critical transition. They simultaneously needed to adapt to being a university student, a medical student and a doctor. A six-group typology of students emerged, each of which struggled with one or more of these adaptations. The groups were: wrong degree choice, mental health problems, acute crisis, at capacity, slow starter and family rock. Some students experienced an isolated problem from within this typology. Most had a multi-factorial story of struggling. Mental health problems and acute crises were the most common issues. Early professional identity formation was a key hurdle. Help-seeking behaviours were varied. Conclusions This study explores the narratives of medical students who struggled from an early stage and presents a data-driven typology of their issues. It advances existing qualitative understanding of this topic, which to date is predominantly derived from educator perceptions and not specific to early course issues. Although our results broadly cohere with existing knowledge, we also present novel findings which may reflect our focus on first year students. Issues around early professional identity formation may reflect the increasing emphasis on professionalism in medical school curricula. Listening to these narratives could help university staff to identify students at risk of struggling for targeted support.

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“…In particular, the first year of college marks a key transitional period when students need to navigate new social and academic challenges, and are exposed to more peer drinking, which can be stressful and associated with heightened risk for alcohol use and mental health problems [6,7]. Indeed, first-year college students who experience higher levels of stress during this transitional period are at higher risk for alcohol use and related consequences, anxiety, and depression [8,9]. This risk could be further exacerbated by making this transition to college during the novel coronavirus disease 2019 (COVID-19) pandemic, a time with numerous uncertainties, social and physical isolation, and COVID-19 related stressors (e.g., health and safety concerns) [10,11].…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Related Stressors, Parent–Child Relationship, and Alcohol Use and Mental Health Profiles Among White and Hispanic/Latinx First-Year College Students

Conroy

Trevino

et al. 2022

Child Psychiatry Hum Dev

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Transitioning to college during the novel coronavirus disease 2019 (COVID-19) pandemic may increase risk for alcohol use and mental health problems. We examined how COVID-19 related stressors and parent-child relationships are independently and interactively associated with alcohol use and mental health profiles in a sample of first-year college students (N = 425, 34.8% Hispanic/Latinx; 74.9% female) who completed an online survey in October 2020. Latent profile analysis identified four profiles: well-adjusted (53.2%), mental health problems only (21.6%), alcohol use only (17.4%), and comorbid (7.8%). COVID-19 related stressful events increased risk of being in the alcohol use only and comorbid profiles, whereas COVID-19 related worries increased risk of being in the mental health problems only profile. Parent-child relationship quality lowered risk of being in the mental health problems only and the comorbid profiles. In addition, parent-child relationship quality moderated the role of COVID-19 related worries such that COVID-19 related worries were associated with lower odds of being in the comorbid profile when parent-child relationship quality was high but not when parent-child relationship quality was low. Strengthening parent-child relationship quality appears important for promoting college students' well-being.

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Stress, self-compassion, and well-being during the transition to college

Cited by 58 publications

References 73 publications

Social Anxiety, Depression, Coping Self-Efficacy, and Coping Strategies Among College Students

Social Anxiety, Depression, Coping Self-Efficacy, and Coping Strategies Among College Students

Why do students struggle in their first year of medical school? A qualitative study of student voices

COVID-19 Related Stressors, Parent–Child Relationship, and Alcohol Use and Mental Health Profiles Among White and Hispanic/Latinx First-Year College Students

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