Lau S.S.S.; Shum E.N.Y.; Man J.O.T.; Cheung E.T.H.; Amoah P.A.; Leung A.Y.M.; Okan O.; Dadaczynski K.

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic

International Journal of Environmental Research and Public Health

The health and well-being of school leaders during the COVID-19 pandemic have been largely neglected compared to the health and well-being of students and teachers. This study assessed the magnitude of perceived stress and well-being and the associated factors, including number of working hours, work-related sense of coherence (work-SoC), perceived stress, self-endangering work behaviour, secondary burnout symptoms, and satisfaction with work, among school leaders in Hong Kong, China during the COVID-19 pandemic. This cross-sectional, survey-based study collected demographic data and mental health measurements from 259 eligible school leaders in Hong Kong from April 2021 to February 2022. Pearson’s correlation analyses, multilinear regression models, and independent-samples Student’s t-tests were performed. The findings revealed that school leaders’ perceived stress was negatively correlated with their well-being (r = −0.544, p < 0.01) and work-related SoC (r = −0.327, p < 0.01) but positively correlated with their extensification of work (r = 0.473, p < 0.01), exhaustion related to work situations (r = 0.559, p < 0.01), and psychosomatic complaints (r = 0.439, p < 0.01). In a model that adjusted for gender and age, student leaders with higher subjective well-being scores had a lower level of perceived stress (B = −0.031; 95% confidence interval [CI], −0.59, −0.02; p = 0.034), whereas leaders in schools with a larger student population had a higher level of perceived stress (B = 0.002; 95% CI, 0.000, 0.003; p = 0.030). School leaders with a higher likelihood of performing the self-endangering work behaviour of ‘intensification of work’ had higher perceived stress levels (B = 1.497; 95% CI, 0.717, 2.278; p < 0.001). School leaders with a higher work-related SoC (B = 4.20; 95% CI, 1.290, 7.106; p = 0.005) had a higher level of well-being. School leaders with higher levels of perceived stress (B = −0.734; 95% CI, −1.423, −0.044; p = 0.037), a higher likelihood of performing the self-endangering work behaviour of ‘extensification of work’ (B = −4.846; 95% CI, −8.543, −1.149; p = 0.010), and a higher score for exhaustion related to work (B = −10.449; 95% CI, −13.864, −7.033; p = 0.000) showed lower levels of well-being. The finding of a high incidence of stress among school leadership justifies the need for more societal attention to the well-being of school leaders in Hong Kong. It is important that policies and initiatives are designed to enhance the well-being of school leaders and that they are supported in leading the management of schools and coping with stress in school settings. © 2022 by the authors.

COVID-19; education; leadership; occupational well-being; school leaders; school management; school principals; stress

Salimzadeh R.; Hall N.C.; Saroyan A.

Stress, emotion regulation, and well-being among canadian faculty members in research-intensive universities

Existing research reveals the academic profession to be stressful and emotion-laden. Recent evidence further shows job-related stress and emotion regulation to impact faculty well-being and productivity. The present study recruited 414 Canadian faculty members from 13 English-speaking research-intensive universities. We examined the associations between perceived stressors, emotion regulation strategies, including reappraisal, suppression, adaptive upregulation of positive emotions, maladaptive downregulation of positive emotions, as well as adaptive and maladaptive downregulation of negative emotions, and well-being outcomes (emotional exhaustion, job satisfaction, quitting intentions, psychological maladjustment, and illness symptoms). Additionally, the study explored the moderating role of stress, gender, and years of experience in the link between emotion regulation and well-being as well as the interactions between adaptive and maladaptive emotion regulation strategies in predicting well-being. The results revealed that cognitive reappraisal was a health-beneficial strategy, whereas suppression and maladaptive strategies for downregulating positive and negative emotions were detrimental. Strategies previously defined as adaptive for downregulating negative emotions and upregulating positive emotions did not significantly predict well-being. In contrast, strategies for downregulating negative emotions previously defined as dysfunctional showed the strongest maladaptive associations with ill health. Practical implications and directions for future research are also discussed. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.

Emotion regulation; Health; Post-secondary faculty; Stress; Well-being

Moore A.; Nguyen A.; Rivas S.; Bany-Mohammed A.; Majeika J.; Martinez L.

A qualitative examination of the impacts of financial stress on college students’ well-being: Insights from a large, private institution

Objective: This qualitative research aims to provide deeper insight into college students’ experiences by examining the impact of financial stress on their well-being. Methods: Four focus groups were conducted at a large, private, urban university in the United States over the course of 1 month, each lasting approximately 1 h. Facilitators used a structured moderator guide to maintain consistency. Four focus groups were conducted and a total of 30 students participated. Students were primarily Asian (66.7%) and White (30.0%), and a majority were female (86.7%). Student participants were 43.3% undergraduate and 56.6% graduate. Transcripts were analyzed in Atlas.ti 8 software using line-by-line open coding guided by the principles of qualitative content analysis. An inductive approach was utilized to code the data. Emergent categories and concepts were then organized hierarchically into themes and subthemes. Results: Two overarching themes emerged from the focus group analysis. In these students’ perspectives, financial stress impedes their ability to succeed academically. Another major theme is the impact of finances on students’ social lives. Students experiencing financial stress find it challenging to navigate relationships with wealthier peers, often leading to feelings of isolation and embarrassment. Conclusion: Given the reported negative impact on students’ well-being, further research is needed to determine methods for mitigating financial stress. © The Author(s) 2021.

college students; Financial stress; focus groups; qualitative analysis; well-being

10.1177/20503121211018122

The mediating effect of resilience on the relationship between the academic burnout and psychological well-being of medical students

Korean Journal of Medical Education

Purpose: This study aimed to examine the medicating effect of resilience on the relationship between academic burnout and psychological well-being of medical students. Methods: The participants were a group of 97 medical students. Scales measuring Maslach Burnout Inventory-Student Survey, Ryff's Psychological Well-Being, and Korean Resilience Quotient-53 were utilized. The data were analyzed by descriptive statistics, correlation analysis, t-test, and multiple regression analyses using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA). Results: According to the study results, the medical students' psychological well-being was negatively correlated with their academic burnout and positively correlated with their resilience; the degree of academic burnout experienced by the first and second year preclinical students was greater than that experienced by the third and fourth year clinical students; the male students' average score for cynicism was higher than that of the female students; and the significant effects of academic burnout on the medical students' psychological well-being were mediated by resilience. Conclusion: It was confirmed that medical students' academic burnout and resilience are significant factors that explain their psychological well-being; resilience is also an important variable in improving psychological well-being. This suggests that education and counseling support are needed to increase medical students' resilience in order to increase their psychological well-being. © The Korean Society of Medical Education. All rights reserved.

Burnout; Medical student; Psychological well-being; Resilience

Korean Society of Medical Education

Mcloughlin C.; Abdalla A.; O’Callaghan A.K.; Casey S.; Barrett E.

The Impact of COVID-19 on Burnout, Psychological Well-being, and Work Satisfaction in Psychiatry Trainees in Ireland

Objective: Prior to the pandemic, trainee doctors were at higher risk of psychological ill health. There is limited evidence measuring the impact of COVID-19 on psychiatry trainees. This study evaluates levels of burnout, work satisfaction, and psychological well-being in psychiatry junior doctors in Ireland and identifies potential contributing factors. Methods: The authors carried out a cross-sectional online survey measuring demographic and work-related variables. Questions including exposure to COVID-19 and stress-related factors were included. We evaluated burnout, work satisfaction, and psychological well-being using the Abbreviated-Maslach Burnout Inventory, Basic Needs Satisfaction at Work Scale, and WHO-5 Well-being Index. Results: One hundred and five doctors responded (21%). The biggest stressor reported was reduced face-to-face contact with family and friends (73%). Forty one percent reported weekly supervision changes. Sixty five percent met the criteria for burnout, compared with 36.2% in 2018. Significant factors associated with burnout included staff shortages, longer hours, and less experience. Changes in supervision and working in non-European Working Time Directive compliant rotas were associated with lower scores across all subdomains of the BNSW Scale. The WHO-5 Well-being Index identified 48% scored low in personal well-being, indicating these trainees met the threshold for depression. Changes in regular supervision (p=0.010) were a significant predictor of low personal well-being. Conclusions: High prevalence of burnout and low levels of well-being in this vulnerable cohort, particularly those who are inexperienced, have changes in supervision, and working longer hours is concerning. This study highlights the importance of regular supervision and support for this group. © 2022, The Author(s).

Burnout; Education and training; Satisfaction; Supervision; Well-being

Springer Science and Business Media Deutschland GmbH

10.1007/s40596-022-01633-0

Tay J.L.; Goh Y.S.S.; Sim K.; Klainin-Yobas P.

Impact of the HOPE Intervention on Mental Health Literacy, Psychological Well-Being and Stress Levels amongst University Undergraduates: A Randomised Controlled Trial

International Journal of Environmental Research and Public Health

Mental health literacy (MHL) promotes mental health among youths. We aimed to evaluate the effectiveness of the newly developed HOPE intervention in improving depression literacy, anxiety literacy, psychological well-being, and reducing personal stigma and stress levels amongst young adults at a university in Singapore. After two pilot studies, we conducted a randomised controlled trial (RCT) and recruited 174 participants aged 18–24 years old through social media platforms. The HOPE intervention group received four online sessions over two weeks and the control group received online inspirational quotes. Study outcomes were measured with self-reported questionnaires and they were assessed at baseline, post-intervention, and two-month follow-up (ClinicalTrials.gov: NCT04266119). Compared with the control arm, the intervention group was associated with increased depression and anxiety literacy levels at post-intervention and two-month follow-up. In addition, personal stigma for depression was reduced at the post-intervention juncture. However, there were no statistically significant changes in the ratings of psychological well-being and stress levels between the two groups. Longitudinal studies with larger sample sizes are warranted to replicate and extend the extant findings. © 2022 by the authors.

anxiety literacy; depression literacy; mental health literacy; psychological well-being; stress; university students

Barbayannis G.; Bandari M.; Zheng X.; Baquerizo H.; Pecor K.W.; Ming X.

Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19

Frontiers in Psychology

Academic stress may be the single most dominant stress factor that affects the mental well-being of college students. Some groups of students may experience more stress than others, and the coronavirus disease 19 (COVID-19) pandemic could further complicate the stress response. We surveyed 843 college students and evaluated whether academic stress levels affected their mental health, and if so, whether there were specific vulnerable groups by gender, race/ethnicity, year of study, and reaction to the pandemic. Using a combination of scores from the Perception of Academic Stress Scale (PAS) and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), we found a significant correlation between worse academic stress and poor mental well-being in all the students, who also reported an exacerbation of stress in response to the pandemic. In addition, SWEMWBS scores revealed the lowest mental health and highest academic stress in non-binary individuals, and the opposite trend was observed for both the measures in men. Furthermore, women and non-binary students reported higher academic stress than men, as indicated by PAS scores. The same pattern held as a reaction to COVID-19-related stress. PAS scores and responses to the pandemic varied by the year of study, but no obvious patterns emerged. These results indicate that academic stress in college is significantly correlated to psychological well-being in the students who responded to this survey. In addition, some groups of college students are more affected by stress than others, and additional resources and support should be provided to them. Copyright © 2022 Barbayannis, Bandari, Zheng, Baquerizo, Pecor and Ming.

academic stress; college students; COVID-19; Perception of Academic Stress; Short Warwick-Edinburgh Mental Well-Being Scale; well-being

10.3389/fpsyg.2022.886344

Waller M.; Lissner L.; Hange D.; Sundh V.; Blomstrand A.; Björkelund C.

Well-being and mental stress in the population study of women in Gothenburg, Sweden: cohort comparisons from 1980 to 2016 of 36-year trends and socioeconomic disparities in 38-and 50-year old women

Background: Women’s lives have dramatically changed in recent decades as evidenced by trends in educational attainment, employment outside the home, income, and other socioeconomic factors. Self-reported health in 18–70 year old women has been reported to be significantly lower than in men. In Sweden, the 2005 National Public Health Report showed that stressful work environments have become more common, especially for women. The purpose of the study was to monitor trends in well-being and perceived mental stress in the populations of 38- and 50-year-old women and to examine associations with socioeconomic position (SEP). Subjects: In 1980, 2004, and 2017, population-based samples of 38- and 50-year old women were recruited into the Prospective Population Study of Women in Gothenburg (PPSWG), Sweden. This population-based study included participants from selected birth cohorts to participate in health examinations, at similar ages and with similar protocols on each occasion. Methods: Birth cohort comparisons between three representative samples of 38- and 50-year-old women. Well-being (scale 1–7) and perceived mental stress (scale 1–6) based on questionnaires were the main outcomes studied in relation to time. Socioeconomic position (SEP) based on socio-occupational group, i.e. occupational and educational level combined, were examined as correlates of well-being and mental stress at different points in time. Results: Perception of good well-being increased in generations of 50-year-old women between 1980 to 2016, but no significant time trends were seen in 38-year-old women. Perception of high mental stress increased between 1980 and 2016, for both 38-and 50-year-old women. Belonging to a low socio-occupational group was associated with lower perceived well-being in 1980 but not in 2016. Belonging to a low socio-occupational group was not associated with perceived mental stress at any examination. Conclusions: Contemporary women of today have generally higher perceptions of well-being but also higher mental stress regardless of belonging to low or high socio-occupational group. Associations between poor well-being and belonging to a low socio-occupational group that were observed in 1980 and 2004 were not observed in 2016. The Prospective Population Study of Women in Gothenburg, Sweden was approved by the ethics committee of University of Gothenburg (Dnr 65–80; Ö564–03; 258–16). The studies comply with the Declaration of Helsinki and informed consent has been obtained from the subjects. © 2021, The Author(s).

Birth cohort comparisons; Mental stress; Socioeconomic position; Trends over time; Well-being; Women

10.1186/s12889-021-10937-z

Bowen A.; Chen Y.M.; Kodam R.S.; Odoi J.A.; Anto-Ocrah M.

“At Least Somebody Sees You as a Hero”: Fatherhood Stress and Well-Being in Ghana

American Journal of Men's Health

Fathers’ mental health and behaviors influence child development and partner well-being, yet paternal stress and well-being are frequently overlooked; especially in non-Western settings. The aim of this mixed-methods study was to quantitatively assess the impact of parenting stress on fathers’ overall well-being in Ghana, West Africa; while qualitatively delving into their lived experiences as fathers. We used a qual/quant mixed-methods approach in this study. The study was conducted in three distinct locations in Ghana (a) Ada, a rural community on the Southeastern coast; (b) Kumasi, an urban setting in upper Southern Ghana; and (c) Sunyani, a peri-urban setting in West-central Ghana. Paternal stress was measured with the Aggravation in Parenting Scale (APS) and well-being was assessed using the Secure Flourishing Index (SFI). Textual data from focus group interviews were sorted using inductive coding and aggregated into overarching themes. Thirty-eight Ghanaian fathers ages 21 to 74 years participated in the study, average age 43 (±12.12 SD), median 39.5. Correlation analyses showed a strong, negative association between paternal stress and well-being (R = −0.63; p <.0001), which was supported in linear regression models (β = −1.04; 95% CI: −1.62, −0.45; p<.0001). Emergent themes of fatherhood stress included financial (employment, food, education, and health care), social (norms and expectations), and psychological (mental work, discipline, relationships, and coping strategies) stressors. A fourth overarching theme of pride and joy in parenting permeated the interviews. Ghanaian fathers with higher parenting stress experience lower overall well-being. Identified stressors could guide interventions that bolster the well-being of fathers and their families. © The Author(s) 2022.

fatherhood; flourishing; Ghana; Maternal and Child Health; men’s health; parenting stress

10.1177/15579883221138185

Cat T.B.; El-Ibiary S.Y.; Lee K.C.

Evaluation of a Well-being Promotion (WelPro) Program on Advanced Pharmacy Practice Experience (APPE) Student Burnout

American journal of pharmaceutical education

OBJECTIVE: The objective of this study is to evaluate the Well-being Promotion (WelPro) program and its effect on burnout in Advanced Pharmacy Practice Experience (APPE) students at the University of California, San Francisco. METHODS: A longitudinal cohort study evaluating the WelPro program was conducted in the class of 2021 (Transformation, a 3-year all-year-round curriculum, and Pathway (P), a 4-year traditional curriculum) APPE students. The primary and secondary aims were to evaluate changes in emotional exhaustion (EE) scores from the beginning of year (BOY) to end of year (EOY) for the class of 2021 students and compare EOY EE scores between the classes of 2021 (P) and 2020 (P) students using the Maslach Burnout Inventory-Human Services Survey for Medical Personnel (MBI-HSS [MP]) survey. Independent and paired t tests were used to evaluate EE scores; Wilcoxon signed-rank test and Wilcoxon Mann-Whitney rank sum test were used to evaluate ordinal data. RESULTS: Evaluable survey response rates were 69.6% BOY and 57.7% EOY for the class of 2021 students and 78.7% EOY for the class of 2020 (P) students. No differences in EE scores were observed for the matched class of 2021 from BOY to EOY and between classes of 2021 (P) and 2020 (P) students. CONCLUSION: WelPro did not change EE scores for class of 2021 APPE students. Given multiple confounding factors in the study, additional studies are warranted to determine the effectiveness of such a program on APPE student burnout. Published by Elsevier Inc.

APPE; Burnout; Experiential education; Student; Well-being

Nong L.; Wu Y.-F.; Ye J.-H.; Liao C.; Wei C.

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

Frontiers in Psychology

The preschool education profession often faces many challenges and preschool teachers, as important members of the preschool education profession must respond to a variety of emergencies with young children, which also leads to high levels of job stress and can have a negative impact on their ongoing well-being. Past research has pointed out that a healthy lifestyle is one of the key factors in enhancing sustainable well-being in high-stress work situations and many studies have found that good leisure activity engagement as a healthy lifestyle is associated with higher levels of well-being. However, the relationship between preschool teachers’ leisure engagement and sustainable well-being has been less explored. Therefore, this study proposed seven research hypotheses based on the engagement theory proposed by Fredricks et al. (2004) and developed a research model to explore the relationship between three types of leisure engagement, including behavioral, affective and cognitive, and preschool teachers’ job stress and sustainable well-being, using age as a control variable. This study used a cross-sectional web-based questionnaire with a convenience sample of 500 preschool teachers in China. The collected data were analyzed for reliability and validity, model fit testing and structural equation modeling for model validation after removing invalid data and incomplete responses. The results of the study showed that (a) behavioral engagement was not related with either the job stress or sustainable well-being of preschool teachers; (b) Emotional and cognitive engagement were negatively related to job stress but positively related to the sustainable well-being of preschool teachers; and (c) Job stress was negatively related to the sustainable well-being of preschool teachers; (d) Age is an effective control variable. From the above results, it is clear that not all three types of leisure engagement are effective in terms of reducing the work stress of preschool teachers. As well as being related to the sustainable well-being of preschool teachers emotional and cognitive engagement contributed more to sustainable well-being acquisition. Copyright © 2022 Nong, Wu, Ye, Liao and Wei.

behavioral–emotional–cognitive; job stress; leisure engagement; preschool teachers; sustainable well-being

10.3389/fpsyg.2022.912275

Smith C.S.; Kennedy E.; Quick K.; Carrico C.K.; Saeed S.

Dental faculty well-being amid COVID-19 in fall 2020: A multi-site measure of burnout, loneliness, and resilience

Journal of Dental Education

Purpose/objectives: This study aimed to understand the impact of the COVID-19 pandemic on dental school faculty's self-reported burnout, loneliness, and resilience. Methods: A 34-item questionnaire composed of three previously validated scales – adapted Copenhagen Burnout Inventory, the brief resilience scale, and a short loneliness scale – and demographic information was sent by email to dental school faculty in four dental schools across the US during the sixth and seventh months of the COVID-19 pandemic. Results: Two-hundred sixteen (19.63%) of faculty invited to participate completed the survey. On a scale of five, with five indicating extreme burnout and one indicating no burnout, the average personal burnout was 2.7 (SD = 0.83), and work-related burnout (WRB) was 2.8 (SD = 0.83). Personal and WRB decreased with increasing age. WRB was significantly higher among full-time faculty, females, and those living alone. Faculty who lived alone experienced more loneliness than those who lived with others. Resilience was not a statistically significant difference across demographic groups. Regarding the impact of COVID-19 pandemic on their burnout, loneliness, and resilience on a scale ranging from “Never” (scored as 1) to “A great deal” (scored as 5), the average response for burnout was 3.3 (SD = 1.01), loneliness was 2.6 (SD = 1.10), and resilience was 2.8 (SD = 0.99). Conclusion(s): While self-reported burnout and resilience scores did not show a significant increase during the pandemic, the rates of burnout and loneliness remain higher than the public. Dental education has real challenges and opportunities to explore individual and organizational interventions to combat burnout and loneliness and enhance resilience among faculty. © 2021 American Dental Education Association.

burnout; faculty development; loneliness; organizational culture; resilience; well-being

John Wiley and Sons Inc

Ditton E.; Knott B.; Hodyl N.; Biostats G.; Horton G.; Oldmeadow C.; Walker F.R.; Nilsson M.

Evaluation of an App-Delivered Psychological Flexibility Skill Training Intervention for Medical Student Burnout and Well-being: Randomized Controlled Trial

Background: Physician burnout is a common problem, with onset frequently occurring during undergraduate education. Early intervention strategies that train medical students in psychological flexibility skills could support well-being and mitigate burnout risks associated with unmodifiable career stressors. There is a need for randomized controlled trials to assess effectiveness. As psychological flexibility varies contextually and among individuals, tailoring interventions may improve outcomes. Smartphone apps can facilitate individualization and accessibility, and the evaluation of this approach is an identified research priority. Objective: This study aimed to evaluate the effectiveness of a stand-alone app–delivered Acceptance and Commitment Training intervention for improving medical students’ self-reported burnout, well-being, psychological flexibility, and psychological distress outcomes. We aimed to explore whether an individualized app would demonstrate benefits over a nonindividualized version. Methods: This parallel randomized controlled trial was conducted with a sample of medical students from 2 Australian universities (N=143). Participants were randomly allocated to 1 of 3 intervention arms (individualized, nonindividualized, and waitlist) using a 1:1:1 allocation ratio. Individualized and nonindividualized participants were blinded to group allocation. The 5-week intervention included an introductory module (stage 1) and on-demand access to short skill training activities (stage 2), which students accessed at their own pace. Stage 2 was either nonindividualized or individualized to meet students’ identified psychological flexibility training needs. Results: The mean differences in change from baseline between the intervention groups and the waitlist group were not statistically significant for burnout outcomes: exhaustion (primary; individualized: −0.52, 95% CI −3.70 to 2.65, P=.75; nonindividualized: 1.60, 95% CI −1.84 to 5.03, P=.37), cynicism (individualized: −1.26, 95% CI −4.46 to 1.94, P=.44; nonindividualized: 1.00, 95% CI −2.45 to 4.46, P=.57), and academic efficacy (individualized: 0.94, 95% CI −0.90 to 2.79, P=.32; nonindividualized: 2.02, 95% CI 0.02-4.03, P=.05). Following the intervention, the individualized group demonstrated improved psychological flexibility (0.50, 95% CI 0.12-0.89; P=.01), reduced inflexibility (0.48, 95% CI −0.92 to −0.04; P=.04), and reduced stress (−6.89, 95% CI −12.01 to 5.99; P=.01), and the nonindividualized group demonstrated improved well-being (6.46, 95% CI 0.49-12.42; P=.04) and stress (−6.36, 95% CI −11.90 to −0.83; P=.03) compared with waitlist participants. Between-group differences for the individualized and nonindividualized arms were not statistically significant. High attrition (75/143, 52.4%) was observed. Conclusions: This trial provides early support for the potential benefits of Acceptance and Commitment Training for medical student well-being and psychological outcomes and demonstrates that psychological flexibility and inflexibility can be trained using a smartphone app. Although postintervention burnout outcomes were not statistically significant, improvements in secondary outcomes could indicate early risk mitigation. Replication studies with larger samples and longer-term follow-up are required, and future research should focus on improving implementation frameworks to increase engagement and optimize individualization methods. ©Elizabeth Ditton, Brendon Knott, Nicolette Hodyl, Graeme Horton, Christopher Oldmeadow, Frederick Rohan Walker, Michael Nilsson.

Acceptance and Commitment Training; app-delivered intervention; burnout; burnout interventions; digital intervention; individualized intervention; medical student; medicine; mHealth; mobile health; mobile phone; psychological; randomized; randomized controlled trial; RCT; stress; well-being

Brachtl S.; Ipser C.; Keser Aschenberger F.; Oppl S.; Oppl S.; Pakoy E.K.; Radinger G.

Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being

Smart Learning Environments

When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced to different extents. In many cases, the main locus of learning moved to students' homes, and their learning experiences were suddenly contextualized in their residential situation and immediate physical learning environment. The present study consequently examines the role of physical learning environments on different factors influencing students’ learning when pursuing their study from at home. It contrasts the situation of traditional students in a higher education institution and non-traditional students in an academic continuing education institution, which address target groups with different living conditions and needs in learning support. Data were collected via an online survey sent to students enrolled in these two institutions, with a total of 353 students participating during a timeframe impacted by COVID-related lockdowns. We found that stress and well-being is strongly linked to the quality of the surrounding environment of the learning place, whereas perceived motivation is more strongly related to the quality of the learning place itself. How strongly students are affected by these factors is moderated by their overall socio-spatial context. Academic continuing education students are more resilient to sub-optimal physical learning environment than traditional students. Altering the design of the immediate learning environment consequently can help to mitigate factors that negatively impact students’ well-being and learning motivation, which is particularly important for traditional students, who primarily dedicate their time to pursuing their studies. © 2023, The Author(s).

COVID-19 pandemic; Distance learning; Home learning environment; Non-traditional students; Physical learning space; Traditional students; Well-being

10.1186/s40561-023-00222-4

Cheng W.L.S.; Young P.M.C.; Luk K.K.H.

Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students

International Journal of Environmental Research and Public Health

Aims and objectives: To examine whether coping styles moderate the influence of stressors and psychological well-being in Hong Kong nursing students. Background: Stress could contribute to psychological distress in nursing students. Coping strategies are essential to mitigate psychological distress. So far, the moderating effects of coping between stressors and psychological well-being has not been thoroughly investigated. Design: This is a cross-sectional study conducted at four higher education institutions in Hong Kong. Methods: We recruited a convenience sample of 293 nursing students in February 2018. The Stressors in Nursing Students Scale-Chinese version (SINS-CN), Brief Cope Inventory-Chinese version (Brief COPE-C), and the Chinese version of the General Health Questionnaire-12 (C-GHQ-12) were used to measure the stressors, coping styles, and psychological well-being, respectively. Three multiple hierarchical linear regression models were used to identify the associations between the variables. Results: The stressors related to clinical learning, confidence, and personal problems were significant in explaining the psychological well-being. The coping strategies also predicted the psychological well-being and explained 44.5% of the variance. The coping strategy—accommodation—moderated the relationship between personal problems and psychological well-being. Conclusion: Problem-solving and accommodation types of coping were adaptive to stress and effective in promoting psychological well-being. However, using accommodation to cope with stressors related to personal problems will exacerbate the negative effects of the personal problems on the psychological well-being. Relevance to clinical practice: This study reveals the relationships between stressors, coping, and psychological well-being. Nurse educators must be aware of nursing student coping styles so they may devise strategies to promote effective coping to reduce the psychological distress among nursing students. © 2022 by the authors.

coping; nursing students; psychological well-being; stress

Luis E.; Bermejo-Martins E.; Martinez M.; Sarrionandia A.; Cortes C.; Oliveros E.Y.; Garces M.S.; Oron J.V.; Fernández-Berrocal P.

Relationship between self-care activities, stress and well-being during COVID-19 lockdown: A cross-cultural mediation model

Objectives To examine the mediation role of self-care between stress and psychological well-being in the general population of four countries and to assess the impact of sociodemographic variables on this relationship. Design Cross-sectional, online survey. Participants A stratified sample of confined general population (N=1082) from four Ibero-American countries - Chile (n=261), Colombia (n=268), Ecuador (n=282) and Spain (n=271) - balanced by age and gender. Primary outcomes measures Sociodemographic information (age, gender, country, education and income level), information related to COVID-19 lockdown (number of days in quarantine, number of people with whom the individuals live, absence/presence of adults and minors in charge and attitude towards the search of information related to COVID-19), Perceived Stress Scale-10, Ryff's Psychological Well-Being Scale-29 and Self-Care Activities Screening Scale-14. Results Self-care partially mediates the relationship between stress and well-being during COVID-19 confinement in the general population in the total sample (F (3,1078)=370.01, p<0.001, R 2 =0.507) and in each country. On the other hand, among the evaluated sociodemographic variables, only age affects this relationship. Conclusion The results have broad implications for public health, highlighting the importance of promoting people's active role in their own care and health behaviour to improve psychological well-being if stress management and social determinants of health are jointly addressed first. The present study provides the first transnational evidence from the earlier stages of the COVID-19 lockdown, showing that the higher perception of stress, the less self-care activities are adopted, and in turn the lower the beneficial effects on well-being. ©

COVID-19; mental health; preventive medicine; primary care; public health

10.1136/bmjopen-2020-048469

Proietti Ergün A.L.; Ersöz Demirdağ H.

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education

Frontiers in Psychology

The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention (“3 Good Things” and “Use your Strength and Virtues in a Creative Way”) and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = −1.3, p > 0.05), SWB (t(49) = −0.58, p > 0.05), and stress (t(49) = −0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p < 0.023, Wilk’s Λ = 0.81, partial η2 = 0.023. The Between Subjects’ Test reveals a significant difference in the level of SWB (F(1, 48) = 7.04, p < 0.01) and FLE (F(1, 48) = 8.5, p < 0.005), but not for the level of stress (F(1, 48) = 0.29, p < 0.59). A subsequent set of regressions revealed that in pre-test there is not a significant effect of the factors on the dependent variable (R2 = 0.20, R2 adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R2 = 0.35, R2 adjusted = 0.31, Beta = 0.25, p < 0.002. The analysis of the quantitative data supports the statistical analysis as students report that the intervention has helped to improve the atmosphere in the classroom as well as their general attitude in life and they have learned valuable knowledge about themselves as an added value to the acquisition of the new language. We conclude that positive language education can increase the level of subjective well-being in students and that, in turn, improves the level of positive emotions in the language classroom. Copyright © 2023 Proietti Ergün and Ersöz Demirdağ.

foreign language enjoyment; multilingualism; positive language education; stress; well-being

10.3389/fpsyg.2023.1007534

Walther D.M.; Kraus M.E.; Beeken K.E.; Pier B.D.

An Assessment of Physician Well-Being and Burnout Among Army Obstetricians and Gynecologists

INTRODUCTION: Physician burnout is associated with unsafe patient care and poor patient satisfaction. Civilian studies show burnout rates of 46% among obstetricians/gynecologists (OB/GYNs). Army Active Duty (A-AD) physician burnout rates range from 7.7% to 26% across specialties, but no studies have assessed A-AD OB/GYN burnout. The objective of this study was to quantify well-being of A-AD OB/GYNs by determining rates of professional fulfillment (wellness) and burnout and detect factors of potential protective or risk for wellness and burnout. METHODS: A cross-sectional survey-based study was designed to determine well-being of A-AD OB/GYNs. This Institutional Review Board-approved study used the validated Professional Fulfillment Index. The survey was shared anonymously via email to 197 A-AD OB/GYNs. Additional questions asked as possible risk factors for burnout include location, training status, fellowship training, and remaining active duty service obligation (ADSO). Wellness and burnout rates were determined using published scales. Mean rates of wellness and burnout were reported, and chi-square tests detected associations between wellness/burnout and other variables. RESULTS: Eighty-three A-AD OB/GYNs responded to the survey (42%), with 73 available for full analysis. 26.5% had positive wellness, and 50% reported burnout. Completing fellowship training and shorter ADSO (of 0-2 years compared to >5 years) had higher rates of wellness. There were no differences in burnout among groups. CONCLUSIONS: Burnout rates in A-AD OB/GYNs appear higher than A-AD physicians of other specialties but are similar to civilian OB/GYNs. Fellowship training may confer higher rates of wellness. Further research is needed regarding improvements in A-AD OB/GYN well-being and burnout. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2021. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Cedillo Y.E.; Kelly T.; Davis E.; Durham L.; Smith D.L., Jr.; Kennedy R.E.; Fernández J.R.

Evaluation of food security status, psychological well-being, and stress on BMI and diet-related behaviors among a sample of college students

Objectives: The purpose of this study was to evaluate food insecurity on body mass index (BMI) and diet-related behaviors among college students and whether psychological well-being (PWB) and stress levels mediate this relationship. Study design: This was a cross-sectional study. Methods: Data from 1439 students from the American College Health Association National College Health Assessment III (Fall 2020) were used. Food security status was evaluated by the USDA Six-Item Short Form. PWB was measured using the Diener Flourishing Scale. Diet-related behaviors included the average servings of fruits, vegetables, and sugar-sweetened beverages consumed per day. Stress was measured by self-reported levels. Regression model analysis evaluated the influence of food security status, PWB, and stress levels on BMI. PWB and stress were also tested as mediators in the relationship between food insecurity and BMI. Results: Among our sample of college students, 44.54% (n = 641) were food insecure, and 55.46% (n = 798) were food secure. Multiple regression analysis showed that higher food insecurity, older age, full-time enrollment status, and fifth-year student status were positively associated with a higher BMI score (P < 0.05). Results from mediation models revealed that PWB, but not stress, mediated the relationship between food security and BMI among Black/African American students. Regarding diet-related behaviors, high stress levels mediated the relationship between food insecurity and sugar-sweetened beverage intake among students. Conclusions: Food insecurity appears to influence BMI in college students. This relationship seems to be mediated by disrupted PWB and a higher intake of sugar-sweetened beverages due to stress. © 2023 The Author(s)

Food insecurity; Obesity; Psychological well-being; Stress

Vermeesch A.L.; Garrigues L.; Littzen-Brown C.

Integrative Wellness Approaches to Mitigate Perceived Stress, Increase Vitality, and Build Community during COVID-19: A Pilot Study

International Journal of Environmental Research and Public Health

Introduction: In January 2020, a small, private school of nursing in a university in the pacific northwest, established the Initiative for Vital Practice (I4VP). The I4VP’s primary goal was to create a sustainable pathway for increasing vital practice through increasing resiliency and self-care practices. Objectives. The ensuing pathway’s objectives were to, (1) take previously identified factors related to perceived stress related to workloads, impacts on professional quality of life and psychosocial exposures during the COVID-19 pandemic; and (2) develop and pilot test a wellness intervention (i.e., wellness pods) for faculty and staff to build community and find new ways to enhance well-being through peer support. Methods: Five focused Wellness Pods were developed on Microsoft Teams platform using the individual channels: (1) stress and mind–body exploration pod; (2) mindfulness in healthcare pod; (3) healing relationship pod; (4) environmental pod; and (5) physical activity pod. Faculty and staff self-selected into a Wellness Pod that interested them. The Wellness Pods met weekly in person over a period of two months. Quantitative and qualitative data was collected via cross-sectional surveys including: four sociodemographic items, one item on current stress level, one write-in item on current stress management at work, two write-in items focused on the cognitive reasoning for participation, the 7-item subjective vitality scale focused individual difference, the 7-item subjective vitality scale focused on the state level, the 10-item perceived stress scale, and one item ranking which wellness pod the individual wanted to participate in. There was one trained facilitator for the overall Wellness Pods operations and communication. Results. The average score on the perceived stress scale was 22.3 (SD = 3.5), indicating moderate levels of perceived stress. The average score on the individual difference vitality score was 26.5 (SD = 7.6), whereas the state level vitality score was 21.4 (SD = 9.98), indicating moderate levels of subjective vitality. Two categories: stress management and wellness pods, were identified through content analysis. Conclusions: Through pilot testing, this project demonstrated feasibility for future wellness pods interventions for faculty and staff at schools of nursing. Future research is needed to evaluate the effectiveness of the wellness pods intervention. © 2022 by the authors.

burnout; community building; compassion fatigue; COVID-19; integrative health; nurse educators; perceived stress; subjective vitality; wellness interventions

Mookerjee R.; Prasad K.D.V.; Rani R.; Srinivas V.

STUDENT STRESS AND ITS ASSOCIATION WITH STUDENT PERFORMANCE AND PSYCHOLOGICAL WELL-BEING: AN EMPIRICAL STUDY ON HIGHER ACADEMIC EDUCATION STUDENTS IN AND AROUND HYDERABAD METRO

International Journal of Professional Business Review

Purpose: The authors report the results of an empirical study carried out by gathering data from the students of higher academic education institutes. This empirical study investigates if students of higher academic institutes experience stress in general and the factors associated with student stress. Theoretical framework: This empirical research assessed student stress and its effect on the psychological well-being and performance of students from higher academic institutions following the Thoretical fraework of Anderson (2015) and Prasad et al. (2020) Design/methodology/approach: The data were collected using structured undisguised questionnaire and was published on google forms using Likert-type 12-item stress scale, 5-item performance scale, and 18-item Ryff's scale were used to gather the data. The response from 848 respondents were subjected to data analysis. Findings: The results from the general linear model indicate that the effect of stress on student performance and psychological well-being is statistically significant. The influence of stress on performance (p<0.001) and psychological well-being stub-scales autonomy (p<0.001), environment mastery (p<0.05), and purpose of life (p<0.05) are statistically significant. Whereas the model indicates no statistically significant results among gender and age groups. Research, Practical & Social implications: The results indicate moderate stress and its effect on psychological well-being of student community. The performance of the students also being affected. The academic institutes should develop strategies to mitigate the stress and its ill effects. The students will be benefited from Yoga and Meditation. Originality/value: This is the first study on students stress and its effect of students psychological well-being and performance in India drawing the sample from higher academic institutes. © 2022 The authors.

Bibliometric Analysis; Blended Learning; Executive Education; Management and Business Education; Management Education

AOS-Estratagia and Inovacao

10.26668/businessreview/2022.v7i5.753

Mülder L.M.; Schimek S.; Werner A.M.; Reichel J.L.; Heller S.; Tibubos A.N.; Schäfer M.; Dietz P.; Letzel S.; Beutel M.E.; Stark B.; Simon P.; Rigotti T.

Distinct Patterns of University Students Study Crafting and the Relationships to Exhaustion, Well-Being, and Engagement

Frontiers in Psychology

Job crafting has been established as a bottom-up work design instrument for promoting health and well-being in the workplace. In recent years, the concepts of job crafting have been applied to the university student context, proving to be positively related to student well-being. Building on person-centered analyses from the employment context, we assessed approach study crafting strategy combinations and the relationships to students’ exhaustion, study engagement, and general well-being. Data from 2,882 German university students were examined, collected online during the summer term in 2020. Using latent profile analysis, we found five distinct crafting groups, which showed discriminate validity with regard to emotional exhaustion, engagement, and well-being. The results underscore the positive role of study crafting for students’ health and well-being. They further indicate a less important role of increasing social resources for emotional exhaustion when combined with a moderate increase in structural resources and a moderate increase in challenging demands. Our findings imply that interventions to promote study crafting should be considered to promote student health and well-being. Copyright © 2022 Mülder, Schimek, Werner, Reichel, Heller, Tibubos, Schäfer, Dietz, Letzel, Beutel, Stark, Simon and Rigotti.

burnout; health promotion; study crafting; university students; well-being

10.3389/fpsyg.2022.895930

Lopes A.R.; Nihei O.K.

Depression, anxiety and stress symptoms in Brazilian university students during the COVID-19 pandemic: Predictors and association with life satisfaction, psychological well-being and coping strategies

Background The COVID-19 pandemic raises concerns about the mental health of the world population. Protection measures to prevention the disease impacted education and undergraduate students were exposed to additional stressors. Objectives Analyze depression, anxiety and stress symptoms in undergraduates, their respective predictors and the association with satisfaction with life, psychological well-being and coping strategies. Methods An online cross-sectional study was conducted from September 14 to October 19, 2020, involving undergraduate students enrolled in 33 courses from 5 public university campuses in the state of Parana, Brazil, using: questionnaire with sociodemographic, academic, health and pandemic effects variables; Depression, Anxiety and Stress Scale-21 (DASS-21); Satisfaction with Life Scale (SWLS); Psychological Well-Being (PWB); BriefCOPE. The convenience sample was composed of 1,224 participants, with 18 years old or older, that completed all research instruments. Spearman correlation and logistic analysis (univariate and multivariate) were applied to the collected data. Results Most of the undergraduates presented symptoms of depression (60.5%), anxiety (52.5%) and stress (57.5%). Depression, anxiety and stress presented significant correlations in common: negative with satisfaction with life, all dimensions of psychological well-being, and 3 adaptive copings (active coping, planning, positive reframing); positive with 5 maladaptive copings (behavioral disengagement, denial, self-blame, self-distraction, substance use). In addition, there were 7 common predictors for symptoms of depression, anxiety and stress: female; age 18–24 years old; having a chronic disease; lower scores in 2 dimensions of psychological well-being (positive relations with others, self-acceptance); higher scores in 2 maladaptive copings (self-blame, substance use). Conclusions The data indicate a high prevalence of symptoms of depression, anxiety and stress, and suggest that higher scores of satisfaction with life, psychological well-being dimensions and adaptive copings may present protective effects in undergraduates during a pandemic crisis. Copyright: © 2021 Lopes, Nihei. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Public Library of Science

10.1371/journal.pone.0258493

Saban K.L.; Collins E.G.; Mathews H.L.; Bryant F.B.; Tell D.; Gonzalez B.; Bhoopalam S.; Chroniak C.P.; Janusek L.W.

Impact of a Mindfulness-Based Stress Reduction Program on Psychological Well-Being, Cortisol, and Inflammation in Women Veterans

Journal of General Internal Medicine

Background: Women veterans experience higher levels of stress-related symptoms than their civilian counterparts. Psychological stress is associated with greater inflammation and may increase risk for cardiovascular disease (CVD). Mindfulness-based stress reduction (MBSR) has been found to improve psychological well-being in other populations but no randomized controlled trials (RCT) have been conducted examining the impact of MBSR on well-being and inflammation in women veterans at risk for CVD. Objective: Determine the effectiveness of MBSR in improving psychological well-being, cortisol, and inflammation associated with CVD in women veterans. Design: The design is a RCT comparing MBSR to an active control condition (ACC) consisting of a health education program. Participants: Women veterans (N=164) with risk factors for CVD from the Chicagoland area participated in the study. Intervention: An 8-week MBSR program with weekly 2.5-h classes was compared to an ACC consisting of an 8-week health promotion education program with weekly 2.5-h classes. Main Measures: The outcomes were psychological well-being [perceived stress, depressive symptoms, loneliness, and post-traumatic stress disorder (PTSD)] symptoms and stress-related markers, including diurnal salivary cortisol and cytokines interleukin-6 (IL-6) and interferon gamma (IFN-γ). Data were collected at baseline, 4 weeks (mid-point of intervention), 8 weeks (completion of intervention), and 6 months after completion of MBSR or ACC. Key Results: Compared to the ACC, women who participated in MBSR reported less perceived stress, loneliness, and symptoms of PTSD. Although there were no significant differences between groups or changes over time in IL-6 or IFN-γ, participants in the MBSR program demonstrated a more rapid decline in diurnal salivary cortisol as compared to those in the ACC. Conclusions: MBSR was found to improve psychological well-being and decrease diurnal salivary cortisol in women veterans at risk for CVD. Health care providers may consider MBSR for women veterans as a means by which to improve their psychological well-being. © 2022, The Author(s).

cytokines; diurnal salivary cortisol; mindfulness-based stress reduction; randomized controlled trial; veteran; women

10.1007/s11606-022-07584-4

Well-being and the perception of stress among EFL university teachers in Saudi Arabia

Journal of Language and Education

Research on language teachers' psychology has been shown to play a central role in the quality of teaching and student achievement. However, there is little empirical evidence to investigate the relationship between perception of stress, types of stressors, and well-being among foreign language teachers at university levels, particularly in monolingual contexts. The present study seeks to investigate the impact of stress, the number and type of stressors (i.e., chronic and stressful life events), and demographic variables (i.e., age, gender, and the length of teaching experience) on university-level EFL teachers' levels of well-being. The data were collected through an online survey of 53 university-level EFL teachers in Saudi Arabia. A Pearson correlation was carried out to investigate the relationship between EFL teachers' well-being, their perception of stress, and number of stressors. A multiple regression analysis was also run to examine if EFL teachers' levels of stress, number and types of stressors, and demographic variables can predict their psychological well-being. The quantitative findings demonstrated a significant negative relationship between well-being and levels of stress. The findings also showed a significant positive relationship between the EFL teachers' well-being and their good physical health. The results of the multiple regression indicated that high levels of well-being were predicted by low levels of stress and good physical health. This study, moreover, suggested an advantage for females in terms of psychological well-being among foreign language teachers. The findings also demonstrated that a stressful life with a heavy workload and financial concerns can negatively impact language teachers' well-being. These findings highlight the importance of considering issues related to teachers' psychological well-being. In line with these findings, several pedagogical implications were offered. © This article is published under the Creative Commons Attribution 4.0 International License.

Foreign language teachers; Psychology of language teaching; Stress; Stressors; University language teachers in Saudi Arabia; Well-being

National Research University, Higher School of Econoimics

Tran M.A.Q.; Vo-Thanh T.; Soliman M.; Khoury B.; Chau N.N.T.

Self-compassion, Mindfulness, Stress, and Self-esteem Among Vietnamese University Students: Psychological Well-being and Positive Emotion as Mediators

Objectives: Theory and prior research suggest that improving self-esteem is a promising way to improve students’ academic performance and mental health. This study empirically examines the mediating effect of psychological well-being and positive emotion in the relationships between self-compassion, mindfulness, stress, and self-esteem. Methods: An explanatory sequential mixed-method design was employed. Quantitative data collected through a two-wave survey from 654 Vietnamese students were analyzed to test the hypotheses using SPSS 22.0 and AMOS 24.0. Data from 19 in-depth interviews were used to explain the quantitative findings and explore students’ experiences in practicing mindfulness and self-compassion. Results: Findings revealed that psychological well-being and positive emotion fully mediated the relationships between self-compassion, mindfulness, stress, and self-esteem. Conclusions: Results of this study highlight the importance of psychological well-being and positive emotion in the self-compassion, mindfulness, stress, and self-esteem relationship, as well as explain a possible process by which factors help university students achieve and sustain a sense of high self-esteem. Ultimately, this study has identified several potential targets for intervention strategies in mental health, such as mindfulness and self-compassion among university students. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Mindfulness; Positive emotion; Psychological well-being; Self-compassion; Self-esteem; Stress

10.1007/s12671-022-01980-x

Sifat M.; Huq M.; Baig M.; Tasnim N.; Green K.M.

An Examination of Barriers to Accessing Mental Health Care, and Their Association with Depression, Stress, Suicidal Ideation, and Wellness in a Bangladeshi University Student Sample

International Journal of Environmental Research and Public Health

Background: The mental health burden is high and rising among Bangladeshi university students. Understanding barriers to mental healthcare and how barriers impact mental health outcomes may inform the development of targeted interventions to decrease barriers and improve access to care. Aims: This study identifies barriers to mental healthcare and their association with mental health outcomes in a Bangladeshi university student sample. Methods: We conducted a cross-sectional survey (n = 350) on stigma-related, attitudinal, and instrumental barriers to accessing mental healthcare among Bangladeshi university students. We examined the association between stigma and non-stigma (i.e., attitudinal and instrumental) barriers with four mental health outcomes: suicidal ideation, depression, high perceived stress, and wellness. Results: Attitudinal barriers were the most reported barriers. Stigma-related barriers were significant for individuals who had experienced suicidal ideation (aOR = 2.97, p = 0.001), not for individuals with depression. Non-stigma-related barriers were significant for individuals who had experienced depression (aOR = 2.80, p = 0.011). Conclusions: The current work advances our understanding of how to improve access to mental healthcare among university students in Bangladesh. Stigma-related barriers were particularly salient for individuals who experienced suicidal ideation. Further study is needed on how stigma may impact access to care distinctly for different mental health problems among Bangladeshi university students. © 2023 by the authors.

barriers to mental healthcare; depression; stigma; suicide; young adults

Schwartz K.D.; Exner-Cortens D.; McMorris C.A.; Makarenko E.; Arnold P.; Van Bavel M.; Williams S.; Canfield R.

COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School

Canadian Journal of School Psychology

Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family’s health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the “second wave” of mental health crises, particularly for school-aged children and adolescents. Yet, few studies have asked students about their experiences during the pandemic. The present study engaged with over two thousand (N = 2,310; 1,288 female; Mage = 14.5) 12- to 18-year-old Alberta students during their first few weeks of return-to-school in fall 2020. Students completed an online survey that asked about their perceptions of COVID-19, their fall return-to-school experiences (84.9% returned in-person), their self-reported pandemic-related stress, and their behavior, affect, and cognitive functioning in the first few weeks of September. The majority of students (84.9%) returned to school in person. Students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25% of the sample, and females and older adolescents (age 15–18 years) generally reported higher stress indicators as compared to males and younger (age 12–14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioral concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioral concerns. Results are discussed in the context of how schools can provide both universal responses to students during COVID-19 knowing that most students are coping well, while some may require more targeted strategies to address stress arousal and heightened negative affect. © The Authors 2021.

coping; COVID-19; health and wellbeing; high school; junior high school; mental health; participants; secondary education/adolescence; social and educational environment; stress

10.1177/08295735211001653

The Relationship of COVID-19 Student Stress with School Burnout, Depression and Subjective Well-Being: Adaptation of the COVID-19 Student Stress Scale into Turkish

Asia-Pacific Education Researcher

COVID-19 has caused psychological problems in all age groups since it emerged from the first day. One of the most important groups has been affected negatively during the COVID-19 pandemic process are university students. One of the negative situations caused by the pandemic process in university students is student stress caused by COVID-19. To assess stress situations in Italian culture, the COVID-19 student stress scale (CSS-S) has been developed. In this context, the aim of this study was to adapt the CSS-S into Turkish. Another aim of the study was to investigate the direct and indirect relationships of COVID-19 student stress with school burnout, depression and subjective well-being. The participants of the study were 485 Turkish university students. The values obtained with the confirmatory factor analysis revealed that the factor structure of CSS-S is satisfying (χ2/df = 2.99, AGFI =.95, TLI =.93, CFI =.96, IFI =.96, REMSEA =.06, SRMR =.04). Moreover, it was found that school burnout has a mediating role in the relationship between COVID-19 student stress and depression and subjective well-being (χstructure of CSS-S is satisfying/df = 2.41, AGFI =.87, TLI =.91, CFI =.91, IFI =.91, REMSEA =.05, SRMR =.05). These findings imply that psychosocial intervention studies to reduce COVID-19 student stress can reduce students' school burnout and depression. It also implies that these psychosocial intervention studies can have a positive impact on students' subjective well-being. © 2021, De La Salle University.

COVID-19 student stress; Depression; School burnout; Subjective well-being

10.1007/s40299-021-00641-2

Fröhlich D.; Matzarakis A.

Calculating human thermal comfort and thermal stress in the PALM model system 6.0

Geoscientific Model Development

In the frame of the project "MOSAIK-Modelbased city planning and application in climate change", a German-wide research project within the call "Urban Climate Under Change"([UC]2) funded by the German Federal Ministry of Education and Research (BMBF), a biometeorology module was implemented into the Parallelized Large-Eddy Simulation Model (PALM) system. The new biometeorology module is comprised of methods for the calculation of UV-exposure quantities, a human-biometeorologically weighted mean radiant temperature (Tmrt), as well as for the estimation of human thermal comfort or stress. The latter is achieved through the implementation of the three widely used thermal indices: Perceived temperature (PT), Universal Thermal Climate Index (UTCI), as well as physiologically equivalent temperature (PET). Comparison calculations were performed for the PT, UTCI and PET indices based on the SkyHelios model and showing PALM calculates higher values in general. This is mostly due to a higher radiational gain leading to higher values of mean radiant temperature. For a more direct comparison, the PT, PET and UTCI indices were calculated by the biometeorology module, as well as the programs provided by the attachment to Verein Deutscher Ingenieure (VDI) guideline 3787, as well as by the RayMan model based on the very same input dataset. Results show deviations below the relevant precision of 0.1K for PET and UTCI and some deviations of up to 2.683K for PT caused by repeated unfavorable rounding in very rare cases (0.027%). © 2020 Author(s).

10.5194/gmd-13-3055-2020

Chudzicka-Czupała A.; Zalewska-ŁUnkiewicz K.

Subjective well-being, general self-efficacy and coping with stress in former psychiatric patients preparing for the peer support role: An exploratory study

Health and Quality of Life Outcomes

Background: People who experienced a mental crisis are involved in providing care for others who face psychiatric hospitalization. The idea of peer workforce has been developed mostly in American and European behavioral health systems. Similar program is implemented to Polish mental health care. The purpose of the study was to find out if candidates for peer support workers with different levels of subjective well-being differed also in terms of general self-efficacy and in the ways of coping with stress. Methods: As the problem has not been studied before exploratory study was conducted. The study covered a group of 72 subjects, 46 women and 26 men, aged 21-62 years (M = 41.43; SD = 10.37), former psychiatric patients, preparing for a peer worker role. We used the following questionnaires: Ryff's Psychological Well-Being (PWB) Scales, in the Polish adaptation by Krok, the General Self-Efficacy Scale (GSES) by Schwarzer and Jerusalem, in adaptation by Schwarzer, Jerusalem and Juczyński and Brief-COPE by Carver, in adaptation by Juczyński and Ogińska-Bulik. Results: The results of cluster analysis pointed to the existence of two groups of individuals with significantly different levels of subjective well-being. Then MANOVA was used. It was determined that individuals with a higher level of well-being were characterized by a higher level of self-efficacy, a higher tendency to use positive reframing strategy and propensity towards active behavior when coping with stress, as well as by a lower propensity towards self-blaming and behavioral disengagement. Conclusions: The study demonstrates that further empirical explorations are justified. The results also encourage a search for some more possible conditions of well-being. It would be advisable to train candidates for mental health peer workers by focusing on the strengthening of their subjective well being and developing active forms of coping with stress. © 2020 The Author(s).

Coping with stress; Peer workers; Psychiatric patients; Self-efficacy; Subjective well-being

10.1186/s12955-020-01348-6

Sakki S.E.; Penttinen H.M.; Hilgert O.M.; Volanen S.-M.; Saarto T.; Raevuori A.

Mindfulness is associated with improved psychological well-being but no change in stress biomarkers in breast cancer survivors with depression: a single group clinical pilot study

Background: The aim of this clinical single group pilot study was to assess mental well-being, psychological symptoms, and a set of stress biomarkers among breast cancer survivors with high depressive symptoms undergoing the Mindfulness-Based Stress Reduction (MBSR) program. Methods: Participants included 23 curatively treated breast cancer survivors from the Helsinki University Central Hospital with clinically significant symptoms of depression (Beck Depression Inventory > 13, and assessed by a psychiatrist), at 1-year post-operative follow-up. Mental wellbeing and psychological symptoms were assessed with self-reported questionnaires (Resilience Scale, Self-Compassion Scale, Five Facet Mindfulness Questionnaire, World Health Organization Quality of Life-questionnaire, Perceived Stress Scale, Beck Depression Inventory, Beck Anxiety Inventory, Insomnia Severity Index); in addition, stress response was assessed with biomarkers (cortisol, adrenocorticotropine, and high-sensitivity-CRP from blood; 24 h-cortisol from urine). All measures were addressed at baseline, mid-program (4 weeks after baseline) and at the completion of the 8-week MBSR program. Engagement to the independent mindfulness home practice was collected with a diary. Results: From baseline to the completion of the 8-week MBSR program, we observed significant increases in resilience (d = 0.60, p = 0.005), and quality of life (d = 0.92, p = 0.002), and significant reductions in symptoms of depression (d = − 1.17, p < 0.0001), anxiety (d = − 0.87, p < 0.0001), insomnia (d = − 0.58, p = 0.006), and marginally significant reduction in perceived stress (d = − 0.40, p = 0.09). We found no changes in self-compassion or mindfulness skills, nor in the stress biomarkers during or at the completion of the program. There was no association between the engagement time to the independent mindfulness practice and any of the outcomes. Conclusions: Attending the MBSR program was associated with increased wellbeing and reduced psychological symptoms in breast cancer survivors with clinically significant symptoms of depression. However, these favorably experienced changes did not transfer to the level of stress biomarkers during the 8-week program. Lack of association between the engagement in the mindfulness home practice and change in outcomes suggests that in the studied range of practice time, other qualities of MBSR despite the amount of independent practice may have a more important role for the improved wellbeing. Trial registration ISRCTN12326308 at 16/02/2021, retrospectively registered. © 2022, The Author(s).

Biomarkers; Breast cancer; Breast neoplasms; Depression; MBSR; Mindfulness; Mindfulness-based stress reduction; Resilience

10.1186/s12905-022-02116-y

Clabaugh A.; Duque J.F.; Fields L.J.

Academic Stress and Emotional Well-Being in United States College Students Following Onset of the COVID-19 Pandemic

Frontiers in Psychology

COVID-19 has resulted in extraordinary disruptions to the higher education landscape. Here, we provide a brief report on 295 students’ academic perceptions and emotional well-being in late May 2020. Students reported the high levels of uncertainty regarding their academic futures as well as significant levels of stress and difficulty coping with COVID-19 disruptions. These outcomes were related to the higher levels of neuroticism and an external locus of control. Female students reported worse emotional well-being compared to males, and the students of color reported the significantly higher levels of stress and uncertainty regarding their academic futures compared to White students. These results suggest that some students may be at particular risk for academic stress and poor emotional well-being due to the pandemic and highlight the urgent need for intervention and prevention strategies. © Copyright © 2021 Clabaugh, Duque and Fields.

college students; COVID-19; emotional well-being; higher education; pandemic; stress

10.3389/fpsyg.2021.628787

Strout K.; Schwartz-Mette R.; McNamara J.; Parsons K.; Walsh D.; Bonnet J.; O'Brien L.M.; Robinson K.; Sibley S.; Smith A.; Sapp M.; Sprague L.; Sabegh N.S.; Robinson K.; Henderson A.

Wellness in Nursing Education to Promote Resilience and Reduce Burnout: Protocol for a Holistic Multidimensional Wellness Intervention and Longitudinal Research Study Design in Nursing Education

JMIR Research Protocols

Background: The United States faces a nursing shortage driven by a burnout epidemic among nurses and nursing students. Nursing students are an integral population to fuel the nursing workforce at high risk of burnout and increased rates of perceived stress. Objective: The aim of this paper is to describe WellNurse, a holistic, interdisciplinary, multidimensional longitudinal research study that examines evidence-based interventions intended to reduce burnout and increase resilience among graduate and undergraduate nursing students. Methods: Graduate and undergraduate nursing students matriculated at a large public university in the northeastern United States are eligible to enroll in this ongoing, longitudinal cohort study beginning in March 2021. Participants complete a battery of health measurements twice each semester during the fourth week and the week before final examinations. The measures include the Perceived Stress Scale, the Satisfaction with Life Scale, the Oldenburg Burnout Inventory, the Brief Resilience Scale, and the Pittsburgh Sleep Quality Index. Participants are eligible to enroll in a variety of interventions, including mindfulness-based stress reduction, mindful eating, fitness training, and massage therapy. Those who enroll in specific, targeted interventions complete additional measures designed to target the aim of the intervention. All participants receive a free Fitbit device. Additional environmental changes are being implemented to further promote a culture that supports academic well-being, including recruiting a diverse student population through evidence-based holistic admissions, inclusive teaching design, targeted resilience and stress reduction workshops, and cultural shifts within classrooms and curricula. The study design protocol is registered at Open Science Framework (DOI 10.17605/OSF.IO/NCBPE). Results: The project was funded on January 1, 2022. Data collection started in March 2022. A total of 267 participants have been recruited. Results will be published after each semester starting in December 2023. WellNurse evaluation follows the Rapid Cycle Quality Improvement framework to continuously monitor ongoing project processes, activity outcomes, and progress toward reducing burnout and increasing resilience. Rapid Cycle Quality Improvement promotes the ability to alter WellNurse interventions, examine multiple interventions, and test their effectiveness among the nursing education population to identify the most effective interventions. Conclusions: Academic nursing organizations must address student burnout risk and increase resilience to produce a future workforce that provides high-quality patient care to a diverse population. Findings from WellNurse will support evidence-based implementations for public baccalaureate and master’s nursing programs in the United States. © 2023 JMIR RESEARCH PROTOCOL. All rights reserved.

academic performance; burnout; education; holistic; implementation; nursing; nursing education; nursing students; nursing workforce; protocol; resilience; students; wellness; workforce

Zaragoza Scherman A.; Salgado S.; Shao Z.; Berntsen D.

Younger adults report more distress and less well-being: A cross-cultural study of event centrality, depression, post-traumatic stress disorder and life satisfaction

Applied Cognitive Psychology

The extent to which highly emotional autobiographical memories become central to one's identity and life story influences mental health. Young adults report higher distress and lower well-being, compared with middle-aged and/or older adults; whether this replicates across cultures is still unclear. First, we provide a review of the literature that examines age-differences in depression, post-traumatic stress disorder (PTSD), and life satisfaction in adulthood across cultures. Second, we report findings from a cross-cultural study that examined event centrality of highly positive and negative autobiographical memories along with symptoms of depression and PTSD, and levels of life satisfaction in approximately 1000 young and middle-aged adults from Mexico, Greenland, China and Denmark. Both age groups provided higher centrality ratings to the positive life event; however, the relative difference between the ratings for the positive and negative event was smaller in the young adults. Young adults reported significantly more distress and less well-being across cultures. © 2020 John Wiley & Sons, Ltd.

age differences; cultural differences; depression; event centrality; life satisfaction; PTSD

John Wiley and Sons Ltd

Blevins P.; Moyle G.; Erskine S.; Hopper L.

Mindfulness, recovery-stress balance, and well-being among university dance students

Research in Dance Education

Dance students face many physical and psychological stressors in their training and daily lives, therefore methods for coping with stress are essential for performance enhancement and general wellbeing. This study aimed to investigate the relationships between mindfulness, stress, recovery, and wellbeing among university level vocational dance students. Seventy-two dance students at two Australian universities completed online self-report measures of mindfulness, recovery-stress states, and affect. Correlation coefficients indicated a significant positive relationship between mindfulness and positive affect, and significant negative relationships between mindfulness and stress, and mindfulness and negative affect. MANOVA revealed differences between high mindfulness and low mindfulness groups on general stress, negative affect, and dance-specific recovery. The findings suggested that low mindfulness may be a risk factor for stress in general, and improvements in mindfulness may provide a protective buffer for students coping with a vast array of general and dance-specific demands. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Dance training; overtraining; performance enhancement; underrecovery

10.1080/14647893.2021.1980528

Suárez Martel M.J.; Martín Santana J.D.

The mediating effect of university teaching staff’s psychological well-being between emotional intelligence and burnout; [El efecto mediador del bienestar psicológico y su relación con la inteligencia emocional y el agotamiento emocional en el profesorado universitario]

The work carried out by university teachers has evolved in response to the European Higher Education Area (EHEA), requiring that teachers update their professional skills. This requirement and a lack of personal resources to manage it may cause burnout. However, certain personality traits protect teachers from burnout, e.g., emotional intelligence (EI) or psychological well-being (PWB). A sample of university teachers was assembled and the mediating effect of PWB between EI and burnout was analysed in both of its aspects (negative and professional efficacy). The results confirmed the sequential relationship between the dimensions of EI. Emotional regulation has no influence on any of the dimensions of burnout, but it does have an effect on PWB. Additionally, PWB has a direct, negative effect on the negative dimension of burnout and a positive effect on professional efficacy. PWB has a total mediating effect between emotional regulation and the different dimensions of burnout. ISSN: 1135-755X/© 2021 Colegio Oficial de la Psicología de Madrid. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Burnout; Emotional intelligence; Mediating effect; Psychological well-being; University teachers

Colegio Oficial de Psicologos de Madrid

Lathabhavan R.; Vispute S.

Examining the Mediating Effects of Stress on Fear of COVID-19 and Well-being Using Structural Equation Modeling

International Journal of Mental Health and Addiction

This study focuses on the effects of fear factor due to COVID-19 on stress and well-being of college students in India. The authors conducted a cross-sectional survey among 625 Indian students across various Indian universities and structural equation modeling (SEM) has been performed for analyzing the data. The findings of the study show a positive effect of fear of COVID-19 on stress with β =.27, p < 0.05, and a negative effect on well-being (β = −.13, p < 0.05). The results also depicted the mediating role of stress between fear of COVID-19 and well-being. Therefore, it is suggested that measures must be taken by individuals, society, and policy makers to include mental health maintenance in the pandemic response activities. Further longitudinal studies in different geographical regions and demographics can provide a more generalized understanding of the relationship between the pandemic and mental health. The limitations, policy implications, and suggestions are discussed. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

COVID-19; Fear of COVID-19; Mental health; Stress; Students; Well-being

10.1007/s11469-021-00541-y

Serrano H.; Andrea S.J.; Lopes J.; Harms S.; Saperson K.; Acai A.

A Qualitative Investigation of Burnout and Well-being Among Faculty and Residents in a Canadian Psychiatry Department

Objective: This study used semi-structured interviews with faculty and residents in psychiatry to inform a qualitative, process-based understanding of well-being and related concepts, as well as to identify and critically explore strategies for maintaining well-being in psychiatry. Methods: Using interpretive description as a qualitative research methodology, semi-structured phone interviews were conducted with 12 faculty (nine clinical and three non-clinical) and five residents in a Canadian psychiatry department between September and December 2019, prior to the onset of the COVID-19 pandemic. Interviews were transcribed, coded, and subsequently analyzed for themes by the research team. Results: Fourteen women and three men completed the study, consisting of nine faculty members, five psychiatry residents, and three non-clinical PhD scientists. Four themes were developed from the interview data: (1) The nature of working in academic psychiatry, (2) professional identity as a double-edged sword, (3) feelings of isolation and powerlessness in the system, and (4) strategies to support well-being. Conclusion: In the absence of many qualitative perspectives on well-being in academic psychiatry, the findings of this study can be used as a first step to inform future interventions and meaningful institutional change around well-being in psychiatry. The findings may help to enable conversations about well-being that embrace humanity and vulnerability as essential components of professional identity in psychiatry and provide opportunities for open discussion and support. © 2023, The Author(s), under exclusive licence to American Association of Chairs of Departments of Psychiatry, American Association of Directors of Psychiatric Residency Training, Association for Academic Psychiatry and Association of Directors of Medical Student Education in Psychiatry.

Burnout; Psychiatry; Qualitative; Well-being; Wellness

Springer Science and Business Media Deutschland GmbH

10.1007/s40596-023-01745-1

Forycka J.; Pawłowicz-Szlarska E.; Burczyńska A.; Cegielska N.; Harendarz K.; Nowicki M.

Polish medical students facing the pandemic —Assessment of resilience, well-being and burnout in the COVID-19 era

Introduction Recent reports indicate that COVID-19 pandemic has significant influence on medical professionals’ mental health. Strict limitations in clinical practice and social interactions within academic community, which had to be introduced, could lead to significant psychological distress in medical students. The aim of the study was to assess resilience, well-being and burnout among Polish medical students in the COVID-19 era. Methods The online survey consisting of validated questionnaires assessing resilience (Resilience Scale 14; RS-14), well-being (Medical Student Well-Being Index) and burnout (Maslach Burnout Inventory) as well as self-created survey concerning mental health problems, use of stimulants, SARS-CoV-2 infection, work in COVID-19 units, medical education and social attitude towards health care professionals in the pandemic era was distributed via Facebook and other online students’ platforms. 1858 MSs from all polish medical schools agreed to fill in the survey. Results ‘Very low’, ‘low’ and ‘on the low end’ levels of resilience were found in 26%, 19.1% and 26.9% of the study group, respectively. Students with higher resilience level presented better attitude towards online and hybrid classes. 16.8% of respondents stated that they worked, currently work or plan to work voluntarily at the pandemic frontline. In terms of burnout, these respondents presented lower exhaustion (p = 0.003) and cynicism (p = 0.02), and higher academic efficacy (p = 0.002). That group also showed greater resilience (p = 0.046). The SARS-CoV-2 infection among respondents, their relatives and friends did not influence the results. 39.1% of respondents declared the need of the psychological or psychiatric consultation in relation to pandemic challenges. 231 (26.4%) participants previously diagnosed with mental health disorders noticed worsening of their symptoms. Increased intake of alcohol, cigarettes or other stimulants was noticed by 340 (28.6%) respondents. 80.2% of respondents thought that social aversion and mistrust towards doctors increased during the pandemic and part of them claimed it affected their enthusiasm toward medical career. Conclusions The majority of medical students presented low levels of resilience and high burnout at the time of pandemic. Providing necessary support especially in terms of mental health and building up the resilience of this vulnerable group seems crucial to minimize harm of current pandemic and similar future challenges. © 2022 Forycka et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Public Library of Science

10.1371/journal.pone.0261652

Lifting Stress from the Day: A Women's Well-Being Online Community Art Project

International Journal of Art and Design Education

This article tells the story of a university community engagement project that began in the late spring of 2020 when the world went into lockdown. Increased concern over women's welfare and well-being was brought into question in relation to those who are vulnerable with complex needs and had suffered societal-induced hardships. In conjunction with an innovative women's community project, this study considered the value of art-based online support as a platform from which to offer a non-judgemental and mindful space with a focus on identity and empowerment. The study is based on weekly art drop-in online workshops for vulnerable women and considers the value of hybrid ‘spaces’ as a pedagogical and practical model of communicative support and collective care. Findings from this community-engaged project highlight the responses and shifts within subjectivities through situated art experiences. As art educators, it offers us an understanding of the potential for cumulative and affective artmaking to build communities of care as an inclusive and emancipatory learning tool. © 2023 The Author. International Journal of Art & Design Education published by National Society for Education in Art and Design and John Wiley & Sons Ltd.

artmaking; care; collective; empowering; self-efficacy; situated space; women

John Wiley and Sons Inc

Chue J.S.X.; Cheung H.S.

Mental resilience enhances the well-being of Singaporean college students through reducing burnout

Mental resilience is considered as an important factor that allows individuals to cope with stressors and setbacks, though its components may vary depending on cultural contexts. Study 1 (N = 107) validated and examined the factor structure of a widely used resilience measure (Connor-Davidson Resilience Scale; CD-RISC) in the Singaporean context, and subsequently used it to test if the longitudinal relationship between resilience and psychological distress among college students would be mediated by academic burnout (Study 2). CD-RISC was correlated with perceived stress, social support, mental health and academic burnout in the expected directions. A 5-factor model was uncovered, interpreted as Approach Coping, Self-belief, Effort, Internal/ Interpersonal Resources, and Spirituality. Results of Study 2 (N = 97) showed that all variables were significantly correlated over time, demonstrating temporal stability. Mediational analyses showed that resilience predicted lower levels of academic burnout, which in turn led to lower psychological distress approximately three months later. The findings show that CD-RISC is a valid research tool in the Singaporean context, although the factors did not replicate those reported in previous studies. The findings also position resilience as a key candidate for promoting mental health among college students through interventions and programs. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature.

Burnout; CD-RISC; Psychological distress; Resilience

10.1007/s12144-021-01481-5

Al Sultan A.A.; Alharbi A.A.; Mahmoud S.S.; Elsharkasy A.S.

The Mediating Role of Psychological Capital Between Academic Stress and Well-Being Among University Students

Pegem Egitim ve Ogretim Dergisi

In the current study, we investigated the relationships among academic stress, psychological capital (PsyCap), and well-being and the effect of the demographic variables of gender, majors, and academic years on academic stress and PsyCap. We used the structural equation model to investigate the mediating role of PsyCap between academic stress and well-being. The participants (N = 827) included students from a midsized university in the Eastern Province of Saudi Arabia (636 females, 191 males) who comprised 450 science and 377 humanities majors from all academic years. To collect data, we utilized the Academic Stress Inventory, the Psychological Capital Questionnaire, and the Warwick-Edinburgh Mental Well-Being Questionnaire. The structural equation model analysis results revealed that PsyCap was a full mediator between academic stress and well-being. Gender did not affect on PsyCap or academic stress. In addition, the academic majors affected PsyCap: Students in the humanities majors had better PsyCap than those in the science majors. Furthermore, the academic years affected academic stress; specifically, academic stress decreased as students progressed through their academic years. Therefore, science majors in their first academic year were the most in need of a PsyCap-based intervention. © 2023, Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.

academic stress; Psychological capital (PsyCap); structural equation model; undergraduate students; well-being

Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri Ticaret A.S.

10.47750/pegegog.13.02.37

Hategan A.; Riddell T.

Bridging the gap: Responding to resident burnout and restoring well-being

Perspectives on Medical Education

There is an increasing awareness of high burnout found among physicians. Resident physicians particularly face heightened stress due to inherent pressures of training in addition to systemic challenges common to healthcare. It is crucial that medical training programs and organizations create a culture which promotes physician well-being. We conducted an evaluation of a quality assurance pilot program aimed at creating a safe space for increasing burnout awareness and well-being among resident physicians. The program was voluntary, offered to psychiatry residents enrolled at McMaster University, and comprised an online resilience curriculum, peer groups, and wellness newsletters. Data analysis took place between December 15, 2018 and July 15, 2019. The educational goals were evaluated by outcome measures obtained over time in aggregated response data through residents’ anonymous survey feedback. All aspects of the triad received positive feedback, with peer groups being perceived as most helpful. Of all residents, 31% (n = 22) engaged in all three aspects of the program; the majority were female (83%) and senior residents (63%). While 48% reported burnout upon enrollment, there was an average 50% stress reduction perceived post-attendance. This project has shown that peer groups can make a difference in the daily experience of psychiatry residents at our institution. © 2020, The Author(s).

Curriculum development; Physician well-being; Physician wellness; Resident physician burnout; Resilience

Bohn Stafleu van Loghum

10.1007/s40037-020-00567-3

Kelly M.; Soles R.; Garcia E.; Kundu I.

Job Stress, Burnout, Work-Life Balance, Well-Being, and Job Satisfaction among Pathology Residents and Fellows

American Journal of Clinical Pathology

Objectives: The study explored job stress, burnout, work-life balance, well-being, and job satisfaction among pathology residents and fellows. The aims were to examine the prevalence and sources of stress and burnout, as well as identify resources to promote work-life balance and well-being and prevent burnout. Methods: The study used a cross-sectional survey deployed online to a large national sample of pathology residents and fellows. Results: Job stress and burnout were prevalent, with more than a third of the respondents reporting that they were currently experiencing burnout. The respondents, particularly residents, were struggling with academics, and higher percentages were struggling with work-life balance and emotional well-being. Overall, the majority of respondents who rated their work-life balance indicated that it was poor or fair. Among the factors contributing to job stress and burnout and detracting from work-life balance, workload was the leading factor. Conclusions: The factors contributing to job stress and burnout included organizational factors such as workload, value, and aspects of the learning environment, as well as personal factors such as work-life integration. One of the overarching implications is the need to address a range of interdependent considerations in designing resources to reduce job stress, promote work-life balance, and prevent burnout. © 2020 American Society for Clinical Pathology, 2020. All rights reserved.

Wu W.; Liu Y.; Yu L.; Guo Z.; Li S.; Guo Z.; Cao X.; Tu F.; Wu X.; Ma X.; Long Q.; Zhao X.; Li X.; Chen Y.; Zeng Y.

Relationship Between Family Socioeconomic Status and Learning Burnout of College Students: The Mediating Role of Subjective Well-Being and the Moderating Role of Resilience

Frontiers in Psychology

Objective: Learning burnout affects the positive development of college students. The present study aimed to investigate the relationship between family socioeconomic status (FSES) and learning burnout, as well as the mediation effect of subjective well-being and the moderation effect of resilience in this relation. Methods: A total of 550 Chinese college students from Yunnan completed a questionnaire measuring the research variables in this study. Results: (1) After controlling for participants’ gender and age, FSES negatively, and significantly predicted learning burnout; (2) subjective well-being partially mediated the relationship between FSES and learning burnout; and (3) the direct effect of FSES on learning burnout and the mediation effect of subjective well-being was moderated by resilience. The level of learning burnout of individuals with low resilience increased significantly with the decrease of FSES, and the level of learning burnout of individuals with high resilience decreased significantly with the increase in subjective well-being. Conclusion: The present findings support the moderated mediation model underlying the relationship between FSES and learning burnout. This also has significant implications for formulating prevention and intervention measures on learning burnout among college students. Limitations: First of all, this study used the cross-sectional study design, which cannot make a causal inference. In addition, the sample in this study is university students from Kunming, which may affect the popularity of the results. Copyright © 2022 Wu, Liu, Yu, Guo, Li, Guo, Cao, Tu, Wu, Ma, Long, Zhao, Li, Chen and Zeng.

college students; family socioeconomic status (FSES); learning burnout; resilience; subjective well-being

10.3389/fpsyg.2022.844173

Klainin-Yobas P.; Vongsirimas N.; Ramirez D.Q.; Sarmiento J.; Fernandez Z.

Evaluating the relationships among stress, resilience and psychological well-being among young adults: a structural equation modelling approach

Background: Resilience reflects individuals’ ability to bounce back quickly in the face of stressful situations. Resilience is positively correlated with psychological well-being (PWB) and negatively related to poor mental health. However, there is limited longitudinal research to confirm the causal relationships between resilience and PWB. This study aimed to examine the relationships among stress, resilience, and PWB among youths in the Philippines across two samples. A descriptive comparative study was conducted and two repeated cross-sectional samples were recruited. Eligible participants were undergraduate students from a university in the Philippines regardless of sociological backgrounds. Data were collected via anonymous online questionnaires; and analyzed by using descriptive statistics and structural equation modelling (SEM). Results: A total of 630 were recruited (Sample 1 = 221 and Sample 2 = 409). Most of whom were female, Filipino, Christian and students from Nursing School. Results from SEM indicated that the hypothesized two-group models had an adequate fit with sample data. Furthermore, perceived control and resilience were significant predictors of the autonomy & growth factor of PWB. Perceived stress and resilience significantly predicted the negative triad factor of PWB. These findings were comparable across the two samples providing strong evidence to support causal relationships among the study variables. Conclusion: There is a need to offer stress management interventions and resilience-based programs to enhance PWB. Additional research should be conducted to test the efficacy of the interventions. © 2021, The Author(s).

Autonomy and growth; Negative triad; Psychological well-being; Resilience; Stress; University students

10.1186/s12912-021-00645-9

Chen C.Y.-C.; Byrne E.; Vélez T.

A Preliminary Study of COVID-19-related Stressors, Parenting Stress, and Parental Psychological Well-being Among Parents of School-age Children

Journal of Child and Family Studies

The COVID-19 pandemic has had substantial health, social, and economic effects on families. Consequent lockdowns and school closures heightened the burden on parents of school-age children. Many parents, while working from home, had to care for their children with restricted access to caregiver resources and to support their children’s education through homeschooling or remote learning provided by their schools. These duties created challenges and pressures on parents. Using online survey data collected from 197 parents of school-age (Prek-12) children during the first three months of the COVID-19 pandemic in the U.S., this preliminary study examined the relations among COVID-19-related stressors, including fear of COVID-19 and problems associated with school closures, parenting stress, and parental psychological well-being. Fear of COVID-19 and various issues associated with school closures were related to parenting stress and parental well-being. Parents with less instrumental and emotional support reported higher levels of parenting stress and lower levels of psychological well-being. The results of hierarchical multiple regressions revealed that parenting stress was the strongest predictor of parental psychological distress. Social support was associated with parental well-being but did not mediate the relation between parenting stress and parental well-being. The findings suggest that parenting stress during the COVID-19 lockdowns might take a toll on the mental health of parents of school-age children. Parents of school-age children need multiple layers of support, including targeted support addressing stressors related to school closures and parenting under quarantine. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

COVID-19; Pandemic; Parental well-being; Parenting stress; School-age children

10.1007/s10826-022-02321-1

Williamson K.; Lank P.M.; Olson A.; Cheema N.; Lovell E.

A positive depression screen is associated with emergency medicine resident burnout and is not affected by the implementation of a wellness curriculum

Western Journal of Emergency Medicine

Introduction: While burnout is occupation-specific, depression affects individuals comprehensively. Research on interventions for depression in emergency medicine (EM) residents is limited. Objectives: We sought to obtain longitudinal data on positive depression screens in EM residents, assess their association with burnout, and determine whether implementation of a wellness curriculum affected the rate of positive screens. Methods: In February 2017, we administered the Maslach Burnout Inventory and the Primary Care Evaluation of Mental Disorders Patient Health Questionnaire two-question depression screen at 10 EM residencies. At five intervention sites, a year-long wellness curriculum was then introduced while five control sites agreed not to introduce new wellness initiatives during the study period. Study instruments were re-administered in August 2017 and February 2018. Results: Of 382 residents, 285 participated in February 2017; 40% screened positive for depression. In August 2017, 247/386 residents participated; 27.9% screened positive for depression. In February 2018, 228/386 residents participated; 36.2% screened positive. A positive depression screen was associated with higher burnout. There were similar rates of positive screens at the intervention and control sites. Conclusion: Rates of positive depression screens in EM residents ranged between 27.9% and 40%. Residents with a positive screen reported higher levels of burnout. Rates of a positive screen were unaffected by introduction of a wellness curriculum. © 2021 Williamson et al. This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/

10.5811/WESTJEM.2021.9.52016

Astitene K.; Barkat A.

Prevalence of posttraumatic stress disorder among adolescents in school and its impact on their well-being: A cross-sectional study

Pan African Medical Journal

Introduction: anyone can develop posttraumatic stress disorder (PTSD) following a traumatic event; this disorder can develop comorbid PTSD disorders such as anxiety and depression, which could seriously interfere with the daily life of the adolescent who was to be the subject of our study by evaluating the prevalence of PTSD in public schools and also evaluating the impact of this disorder. Methods: the survey was carried out during the period from March to June 2017. Participants were selected for a cross-sectional survey. Standardized questionnaires (life events checklist, CPTS-RI, STAIY and CDI) were used. The independent variables were investigated using binary logistic regression analyzes which were performed to investigate factors associated with PTSD. Results: the number of students was 982 adolescents with an age of 12 to 17 years (14.98 ± 1.49) and the participation rate was 88.69% (n = 871). A high prevalence of PTSD was found with 19.3% (n = 168). The factors independently associated with PTSD included being a girl (adjusted odds ratio (AOR) =2.113, 95% C.I =1.015-4.399, p=0.046), having a middle school level (AOR =5.765, 95% C.I =2.262-14.692, p<0.0001), sleep interrupted (AOR =0.142, 95% C.I =0.027-0.745, p=0.021), guilt (AOR =27.378, 95% C.I =6.835-109.663, p<0.0001), difficulties of memory (AOR =0.157, 95% C.I = 0.071-0.346, p<0.0001), and difficulties of concentration (AOR =0.041, 95% C.I = 0.004-0.392, p=0.006). Among adolescents in school with PTSD, anxiety had 79.1% (n = 133) and depression had 51.1% (n = 86). Conclusion: the prevalence of PTSD and comorbid anxiety and depression was high among educated students. Factors associated with PTSD included being in college, being a girl, and having guilt. It is necessary to adapt suitable treatments immediately after a traumatic event or during the disease. Copyright: Khalid Astitene et al.

Adolescence; Associated disorders; Posttraumatic stress disorder; School students; Traumatic events

African Field Epidemiology Network

10.11604/pamj.2021.39.54.27419

Eden A.L.; Johnson B.K.; Reinecke L.; Grady S.M.

Media for Coping During COVID-19 Social Distancing: Stress, Anxiety, and Psychological Well-Being

Frontiers in Psychology

In spring 2020, COVID-19 and the ensuing social distancing and stay-at-home orders instigated abrupt changes to employment and educational infrastructure, leading to uncertainty, concern, and stress among United States college students. The media consumption patterns of this and other social groups across the globe were affected, with early evidence suggesting viewers were seeking both pandemic-themed media and reassuring, familiar content. A general increase in media consumption, and increased consumption of specific types of content, may have been due to media use for coping strategies. This paper examines the relationship between the stress and anxiety of university students and their strategic use of media for coping during initial social distancing periods in March-April 2020 using data from a cross-sectional survey. We examine links between specific types of media use with psychological well-being concepts, and examine the moderating roles of traits (hope, optimism, and resilience) as buffers against negative relationships between stress and anxiety and psychological well-being. Our findings indicate that stress was linked to more hedonic and less eudaimonic media use, as well as more avoidant and escapist media-based coping. Anxiety, on the other hand, was linked to more media use in general, specifically more eudaimonic media use and a full range of media-based coping strategies. In turn, escapist media was linked to negative affect, while reframing media and eudaimonic media were linked to positive affect. Avoidant coping was tied to poorer mental health, and humor coping was tied to better mental health. Hedonic and need-satisfying media use were linked to more flourishing. Hope, optimism, and resilience were all predictive of media use, with the latter two traits moderating responses to stress and anxiety. The findings give a nuanced portrait of college students’ media use during a pandemic-induced shutdown, showing that media use is closely intertwined with well-being in both adaptive and maladaptive patterns. © Copyright © 2020 Eden, Johnson, Reinecke and Grady.

anxiety; coping; COVID-19; media; stress; students; well-being

10.3389/fpsyg.2020.577639

Dos Santos L.M.

The Stress, Mental Health Issues, and Mental Well-Being of COVID-19 Survivors: An Interpretative Phenomenological Analysis Study of Male University Students

Journal of Men's Health

Background: This study investigates the sources of stress and mental well-being based on the experiences and sense-making process of a group of COVID-19 survivors in South Korea. Currently, only a few studies have focused on the stress and mental and psychological well-being of COVID-19 survivors, particularly in undergraduate male university students in the East Asian region. Based on social stigma theory, this study was guided by the following research question: How would undergraduate male university students express and describe their sources of stress that may impact the mental and psychological well-being of COVID-19 survivors, particularly in the case of South Korea? Methods: Interpretative phenomenological analysis was employed. Two in-depth interview sessions, one focus group activity, and one member-checking interview session via the Zoom app were employed to collect lived experiences from eight COVID- 19 survivors who are traditional-age (i.e., 18-25 years old) university students at South Korean universities. Results: Three themes were categorised: (1) Religious Practices and Churchgoers, (2) University Matters and Personnel, and (3) Challenges from Relatives, Neighbours, and Friends. All participants argued that their gender roles, behaviours, the individuals around them and their environment offer different sources of stress, which influence their mental health and well-being as COVID-19 survivors. Although they had already been discharged from hospital and were categorised as healthy people, the government and general public continued to offer pressure. Conclusions: The results of this study illustrated the issues of sources of stress and mental and psychological well-being of COVID-19 survivors, particularly in South Korea. Although the participants had recovered from the illness caused by COVID-19, they continued to face stress, challenges, and problems from the individuals around them and their environment. The results of this study may fill the gaps about the experiences between male university undergraduate students as COVID-19 survivors in South Korea. © 2022 The Author(s).

coronavirus; COVID-19 survivor; interpretative phenomenological analysis; South Korea; stigma; stress

Marshall G.D., Jr; Blaiss M.; Dixit A.; Ein D.; Fausnight T.; Miller T.; Nanda A.; O'Connor M.; Peng T.; Phipatanakul W.; Rupp M.; Silvers W.; Tilles S.A.; Pfeifer J.

Risk of physician burnout in the North American allergist-immunologist workforce: A report from the American College of Allergy, Asthma and Immunology Physician Wellness Taskforce

Annals of Allergy, Asthma and Immunology

American College of Allergy, Asthma and Immunology

Khlomov K.D.; Bochaver A.A.; Korneev A.A.

Well-being and Coping with Stress Among Russian Adolescents in Different Educational Environments

Psychology in Russia: State of the Art

Background. The school environment influences a child’s well-being in different ways, not only by education but also by forming social roles, habits, and stress responses. It provides the sources of stress as well as the sources of resilience. Objective. This study examines the variety of coping strategies of adolescents attending different educational institutions and the different trajectories in the adaptation process in different educational environments. Design. This paper examined the coping strategies, optimism, and subjective well-being of students in different educational environments. Three schools were represented, and 646 adolescents between 12–17 years old participated in the study. The measures included the Ways of Coping Checklist, The Life Orientation Test, and The Warwick-Edinburgh Mental Well-Being Scale. Results. Coping strategies used by students attending different schools significantly differ in their intensiveness of use and age distribution. However, optimism and subjective well-being are higher among older adolescents and do not depend on the educational environment. Conclusion. The differences in the coping strategies preferred by the adolescents in different types of schools reflect their adaptation to the different environmental demands, which is confirmed by the same level of subjective well-being and optimism in different environments. However, their repertoires of coping strategies are not analogous: the students in high-rated schools use more various and more constructive coping strategies than students in low-rated schools. We may assume that their resilience and ability to cope with stress outside of school may also differ, which, in turn, can influence their further life trajectories and ability to cope with difficulties in life, perpetuating existing social inequality. Early and middle adolescents in all types of schools show a lower level of well-being and optimism than older students, which may indicate their higher psychological vulnerability and need for adult attention and support compared to older adolescents. © Lomonosov Moscow State University, 2021

Adolescence; coping strategies; educational environment; school; well-being

Russsian Psychological Society

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

Healthcare (Switzerland)

UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China. © 2022 by the authors.

college teachers; emotional exhaustion; sustainable development; well-being; work-life balance

10.3390/healthcare10112234

Chapman C.B.; Wilson S.G.; Wilson D.I.; Dunkley M.K.

National survey of pharmacists, intern pharmacists and pharmacy students in Australia: the nature and extent of stress and well-being

International Journal of Pharmacy Practice

Objectives: A national survey of the Australian pharmacy workforce was conducted to determine the extent to stress experienced, the extent to which it is work-related, how stress is managed, the barriers to getting help and how well prepared the workforce is for stressful situations. There were three objectives: provision of guidance on possible interventions; provision of a baseline for further studies; and provision of information to the Australian Health Practitioner Regulation Authority (AHPRA). Methods: An online survey incorporating the 10-item Perceived Stress Scale was developed, piloted and launched in October 2016. Pharmacy-related organisations alerted their members to the voluntary survey. Popular pharmacy social media was used. Responses were analysed using SPSS and Excel. The a priori for significance was P < 0.05. Key findings: In relation to the nature and extent of stress in the workforce and work-life balance, information provided by 1246 respondents out of a workforce of 29 819 revealed high levels of stress (PSS-10 score 20.1 ± 7.3), with those under 30 years of age and/or with 10 years or less in the pharmacy workforce reporting the highest levels. Just under half the respondents reported dissatisfaction with their work-life balances. Conclusions: Workplace stress is high, particularly among younger members of the workforce. Professional pharmacy associations, schools of pharmacy at Australian universities and AHPRA have been alerted to this issue. The survey should be repeated reasonably soon to determine if any of the key characteristics have changed, particularly if interventions are made to reduce the occurrence of workplace-related stress. © 2020 Royal Pharmaceutical Society

pharmacy workforce; stress; well-being

Wiley-Blackwell Publishing Ltd

Tran N.T.; Franzen J.; Jermann F.; Rudaz S.; Bondolfi G.; Ghisletta P.

Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience

Introduction University students’ psychological health is linked to their academic satisfaction. This study aimed to investigate students’ psychological health and academic satisfaction in the context of COVID-19 and academic year-end stress. Materials and methods Standardized self-filled scales for anxiety, depression, stress, psychological well-being, academic satisfaction (subjective assessment of students’ quality of life in their educational setting), and an ad-hoc scale for stress on the learning experience due to COVID-19 were used in this cross-sectional study. Participants were first- to third-year students of eight different health-related tracks in Geneva, Switzerland. Descriptive statistics and hierarchical regression analyses were applied. Results In June 2020, out of 2835 invited students, 433 (15%) completed the survey. Academic satisfaction was a stronger mental health predictor than COVID-19 stress on the learning experience, which mainly predicted stress and anxiety. Lower academic satisfaction scores were significantly associated with stress (β = −0.53, p < 0.001), depression (β = −0.26, p < 0.001), anxiety (β = −0.20, p < 0.001), while higher scores with psychological well-being (β = 0.48, p < 0.001). Identifying as female was strongly associated with anxiety and stress but not with depression or psychological well-being. Lower age was associated with stress only. The nature of the academic training had a lesser impact on mental health and the academic year had no impact. Conclusions Academic satisfaction plays a more substantial role than COVID-19 stress on the learning experience in predicting students’ overall mental health status. Training institutions should address the underlying factors that can enhance students’ academic satisfaction, especially during the COVID-19 period, in addition to ensuring that they have a continuous and adequate learning experience, as well as access to psychosocial services that help them cope with mental distress and enhance their psychological well-being. Copyright: © 2022 Tran et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Public Library of Science

10.1371/journal.pone.0266612

Nimmi P.M.; Donald W.E.

Modelling the interaction between serious leisure, self-perceived employability, stress, and workplace well-being: empirical insights from graduates in India

Purpose: Drawing on a framework of Job Demands-Resources (JD-R), the purpose of this paper is to conceptually develop and empirically validate a moderated mediation model of serious leisure and workplace well-being. Design/methodology/approach: The data were collected between December 2020 and March 2021 using an online questionnaire. A total of 225 completed questionnaires were received from employees in India who graduated between 2018 and 2020. Findings: The authors’ findings indicate that serious leisure is positively associated with workplace well-being and that the relationship is mediated by self-perceived employability. Stress moderates the relationship between serious leisure and self-perceived employability in such a way that the association is stronger when levels of stress are higher. Stress also moderates the mediating effect of self-perceived employability on the relationship between serious leisure and workplace well-being such that the indirect effect of serious leisure on workplace well-being is stronger when levels of stress are higher. Originality/value: Theoretical implications come from drawing on leisure studies literature to differentiate casual leisure and serious leisure. The concept of serious leisure is subsequently integrated into the human resource management literature to explore the relationship between serious leisure, self-perceived employability, stress, and workplace well-being. Practical and policy implications suggest how universities and organisations can support their students and early careers talent by encouraging them to participate in serious leisure activities. © 2022, Emerald Publishing Limited.

Self-perceived employability; Serious leisure; Stress; Workplace well-being

Tekkas Kerman K.; Albayrak S.; Arkan G.; Ozabrahamyan S.; Beser A.

The effect of the COVID-19 social distancing measures on Turkish women's mental well-being and burnout levels: A cross-sectional study

International Journal of Mental Health Nursing

Lockdown and social distancing measures during the COVID-19 pandemic increase women's responsibilities and influence their mental health. This study aimed to assess the effect of COVID-19 social distancing measures on mental well-being and burnout levels of women using an online cross-sectional survey in Turkey. The Warwick-Edinburgh Mental Well-being Scale, The Burnout Measure, and Sociodemographic form were used in this study. All analyses were performed on a sample of 438 women aged between 18 and 65. The mean score of mental well-being was 47.86 (SD = 10.04) and the mean score of burnout was 3.86 (SD = 1.16). Being younger than 30 years old (t = 2.14, P = 0.033), having undergraduate education or above (F = 5.09, P = 0.007), part-time working (F = 5.39, P = 0.005), attending to school (t = 2.68, P = 0.008), having COVID-19 symptoms (t = 6.01, P < 0.001), and perceiving spousal emotional support (F = 3.47, P = 0.016) were the factors associated with high burnout. Being older than 30 years old (z = −3.11, P = 0.002), full time working (H = 11.96, P = 0.003), not attending to school (z = −2.09, P = 0.036), perceiving spousal emotional (H = 13.22, P = 0.004), or social (H = 13.11, P = 0.004) support were the factors associated with higher mental well-being. Age (β = −0.03, P = 0.001), having two or more children (β = 0.42, P = 0.015), and perceiving COVID-19 symptoms (β = −0.73, P < 0.001) were the predictors of women’s burnout. This study shows that mental well-being and burnout levels of women in Turkey have been considerably affected as a result of social distancing measures taken with the first wave of the pandemic. Findings signal the immediate need for targeted mental health nursing interventions. Therefore, technology-based mental health support programmes are recommended to be designed and utilized by mental health nurses. © 2022 John Wiley & Sons Australia, Ltd.

burnout; COVID-19; mental well-being; social distancing; women

John Wiley and Sons Inc

Operto F.F.; Scaffidi Abbate C.; Piscitelli F.T.; Olivieri M.; Rizzo L.; Sica G.; Labate A.; Roccella M.; Carotenuto M.; Pastorino G.M.G.

Adolescents with Neuropsychiatric Disorders during the COVID-19 Pandemic: Focus on Emotional Well-Being and Parental Stress

Healthcare (Switzerland)

(1) Introduction: The aim of our research was to explore emotional/behavioral changes in adolescents with neuropsychiatric conditions during the COVID-19 pandemic, and parental stress levels through a standardized assessment, comparing the data collected before and during the first months of lockdown. Moreover, an additional goal was to detect a possible relationship between emotional/behavioural symptoms of adolescents and the stress levels of their parents. (2) Methods: We enrolled 178 Italian adolescents aged between 12–18 that were referred to the Child Neuropsychiatry Unit of the University Hospital of Salerno with different neuropsychiatric diagnoses. Two standardized questionnaires were provided to all parents for the assessment of parental stress (PSI-Parenting Stress Index-Short Form) and the emotional/behavioral problems of their children (Child Behaviour Check List). The data collected from questionnaires administered during the six months preceding the pandemic, as is our usual clinical practice, were compared to those recorded during the pandemic. (3) Results: The statistical comparison of PSI and CBCL scores before/during the pandemic showed a statistically significant increase in all subscales in the total sample. The correlation analysis highlighted a significant positive relationship between Parental Stress and Internalizing/Externalizing symptoms of adolescent patients. Age and gender did not significantly affect CBCL and PSI scores, while the type of diagnosis could affect behavioral symptoms and parental stress. (4) Conclusions: our study suggests that the lockdown and the containment measures adopted during the COVID-19 pandemic could have aggravated the emotional/behavioral symptoms of adolescents with neuropsychiatric disorders and the stress of their parents. Further studies should be conducted in order to monitor the evolution of these aspects over time. © 2022 by the authors.

adolescents; CBCL; COVID-19; emotional behavioral symptoms; neuropsychiatric disorders; parental stress; PSI

10.3390/healthcare10122368

Herselman M.F.; Bailey S.; Deo P.; Zhou X.-F.; Gunn K.M.; Bobrovskaya L.

The Effects of Walnuts and Academic Stress on Mental Health, General Well-Being and the Gut Microbiota in a Sample of University Students: A Randomised Clinical Trial

Poorer mental health is common in undergraduate students due to academic stress. An interplay between stress and diet exists, with stress influencing food choices. Nutritional interventions may be effective in preventing mental health decline due to complex bidirectional interactions between the brain, the gut and the gut microbiota. Previous studies have shown walnut consumption has a positive effect on mental health. Here, using a randomized clinical trial (Australian New Zealand Clinical Trials Registry, #ACTRN12619000972123), we aimed to investigate the effects of academic stress and daily walnut consumption in university students on mental health, biochemical markers of general health, and the gut microbiota. We found academic stress had a negative impact on self-reported mood and mental health status, while daily walnut consumption improved mental health indicators and protected against some of the negative effects of academic stress on metabolic and stress biomarkers. Academic stress was associated with lower gut microbial diversity in females, which was improved by walnut consumption. The effects of academic stress or walnut consumption in male participants could not be established due to small numbers of participants. Thus, walnut consumption may have a protective effect against some of the negative impacts of academic stress, however sex-dependent mechanisms require further study. © 2022 by the authors.

depression; diet; gut-brain axis; microbiota; pathways; stress; walnuts

Zewude G.T.; Beyene S.D.; Taye B.; Sadouki F.; Hercz M.

COVID-19 Stress and Teachers Well-Being: The Mediating Role of Sense of Coherence and Resilience

European Journal of Investigation in Health, Psychology and Education

The outbreak of the COVID-19 pandemic has impacted many professions with short-, medium-, and long-term consequences. Hence, this study examined the mediating role of sense of coherence (SOC) and resilience in the relation to COVID-19 stress and teachers’ well-being (TWB). It recruited 836 teachers from Ethiopia’s higher-education institutions, of which 630 (75.4%) were men and 206 (24.6%) were women, with a mean age of 32.81 years and a standard deviation of 6.42. Findings showed that COVID-19 stress negatively predicted SOC, resilience, and TWB and that SOC and resilience positively predicted TWB. It was concluded that SOC and resilience, both together and separately, mediated the relation between COVID-19 stress and TWB. These results were discussed alongside relevant literature, and the study is found to be valuable for practitioners and researchers who seek to improve well-being using SOC and resilience as resources across teaching professions. © 2022 by the authors.

COVID-19 stress; higher education teachers; mediation analysis; resilience; sense of coherence; teachers’ well-being

Malinauskas R.; Malinauskiene V.

The relationship between emotional intelligence and psychological well-being among male university students: The mediating role of perceived social support and perceived stress

International Journal of Environmental Research and Public Health

This study aimed to examine the subject of emotional intelligence (EI), which has received increased attention from scholars over the past few decades. The study utilized a quantitative longitudinal approach to attain the objective of understanding the correlation between EI and psychological well-being. A sample consisting of only male students was sought in this study in a process that was guided by specific criteria. The study reveals that students’ EI correlates positively with perceived social support and well-being at each time and across times. Negative relations are found between perceived stress and well-being at each time and across times. Results and findings reported in this study reveal that perceived social support partially mediates the longitudinal association between EI and well-being. Specifically, perceived stress does not mediate the longitudinal association between EI and well-being. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.

Cross-lagged; Emotional intelligence; Perceived social support; Perceived stress; Perceived well-being

Nazari M.; Alizadeh Oghyanous P.

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

The present mixed methods study examined the relationships among Iranian English as a Foreign Language (EFL) teachers’ turnover intentions, occupational stress, psychological well-being, and grit in light of their teaching experience. The participants of the study were a total of 325 EFL teachers (138 novice and 187 experienced). To collect the data, four instruments of occupational stress, turnover intentions, grit, and well-being were administered to the participants, followed by semi-structured interviews with 20 teachers. Data analyses indicated that the novice and experienced teachers’ occupational stress/turnover intentions and grit/psychological well-being were significantly correlated. The results also revealed that the strength of relationship between occupational stress/turnover intentions and grit/psychological well-being is significantly higher for novice teachers than the experienced teachers. The analysis of the interviews indicated that while occupational stress collectively influences the teachers’ identity, emotions, and retaining in the profession, their well-being was largely defined in light of various institutional and socio-economic factors. The results of the study are discussed and implications for teacher education are provided. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

grit; occupational stress; psychological well-being; teacher identity construction; teaching experience; turnover intentions

10.1080/2331186X.2021.1892943

Van Pham K.; Duong N.T.; Thi T.D.P.

INVESTIGATING PERFECTIONISM AND SUBJECT WELL-BEING AMONG COLLEGE STUDENTS: STRESS COPING STRATEGIES AS A MEDIATOR; [ИССЛЕДОВАНИЕ ПЕРФЕКЦИОНИЗМА И СУБЪЕКТИВНОГО БЛАГОПОЛУЧИЯ СРЕДИ СТУДЕНТОВ КОЛЛЕДЖА: СТРАТЕГИИ ПРЕОДОЛЕНИЯ СТРЕССА КАК ПОСРЕДНИКА]; [ESTUDIO DEL PERFECCIONISMO Y BIENESTAR SUBJETIVO ENTRE LOS ESTUDIANTES UNIVERSITARIOS: ESTRATEGIAS Y SU PAPEL MEDIADOR PARA AFRONTAR EL ESTRÉS]

Introduction. Previous studies pointed out that there is an important relationship between personality factors and an individual’s well-being. Aim. This study aims to investigate the relationships between adaptive/maladaptive perfection and subject well-being among college students. Besides, positive/avoidance stress coping strategies are used as a mediator in the relationship between adaptive/maladaptive perfectionism and subject well-being. Methodology and research methods. This study used a quantitative research method to investigate a population of college students. Questionnaires were also delivered to 350 students in colleges in Ho Chi Minh City, Vietnam. The authors used Structural Equation Modelling (SEM) via AMOS to test all the hypotheses. Results. The findings show that (1) adaptive perfectionism can positively predict subjective well-being through positive coping strategies and negatively predict subject well-being through avoidance coping strategies; (2) maladaptive perfectionism can negatively predict subjective well-being through positive coping strategies and positively through avoidance coping strategies; (3) adaptive/maladaptive perfectionism can directly predict subject well-being. Scientific novelty. This study gains more insights into the role of stress coping strategies as a mediator in the relationship between adaptive/maladaptive perfectionism and subject well-being among college students. Practical significance. The findings in this study suggest that teachers, mentors, and counsellors should give appropriate counselling to college students to help them obtain good learning development and physical and mental adaptation. © 2023 Russian State Vocational Pedagogical University. All rights reserved.

college students; perfectionism; stress coping strategies; subject well-being

Russian State Vocational Pedagogical University

10.17853/1994-5639-2023-4-196-210

Lin W.; Zeng C.; Bao Z.; Nie W.; Nan X.; Shen S.; Shi Y.; Yan H.; Yang F.; Wu R.

Study of the Vertical Structures, Thermal Comfort, Negative Air Ions, and Human Physiological Stress of Forest Walking Spaces in Summer

Forest walking is a popular, healthy, and light outdoor activity. The potential comprehensive relationships between the vertical structures, thermal comfort, negative air ions (NAI), and human physiological stress in forest walking spaces have not been determined. We performed an experiment in the Baishuihe National Nature Reserve, Sichuan Province, China. Thirty-two college students recruited as subjects completed a forest walk (approximately one kilometer) on the same trail divided into three vertical structure type subsections, namely: A (dense herb and shrub layers with a sparse tree layer), B (dense tree, herb and shrub layers), and C (dense tree and herb layers with a sparse shrub layer). When the subjects passed preset environmental measurement points, staff measured climatic indexes (air temperature, relative humidity, wind velocity, surface temperature and global radiation) and NAI levels, and these data were input into the Rayman model to form a comprehensive thermal comfort index, the physiologically equivalent temperature (PET). PET and NAI differences and dynamic data among the subsections were analyzed. The subjects’ brain waves, heart rates (HRs), and walking speed (S) were digitally recorded. We selected brain wave θ, γ and β-high/α rates, neuroemotional indexes (stress and relaxation) and HR as physiological indicators, and S as an auxiliary indicator. The correlations between PET and NAI with physiological and auxiliary indexes were analyzed. Forest type C showed the lowest PETs and highest NAIs along with the most stable dynamic changes. PET was negatively correlated with HR and positively correlated with γ (12 channels). NAI was positively correlated with S and relaxation and negatively correlated with γ (two channels) and the β-high/α ratio (five channels). These comprehensive relationships suggest that dense tree, sparse shrub, and high-coverage herb layers combined with optimal temporal conditions (before noon or after a light rain) form the best thermal comfort and NAI conditions conducive to reducing human physiological pressures during summer daytime forest walking. These results provide theoretical references for forest walking and spatial regulation. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.

Electroencephalogram (EEG); Forest walking; Heart rate; Negative air ions (NAI); Physiologically equivalent temperature (PET); Vertical structure

Rodríguez-Jiménez R.-M.; Carmona M.; García-Merino S.; Díaz-Ureña G.; Lara Bercial P.J.

Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach

The continuous changes in our society require adapted training that encompasses both technical and competency knowledge. There is a high level of demand, especially in areas such as engineering, which can affect the mental health of students, producing high levels of stress and psychological distress, hindering self-efficacy and academic performance. Embodied learning working on self-awareness, stress reduction and self-knowledge can help to generate healthier environments. Creative therapies can be a tool to promote the prevention of health problems in this group of the population. In particular, Dance Movement Therapy has demonstrated its effectiveness in improving health in clinical and non-clinical settings. In this work, a body awareness program based on Dance Movement Therapy is developed and implemented in engineering students. Through a mixed pre-post methodology, its impact is evaluated and analyzed in an experimental group of engineering students. Psychometric tests, physiological variables and reflective diaries are used as data sources. The results show that the experimental group, compared with the control group, increased their levels of body awareness and connectedness, well-being and life satisfaction and reduced their stress levels. The results were supported by cortisol measures. Likewise, the students acknowledged having increased their levels of self-awareness and self-knowledge and considered the inclusion of these bodily approaches in higher education to be necessary. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.

Body awareness; Cortisol; Dance movement therapy; Engineering students; Higher education; Mixed methods; Self-awareness; Self-knowledge; Stress; Well-being

Shea J.A.; Bellini L.M.; Desai S.V.; Barg F.K.; Eriksen W.; Wietlisbach L.E.; Yakubu A.-R.; Asch D.A.

Exploring Residents' Well-Being and Burnout via Qualitative Ecological Momentary Assessment

Purpose Most of what is known about resident burnout and wellness comes from cross-sectional snapshot surveys. The purpose of this study was to elicit qualitative perspectives on wellness from a cohort of internal residents over time using ecological momentary assessment. Method Drawing on principles of ecological momentary assessment, 13 different open-ended survey prompts were delivered between October and March during the 2019-2020 academic year. Participants were 88 randomly selected internal medicine residents from 4 internal medicine training programs in the Northeast. Results The response rate was 95%. Three main themes regarding wellness were self, program/education environment, and medical/structural system. A fourth theme, the desire to provide quality patient care, cut across all other themes. The patient care theme repeatedly stressed residents' desire to spend more time with patients. The self theme primarily reflected messages about personal emotions and the need for work-life balance and wellness. The program/education environment theme reflected the value of learning, teamwork and community, and program culture. The medical/structural system theme showed that residents' experiences were shaped by the efficiency of their days and largely a product of their schedules and administrative support. Closing advice to future trainees was optimistic and reassuring. Conclusions While findings support much of what has been learned via single-occasion survey snapshots, an ecological momentary assessment design allowed a deeper dive into contextual associations. The results affirm the primacy of patient care and also highlight the value of teamwork and culture. Peers and program leaders are heavily influential in setting the tone for the learning experience, whether for the day or with a more enduring message of respect and support. There is opportunity to maximize high-or higher-value learning experiences for residents and find solutions to reduce and reframe the perceived "low-value administrative work" that is part of care coordination. © 2022 Lippincott Williams and Wilkins. All rights reserved.

Lippincott Williams and Wilkins

10.1097/ACM.0000000000004508

Lee D.H.; Reasoner K.; Lee D.; Davidson C.; Pennings J.S.; Blazar P.E.; Frick S.L.; Kelly A.M.; LaPorte D.M.; Lese A.B.; Mercer D.M.; Ring D.; Salazar D.H.; Scharschmidt T.J.; Snoddy M.C.; Strauch R.J.; Tuohy C.J.; Wongworawat M.D.

Is grit associated with burnout and well-being in orthopaedic resident and faculty physicians? A multi-institution longitudinal study across training levels

Clinical Orthopaedics and Related Research

Background Grit has been defined as “perseverance and passion for long-term goals” and is characterized by maintaining focus and motivation toward a challenging ambition despite setbacks. There are limited data on the impact of grit on burnout and psychologic well-being in orthopaedic surgery, as well as on which factors may be associated with these variables. Questions/purposes (1) Is grit inversely correlated with burnout in orthopaedic resident and faculty physicians? (2) Is grit positively correlated with psychologic well-being in orthopaedic resident and faculty physicians? (3) Which demographic characteristics are associated with grit in orthopaedic resident and faculty physicians? (4) Which populations, the fellow population had a higher proportion of women than the faculty and resident populations did. Pearson correlations and standardized β coefficients were used to assess the relationships of grit, burnout, psychologic well-being, and continuous participant characteristics. Results We found moderate, negative relationships between grit and emotional exhaustion (r = -0.30; 95% CI -0.38 to -0.21; p < 0.001), depersonalization (r = -0.34; 95% CI -0.44 to -0.23; p < 0.001), and the overall burnout score (r = -0.39; 95% CI -0.48 to -0.31; p < 0.001). The results also showed a positive correlation between grit and personal accomplishment (r = 0.39; 95% CI 0.29 to 0.48; p < 0.001). We also found a moderate, positive relationship between grit and psychologic well-being (r = 0.39; 95% CI 0.30 to 0.49; p < 0.001). Orthopaedic surgeons with 21 years or more of practice had higher grit scores than physicians with 10 to 20 years of practice. Orthopaedic surgeons in practice for 21 years or more also had lower burnout scores than those in practice for 10 to 20 years. Married physicians had higher psychologic well-being than unmarried physicians did. Conclusion Among orthopaedic residents, fellows, and faculty, grit is inversely related to burnout, with lower scores for emotional exhaustion and depersonalization and higher scores for personal accomplishment as grit increases. Clinical Relevance The results suggest that grit could be targeted as an intervention for reducing burnout and promoting psychologic well-being among orthopaedic surgeons. Other research has suggested that grit is influenced by internal characteristics, life experiences, and the external environment, suggesting that there is potential to increase one’s grit. Residency programs and faculty development initiatives might consider measuring grit to assess for the risk of burnout, as well as offering curricula or training to promote this psychologic characteristic. demographic characteristics are associated with burnout and psychologic well-being in orthopaedic resident and faculty physicians? Methods This study was an institutional review board–approved interim analysis from the first year of a 5-year longitudinal study of grit, burnout, and psychologic well-being in order to assess baseline relationships between these variables before analyzing how they may change over time. Orthopaedic residents, fellows, and faculty from 14 academic medical centers were enrolled, and 30% (335 of 1129) responded. We analyzed for the potential of response bias and found no important differences between sites in low versus high response rates, nor between early and late responders. Participants completed an email-based survey consisting of the Duckworth Short Grit Scale, Maslach Burnout Inventory-Human Services (Medical Personnel) Survey, and Dupuy Psychological Well-being Index. The Short Grit Scale has been validated with regard to internal consistency, consensual and predictive validity, and test-retest stability. The Psychological Well-being Index has similarly been validated with regard to reliability, test-retest stability, and internal consistency, and the Maslach Burnout Inventory has been validated with regard to internal consistency, reliability, test-retest stability, and convergent validity. The survey also obtained basic demographic information such as survey participants’ age, gender, race, ethnicity, marital status, current year of training or year in practice (as applicable), and region of practice. The studied population consisted of 166 faculty, 150 residents, and 19 fellows. Beyond the expected age differences between sub-populations, the fellow population had a higher proportion of women than the faculty and resident populations did. Pearson correlations and standardized b coefficients were used to assess the relationships of grit, burnout, psychologic well-being, and continuous participant characteristics. Results We found moderate, negative relationships between grit and emotional exhaustion (r = -0.30; 95% CI -0.38 to -0.21; p < 0.001), depersonalization (r = -0.34; 95%CI -0.44 to -0.23; p < 0.001), and the overall burnout score (r = -0.39; 95% CI -0.48 to -0.31; p < 0.001). The results also showed a positive correlation between grit and personal accomplishment (r = 0.39; 95% CI 0.29 to 0.48; p < 0.001). We also found a moderate, positive relationship between grit and psychologic well-being (r = 0.39; 95% CI 0.30 to 0.49; p < 0.001). Orthopaedic surgeons with 21 years or more of practice had higher grit scores than physicians with 10 to 20 years of practice. Orthopaedic surgeons in practice for 21 years ormore also had lower burnout scores than those in practice for 10 to 20 years. Married physicians had higher psychologic well-being than unmarried physicians did. Conclusion Among orthopaedic residents, fellows, and faculty, grit is inversely related to burnout, with lower scores for emotional exhaustion and depersonalization and higher scores for personal accomplishment as grit increases. Clinical Relevance The results suggest that grit could be targeted as an intervention for reducing burnout and promoting psychologic well-being among orthopaedic surgeons. Other research has suggested that grit is influenced by internal characteristics, life experiences, and the external environment, suggesting that there is potential to increase one’s grit. Residency programs and faculty development initiatives might consider measuring grit to assess for the risk of burnout, as well as offering curricula or training to promote this psychologic characteristic. Copyright © 2021 by the Association of Bone and Joint Surgeons

Lippincott Williams and Wilkins

10.1097/CORR.0000000000001987

Larsen D.; Chu J.T.; Yu L.; Chang Y.; Donelan K.; Palamara K.

Correlating Burnout and Well-being in a Multisite Study of Internal Medicine Residents and Faculty

Journal of General Internal Medicine

10.1007/s11606-021-06653-4

Wu Q.; Chi P.; Zhang Y.

Association Between Pandemic Fatigue and Subjective Well-Being: The Indirect Role of Emotional Distress and Moderating Role of Self-Compassion

International Journal of Public Health

Objectives: As a stressor in the context of COVID-19 pandemic fatigue is associated with well-being. However, how pandemic fatigue is associated with well-being and what protective factors buffer this negative effect are under investigated. Based on the stress process model and emotion regulation theory, the study examined the indirect effect of pandemic fatigue on subjective well-being through emotional distress and the buffering effect of self-compassion. Methods: Data were collected from 1,162 university students (Mage = 21.61 ± 2.81, female 35.71%) through an online survey. Indirect effect analysis and conditional process analysis were conducted by the SPSS macro PROCESS. Results: Indirect effect of pandemic fatigue on subjective well-being through emotional distress was identified and self-compassion moderated the association between pandemic fatigue and emotional distress. The indirect effect of pandemic fatigue was weaker among participants with high levels of self-compassion than among those with low levels of self-compassion. Conclusion: Pandemic fatigue was negatively associated with subjective well-being through emotional distress at all levels of self-compassion. The findings deepen our understanding of the link between pandemic fatigue and well-being while considering the indirect role of emotional distress and protective function of self-compassion. Copyright © 2023 Wu, Chi and Zhang.

conditional process; emotional distress; pandemic fatigue; self-compassion; subjective well-being

Schwartz S.J.; Waterman A.S.; Cobb C.L.; Cano M.Á.; Scaramutti C.; Meca A.; Ozer S.; Ward C.; Puente-Durán S.; Lorenzo-Blanco E.I.; Unger J.B.; Duque M.C.; Vos S.R.; Zeledon I.; Garcia M.F.; Martinez C.R., Jr

Cultural Stress, Daily Well-Being, and Internalizing and Externalizing Symptoms Among Hispanic College Students

Journal of Counseling Psychology

The present study was designed to examine the extent to which, in a sample of 873 Hispanic college students, daily levels of, and variability in, well-being would mediate the predictive effects of culturally related stressors (discrimination, negative context of reception, and bicultural stress) on internalizing and externalizing symptoms 11 days later. A 12-day daily diary design was utilized, where reports of cultural stressors were gathered on Day 1, dailywell-being reports were gathered onDays 2–11, and outcomes were measured onDay 12 (with controls forDay 1 levels of these same outcomes). Structural equationmodeling results indicated that daily means of, and variability in, well-being significantly mediated the predictive effect of Day 1 ethnic/racial discrimination, negative context of reception, and bicultural stress on Day 12 symptoms of anxiety and depression. No effects emerged for externalizing symptoms. When we decomposed the latent well-being variability construct into its component indicators (selfesteem, life satisfaction, psychological well-being/self-acceptance, and eudaimonic well-being), daily variability in life satisfaction and self-acceptance appeared to be primarily responsible for the mediated predictive effects we observed. These results are discussed in terms of implications for further research, for counseling practice, and for the development of more inclusive university practices and policies. © 2022. American Psychological Association

College students; Cultural stressors; Daily diary; Hispanic; Well-being variability

American Psychological Association

Lenferink L.; Mouthaan J.; Fritz A.M.; Soydas S.; Eidhof M.; Van Hoof M.-J.; Groen S.; Mooren T.

Predicting transitions between longitudinal classes of post-traumatic stress disorder, adjustment disorder and well-being during the COVID-19 pandemic: Protocol of a latent transition model in a general Dutch sample

Background A growing body of literature shows profound effects of the COVID-19 pandemic on mental health, among which increased rates of post-traumatic stress disorder (PTSD) and adjustment disorder (AD). However, current research efforts have largely been unilateral, focusing on psychopathology and not including well-being, and are dominated by examining average psychopathology levels or on disorder absence/presence, thereby ignoring individual differences in mental health. Knowledge on individual differences, as depicted by latent subgroups, in the full spectrum of mental health may provide valuable insights in how individuals transition between health states and factors that predict transitioning from resilient to symptomatic classes. Our aim is to (1) identify longitudinal classes (ie, subgroups of individuals) based on indicators of PTSD, AD and well-being in response to the pandemic and (2) examine predictors of transitioning between these subgroups. Methods and analysis We will conduct a three-wave longitudinal online survey study of n≥2000 adults from the general Dutch population. The first measurement occasion takes place 6 months after the start of the pandemic, followed by two follow-up measurements with 6 months of intervals. Latent transition analysis will be used for data analysis. Ethics and dissemination Ethical approval has been obtained from four Dutch universities. Longitudinal study designs are vital to monitor mental health (and predictors thereof) in the pandemic to develop preventive and curative mental health interventions. This study is carried out by researchers who are board members of the Dutch Society for Traumatic Stress Studies and is part of a pan-European study (initiated by the European Society for Traumatic Stress Studies) examining the impact of the pandemic in 11 countries. Results will be published in peer-reviewed journals and disseminated at conferences, via newsletters, and media appearance among (psychotrauma) professionals and the general public. © Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.

COVID-19; psychiatry; public health

10.1136/bmjopen-2021-055696

Personality Traits, Technology-Related Teaching Skills, and Coping Mechanisms as Antecedents of Teachers’ Job-Related Affective Well-Being and Burnout in Compulsory and Higher Education Online Teaching Settings

Frontiers in Psychology

Teachers’ job-related well-being has been affected by the sudden shift to emergency remote online teaching due to the COVID-19 pandemic which has totally reshaped the task performance. Therefore, this study attempts to enlighten the possible reasons for the deterioration in teachers’ job-related well-being and proposes an integrated application of three models of prediction for job-related affective well-being and burnout as teachers’ indicators for the well-being in online teaching settings. The first model includes personality traits (extroversion, neuroticism, and conscientiousness) measured with the revised neuroticism, extroversion, and openness personality inventory (NEO-PI-R). The second model integrates an indispensable skill for the online teaching which is technological pedagogical content knowledge (TPCK) as technology-related teaching skill conceptualized by the TPACK framework. The TPACK model is a technology integration that identifies three types of knowledge instructors need to combine for successful EdTech integration - technological, pedagogical, and content knowledge (i.e., TPACK). The third model, a multidimensional one, includes coping mechanisms (e.g., problem-focused coping, emotion-focused coping, social support coping, and avoidant coping) as mediators in the relationship between personality traits and TPCK on the one side, and job-related well-being indicators on the other side. Findings from regression analyses were used to test the first two models, and the findings from a mediation analysis were used to test the third model to show that teachers’ TPCK explains a significant amount of variance in the job-related affective well-being of the teachers. The analyses also demonstrate that avoidant coping particularly mediates the relation between burnout and job-related affective well-being during COVID-19 school closures. Results indicate the efficacy of the TPACK model in increasing the job-related well-being of the teachers. The analysis of the data led to recommend that teachers should improve their personal technology-related teaching skills and adopt coping strategies in consistent with their personality traits. Moreover, public schools, as organizations, could advance educational technology programs to enhance technology-related teaching skills with the aim of increasing the well-being of their employees in online teaching settings. Copyright © 2022 Stan.

coping strategies; digital competence; online teaching; personality traits; well-being

10.3389/fpsyg.2022.792642

Chen Z.; Lee T.; Yue X.; Wang J.

How Time Pressure Matter University Faculties’ Job Stress and Well-Being? The Perspective of the Job Demand Theory

Frontiers in Psychology

The work environment of employees has been greatly affected by the COVID-19 pandemic, and many limitations and risks can be seen until now. In addition to employees in firms, the faculty in colleges and universities also suffer from pressure and face challenges. For the purpose of performance assessment and promotion, the faculty not only needs to teach students, but also assumes the time pressure from academic research. This study discusses the process in which the faculty’s subjective well-being is affected, in an effort to learn about the job demands of the faculty under the work environment with a high level of time pressure, and the effect of these time-related job demands on their psychological health. In this study, 347 valid questionnaires were collected from universities in coastal areas of the Chinese mainland. The results show that time-related job demands have a positive impact on time pressure; time pressure has a negative impact on subjective well-being; and time-related self-efficacy can significantly mediate the relationship among time-related job demands, time pressure, and subjective well-being. On this basis, this study proposes its theoretical and practical implications. Copyright © 2022 Chen, Lee, Yue and Wang.

job demand theory; psychological health; subjective well-being; time-related job demand; time-related self-efficacy

10.3389/fpsyg.2022.902951

Oglesby L.W.; Gallucci A.R.; Wynveen C.; Ylitalo K.; Benson N.

The relationship between spiritual well-being and burnout in collegiate athletic trainers

Journal of Athletic Training

Context: Spiritual well-being is the expression of one's spirituality as measured in the dimensions of existential and religious well-being. The Smith Cognitive Affective Model of Athletic Burnout suggests that personality factors such as spiritual well-being and the use of religious coping methods may affect burnout as well as its causes and outcomes. This has not been examined in collegiate athletic trainers (ATs). Objective: To investigate the relationship between spiritual well-being and burnout in collegiate ATs. Design: Cross-sectional study. Setting: Web-based survey. Patients or Other Participants: A total of 783 certified ATs employed full time in the collegiate setting participated. Part-time employees (eg, graduate assistants, interns) were excluded. Main Outcome Measure(s): A 100-item online questionnaire was created for this study. It used items from previously developed scales, including the Spiritual Well-Being Scale, the Brief RCOPE, the Maslach Burnout Inventory, and substanceuse questions from the Monitoring the Future study. Participants were able to complete the survey in approximately 10-15 minutes. Multiple regression analyses were used to analyze survey data. We mapped all independent (existential well-being, religious well-being, positive and negative religious coping) and dependent variables (situational variables, Maslach Burnout Inventory burnout subscales, substance use, and intention to leave) onto the Smith Cognitive-Affective Model of Athletic Burnout to determine which variables altered burnout levels, substance use, and intention to leave. Tests of mediation or moderation were conducted when appropriate. Results: Existential well-being was a significant positive predictor of social support and a significant negative predictor of work-family conflict, decreased sense of personal accomplishment, emotional exhaustion, depersonalization, intention to leave the profession, and binge drinking. Existential well-being also served as a mediator or moderator in several components of the model. Conclusions: Existential well-being was a protective factor against burnout as well as some of the causes and effects of burnout in collegiate ATs. © 2021 National Athletic Trainers' Association Inc.. All rights reserved.

Emotional exhaustion; Existential well-being; Religious coping; Religious well-being; Substance use

National Athletic Trainers' Association Inc.

10.4085/1062-6050-0105-20

Aleksejuniene J.; Hysi D.; Nikolovovska J.; Stangvaltaite-Mouhat L.; Chałas R.; Oancea R.; Richardas K.; Lipski M.; Sarna-Boś K.; Puriene A.

European student wellness, stress, coping, support and perceptions about remote dental training during COVID-19

European Journal of Dental Education

Objectives: The aim of this study was to compare wellness, stress, ability to cope, social support and perceptions about remote training amongst European dental students during COVID-19. Methods: 1795 undergraduate dental students from six countries and eight dental schools participated. The anonymous survey collected data about different aspects in each of the following domains: wellness, stress, ability to cope, social support and perceptions about remote training. Complex multi-item scales were used for all domains. Results: There were differences amongst countries in all the domains. Overall, student stress scores were lower than either their coping or support scores. The highest wellness score (mean ±sd) was observed in Romania: 62.5% ± 11.2% whilst the highest mean stress scores were observed in Albania: 46.3% ± 11.7% and Lithuania: 42.2% ± 13.8%. Overall, student stress and coping ability scores were lower and their support scores higher. About 10% of students did not have any support. In the linear multivariable regression analysis, significant predictors of wellness were being female (β = 0.073), not being in a graduating year (β = 0.059), having less stress (β = 0.222), ability to cope (β = 0.223) and having support (β = 0.179). The student positive perceptions about remote training were predicted by less stress (β = 0.080), coping (β = 0.182) and support (β = 0.057). Conclusions: Students varied in wellness, stress, coping, social support and perceptions of remote training. Also, there were significant differences amongst students from different countries. Coping was the best predictor of both student wellness and their positive perceptions about remote training. © 2022 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

COVID-19; psychosocioal factors; students; teaching

John Wiley and Sons Inc

Fazia T.; Bubbico F.; Nova A.; Buizza C.; Cela H.; Iozzi D.; Calgan B.; Maggi F.; Floris V.; Sutti I.; Bruno S.; Ghilardi A.; Bernardinelli L.

Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study

Pressures and responsibilities of medical school put a strain on medical student's personal wellbeing, leading among all to high rates of anxiety, emotional discomfort and stress. In this work we evaluated the effectiveness of a comprehensive Mindfulness-Based Intervention (MBI) in reducing this load. The intervention comprised 10 twice-a-week Integral Meditation classes, dietary advice, and brief yoga sessions. We performed a randomized trial on two cohort of medical students from Italian universities: 239 in cohort 1 (106 treated and 133 controls), and 123 in cohort 2 (68 treated and 55 control) for a total sample of 362 students. Nine questionnaires for evaluating the effectiveness of our intervention on stress (PSS), state anxiety (STAIX-1), well-being (WEMWBS), mind-wandering (MW-S), overall distress (PANAS), emotion regulation (DERS), resilience (RS-14), and attentional control (ACS-C and ACS-D) were collected both pre and post intervention. Linear mixed effect models were run on the whole sample showing that, after multiple testing correction, our intervention was effective in reducing perceived stress (β = − 2.57 [− 4.02; − 1.12], p = 0.004), improving mental well-being (β = 2.82 [1.02; 4.63], p = 0.008) and emotional regulation (β = − 8.24 [− 12.98; − 3.51], p = 0.004), resilience (β = 3.79 [1.32; 6.26], p = 0.008), reducing the tendency to wander with the mind (β = − 0.70 [− 0.99; − 0.39], p = 0.0001), ameliorating the ability to maintain attention (AC-S (β = − 0.23 [− 0.44; − 0.02], p = 0.04) and AC-D (β = − 0.19 [− 0.36; − 0.01], p = 0.04)), and the overall distress (β = 1.84 [0.45; 3.23], p = 0.02). © 2023, The Author(s).

10.1038/s41598-023-35483-z

Lane A.; McGrath J.; Cleary E.; Guerandel A.; Malone K.M.

Worried, weary and worn out: Mixed-method study of stress and well-being in final-year medical students

Objective Although there is much focus on burnout and psychological distress among doctors, studies about stress and well-being in medical students are limited but could inform early intervention and prevention strategies. Design The primary aim of this mixed-method, cross-sectional survey was to compare objective and subjective levels of stress in final-year medical students (2017) and to explore their perspectives on the factors they considered relevant to their well-being. Setting University College Dublin, the largest university in Ireland. Participants 161 of 235 medical students participated in this study (response rate 69%). Results 65.2% of students scored over accepted norms for the Perceived Stress Scale (34.8% low, 55.9% moderate and 9.3% high). 35% scored low, 28.7% moderate and 36.3% high on the Subjective Stress Scale. Thematic analysis identified worry about exams, relationships, concern about the future, work-life balance and finance; one in three students reported worry, irritability and hostility; many felt worn out. Cognitive impacts included overthinking, poor concentration, sense of failure, hopelessness and procrastination. Almost a third reported sleep and appetite disturbance, fatigue and weariness. A quarter reported a 'positive reaction' to stress. Positive strategies to manage stress included connection and talking, exercise, non-study activity and meditation. Unhelpful strategies included isolation and substance use. No student reported using the college support services or sought professional help. Conclusion Medical students experience high levels of psychological distress, similar to their more senior doctor colleagues. They are disinclined to avail of traditional college help services. Toxic effects of stress may impact their cognition, learning, engagement and empathy and may increase patient risk and adverse outcomes. The focus of well-being in doctors should be extended upstream and embedded in the curriculum where it could prevent future burnout, improve retention to the profession and deliver better outcomes for patients. ©

medical education & training; mental health; occupational & industrial medicine; qualitative research; risk management

10.1136/bmjopen-2020-040245

Albarado K.V.P.; Lauer-Leite I.D.; de Oliveira Carvalho D.C.; Vieira T.A.

Well-Being and Stress of Children in Teaching by Digital Means during the COVID-19 Pandemic: A Case in Santarém, Brazilian Amazonia

International Journal of Environmental Research and Public Health

The COVID-19 pandemic has caused and is still causing many infections. An important change brought about by prevention actions was the closing of schools, and the adoption of teaching by digital means in private institutions. In this article, we aim to analyze the subjective well-being and stress of children aged 8 to 12 years in digital education during the COVID-19 pandemic in a city in the Brazilian Amazon. For data collection, we used the Children’s Global Life Satisfaction Scale, the Multidimensional Scale of Life Satisfaction for Children (MSLSC), and the Infantile Stress Scale, all via Google Forms. To analyze the data, we used descriptive statistics, correlation between variables and logistic regression. The Family domain obtained higher scores (4.54 ± 0.45). The Infantile Stress Scale showed that the children were in a normal phase, with some of them in an alert and even resistance phase. There was a strong positive correlation between the Family domain (r = 0.70; p-value < 0.05) and the Self domain (r = 0.70; p-value < 0.001). The higher the value of the predictor variable (Family domain), the lower the chances of a child belonging to the Resistance category. Therefore, the Family domain is an important component of children’s well-being, acting as a protective factor against child stress. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.

Brazil; coronavirus; quality of life; SARS-CoV-2; subjective well-being

Zewude G.T.; Hercz M.

Psychological capital and teacher well-being: The mediation role of coping with stress

European Journal of Educational Research

This study aimed to investigate the mediation role of coping with stress between psychological capital and teacher wellbeing based on positive psychology, conservation resource, and broaden-and-build theories. Participants in this study were 836 teachers from three clustered, ethnically diverse public universities. Our findings showed that, in line with previous studies, the psychological capital (PsyCap), coping with stress (CWS), and teacher well-being (TWB) dimensions showed the best fit in our data. PsyCap was related positively to TWB (total and dimensions), CWS, coping through withdrawal, and negative coping with acceptance and change. The indirect effect of PsyCap on TWB through coping with stress was fully mediated. PsyCap also positively and directly affected TWB and CWS. Coping through acceptance and change were fully mediated by PsyCap and TWB dimensions, while coping through withdrawal was not. PsyCap directly and positively affected coping with stress (acceptance and change) and negatively affected coping through withdrawal. Future theoretical and practical implications are discussed. © 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).

Coping with stress; Mediation analysis; Psychological capital; Teacher well-being; University teachers

Eurasian Society of Educational Research

Bartoszek A.; Walkowiak D.; Bartoszek A.; Kardas G.

Mental well-being (Depression, loneliness, insomnia, daily life fatigue) during COVID-19 related home-confinement—A study from Poland

International Journal of Environmental Research and Public Health

The COVID-19 pandemic is a great threat to both physical and mental health as it may lead to psychological stress connected with an economic crisis, threat of unemployment, or fear of losing family members. Emerging data shows that the general public may be vulnerable to the pandemic-related stress and experience frequently prevalent anxiety. A study involving 471 subjects (85.6% female) was conducted online during the COVID-19 pandemic. We used the following scales: Insomnia Severity Index (ISI), Beck Depression Inventory (BDI), Revised University of California, Los Angeles (R-UCLA) Loneliness Scale, and Daily Life Fatigue scale (DLF). Women had higher mean scores of depression, loneliness, and daily life fatigue and more often than males started exercising. Among people professionally active before the pandemic, there were more cases of increased alcohol consumption than among students. No differences in alcohol consumption patterns were found between genders. People living alone had higher scores of loneliness and daily life fatigue compared to those living with someone. Respondents who started taking any new drugs during COVID-19 home confinement had higher outcomes in all questionnaires. During home confinement, high scores of depression, insomnia, loneliness, and everyday fatigue were observed. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.

COVID-19; Depression; Fatigue; Home confinement/isolation; Insomnia; Loneliness

Bastemeyer C.; Kleinert J.

Mental health in sports students – A cohort study on study-related stress, general well-being, and general risk for depression

Journal of Physical Education and Sport

Previous research on mental health in sports students often focused on individual aspects (e.g., stress, well-being, and risk for depression) instead of looking at mental health in its entirety. Therefore, the main objective of this study is to offer a more comprehensive analysis of mental health by focusing on the specific target group of sports students and examining study-related stress and its relationships to general well-being and general risk for depression at different points of time during their studies. The sample consisted of 648 sports students (413 male, 234 female, 1 other). The students belonged to one of three cohorts of sports students in Germany (first-year BA students; BA students in their final stages; MA students). Mental health was measured with study-related stress, well-being, and risk for depression. Overall and depending on aspects of mental health, between 5% and 20% of sports students showed rather poor mental health. More than 50% sometimes or rather frequently exhibited study-related stress. 21% of sports students showed impaired well-being levels and 11% had an increased risk for depression. Differences occurred between cohorts (i.e., more advanced sports students had poorer mental health). Moreover, the results of the regression analysis revealed that study-related stress is a predictor of well-being and risk for depression in sports students. The longer sports students studied, the lower was their experienced mental health. Possible explanations could be increasing study-related requirements or upcoming graduation (i.e., exams, fear of the future). Future research should examine causes of impaired mental health in sports students. © 2021, Editura Universitatii din Pitesti. All rights reserved.

Athletes; Higher education; Psychological health; Study load; University students

Editura Universitatii din Pitesti

Jeong J.-G.; Kang S.-W.; Choi S.B.

Employees’ weekend activities and psychological well-being via job stress: A moderated mediation role of recovery experience

International Journal of Environmental Research and Public Health

An employee’s off-work activities are known to contribute positively to recovering their energy levels depleted by daily work. Despite this view and understanding, the effect of employees’ weekend activities on their psychological well-being has not attracted sufficient research interest. Therefore, the purpose of this paper is to analyze the relationship between employees’ weekend activities and their psychological well-being, and the mediating role of job stress in the above relationship. We also investigated the moderating role of the recovery experiences in the relationship between employees’ weekend activities and job stress. Furthermore, we examined the moderated mediating effect of recovery experiences on the relationship among employees’ weekend activity, job stress, and psychological well-being. The survey data was obtained from 294 employees working in 15 manufacturing companies in South Korea. The participants were 71.1% men and 28.9% women, 49.7% were university graduates, followed by 26.2% college graduates, 12.6% high school graduates, 10.2% post-graduates, and 1.4% Ph.D. holders. In terms of age composition, 50% participants were in their thirties, followed by 19.7% in their forties. The empirical analysis revealed that weekend activities are positively associated with employees’ psychological well-being. Moreover, job stress was found to mediate the relationship between weekend activities and psychological well-being. We also found that the recovery experiences positively moderated the relationship between weekend activities and job stress. Further, the study revealed that the higher the level of recovery experience, the greater the effect of weekend activities on psychological well-being affected by job stress. The paper also discusses the theoretical and practical implications of the study. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.

Hierarchical multiple regression; Job stress; Moderated mediation effect; Psychological well-being; Recovery experiences; Weekend activities

Russell E.J.; Weigold I.K.

Work Stress and Comfort in University Faculty: Do Gender and Academic Field Matter?

Journal of Employment Counseling

University faculty face stressors, including multiple roles, institutional pressures, and varying student demands, which may differ by gender and across fields. Using the questionnaire variant of a convergent mixed-methods design, we examined whether self-reported work stress and comfort differed by gender and academic field gender stereotype in participants from two universities. Results showed that female faculty reported more quantitative role overload, qualitative role overload, and career development stress than male faculty regardless of field. Qualitative themes centered on institutional barriers and unique pressures for women, although these experiences varied by field. Implications, limitations, and future research for employment counselors are explored. © 2020 by the American Counseling Association. All rights reserved.

faculty; gender; higher education; occupational stress; work stress

González-Rico P.; Guerrero-Barona E.; Chambel M.J.; Guerrero-Molina M.

Well-Being at Work: Burnout and Engagement Profiles of University Workers

International Journal of Environmental Research and Public Health

The main objective of this study is to analyze well-being at work, considering burnout and engagement distributed in profiles, and to observe how they relate to well-being outside work. The data came from a representative sample of workers (n = 565) at the University of Extremadura (Spain), both teaching and research academic staff (TRAS) and service and administrative staff (SAS). We performed the data analysis by using latent profile analysis, and the results show evidence that workers from both groups were distributed across four profiles. As expected, we verified that workers in the profile with high burnout and low engagement had lower well-being outside work than workers in the profile with high engagement and low burnout. We also observed that engagement mitigated the negative effects of burnout on workers in profiles with moderate levels of burnout, who showed better well-being outside work when they had higher engagement. These differences are discussed, and their practical implications and suggestions for future research are provided. © 2022 by the authors.

burnout; engagement; happiness; satisfaction with life; well-being

Carpi M.; Milanese A.; Cattaruzza M.S.; Ferrara C.; Liuccio M.; Vestri A.

Well-being, Perceived Stress and Their Relations with Health-Relevant Behaviours Among Italian Medical Students: a Cross-Sectional Study at Sapienza University of Rome

Medical education is widely known to be demanding and stressful, with elevated levels of anxiety and depression among medical students. This study aims at examining well-being, perceived stress and quality of life in a sample of Italian first-year medical students in order to investigate the relations between these variables and individual characteristics and behaviours. An anonymous cross-sectional questionnaire was administered to a sample of 407 Italian first-year medical students. Psychological well-being, perceived stress and quality of life were assessed using standardised questionnaires PGWBI, PSS, SF-12. Data were analysed with multivariate statistical methods. Significant differences in PGWBI, PSS and SF-12 scores were found between males and females (with poorer scores for females), between smokers and non-smokers (with poorer scores for smokers) and between students who reported cannabis use in their lifetime and students who did not (with poorer scores for those who smoked cannabis). Logistic regression showed that gender (OR 0.38, 95% CI 0.24–0.61), reported cannabis use (OR 1.82, 95% CI 1.07–3.09) and regular physical exercise (OR 0.54, 95% CI 0.34–0.86) were significant predictors of distress. In summary, this study shows that female medical students and students who reported negative health behaviours and sporadic drug use reported lower psychological well-being and quality of life and higher stress, while positive health behaviours might prevent distress. © 2021, Associação Brasileira de Psicologia.

Gender differences; Health behaviours; Medical students mental health; Perceived stress; Psychological well-being; Quality of life

Springer Science and Business Media Deutschland GmbH

10.1007/s43076-021-00114-x

Rutkowska A.; Liska D.; Cieślik B.; Wrzeciono A.; Brod’áni J.; Barcalová M.; Gurín D.; Rutkowski S.

Stress levels and mental well-being among slovak students during e-learning in the covid-19 pandemic

Healthcare (Switzerland)

The SARS-CoV-2 virus pandemic has forced far-reaching changes in higher education. Isolation from peers and distance learning have significantly limited interpersonal contacts, which might have affected the mental well-being of students. Therefore, the aim of the study was to investigate the prevalence of depressive symptoms and the level of perceived stress during e-learning among Slovak students and to identify the variables that have the most significant impact on mental health among students. The study included 3051 participants, 1773 women (58%) and 1278 (42%) with a mean age of 22.37 years. The Perceived Stress Scale (PSS-10) and Beck Depression Inventory (BDI-II) were used to measure the severity of stress and depression level. In addition, an author’s survey was used assessing the areas of social life, education skills, economic field, nutrition habits, and drugs. Almost all study participants were characterized by increased stress level and 47% of them were depressed. Moreover, isolation affected women more, especially in terms of social life and economics. It seems necessary to implement appropriate support programs for students, which could have the potential to improve their psychological condition. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Anxiety; COVID-19; Depression; E-learning; Mental health; Slovakia

10.3390/healthcare9101356

McLoughlin C.; Casey S.; Feeney A.; Weir D.; Abdalla A.A.; Barrett E.

Burnout, Work Satisfaction, and Well-being Among Non-consultant Psychiatrists in Ireland

Objective: The aim of this study was to explore the areas of psychological well-being, satisfaction at work, and burnout among non-consultant psychiatrists in Ireland, and to assess for potential contributory factors. Methods: The College of Psychiatrists of Ireland distributed the survey online to 100 non-consultant psychiatry doctors working in Ireland. The survey contained questions relating to demographic and work-related variables, the Abbreviated-Maslach Burnout Inventory (a-MBI), Basic Needs Satisfaction at Work (BNSW) scale, and WHO-5 Well-being Index. Descriptive statistics were used by the authors to summarize the data and univariate associations were explored between baseline data and subscales. Results: Sixty-nine percent of our sample completed the survey. Thirty-six percent of the sample met the criteria for burnout, with lack of supervision the only variable significantly associated with this. Lack of regular supervision was associated with lower scores across all work satisfaction domains of the BNSW scale. The WHO-5 Well-being Index identified that 30% of respondents scored low in personal well-being, indicating that this proportion screened positive for depression, based on international diagnostic criteria. Lack of regular supervision was found to be significantly associated with low psychological well-being. Conclusion: This study indicates that lack of supervision is significantly associated with burnout, lower satisfaction at work, and poorer psychological well-being. Close evaluation of these areas is important to identify vulnerable individuals and areas of training which can be improved upon, which may lead to relevant measures being implemented for the benefit of psychiatrists, patients, and the wider society. © 2021, Academic Psychiatry.

Burnout; Psychiatry; Satisfaction; Supervision; Training; Well-being

Springer Science and Business Media Deutschland GmbH

10.1007/s40596-020-01366-y

Melnyk B.M.; Strait L.A.; Beckett C.; Hsieh A.P.; Messinger J.; Masciola R.

The state of mental health, burnout, mattering and perceived wellness culture in Doctorally prepared nursing faculty with implications for action

Worldviews on Evidence-Based Nursing

Background: Depression, anxiety, and burnout are an epidemic in the nursing profession. Unlike nurses in clinical settings, little is known about the mental health of doctorally prepared nursing faculty in academic settings, especially when separated by degree type (Doctor of Philosophy in Nursing [PhD] vs. Doctor of Nursing Practice [DNP]) and clinical or tenure track. Aims: The study aims were to: (1) describe the current rate of depression, anxiety, and burnout in PhD and DNP-prepared nursing faculty and tenure and clinical faculty across the United States; (2) determine if differences exist in mental health outcomes between PhD and DNP-prepared faculty and tenure and clinical faculty; (3) explore whether wellness culture and mattering to the organization influence faculty mental health outcomes; and (4) gain insight into faculty's perceptions of their roles. Methods: An online descriptive correlational survey design was used with doctorally prepared nursing faculty across the U.S. The survey was distributed to faculty by nursing deans and included: demographics; valid and reliable scales for depression, anxiety, and burnout; an assessment of wellness culture and mattering; and an open-ended question. Descriptive statistics described mental health outcomes; Cohen's d was used to determine effect sizes between PhD and DNP faculty for the mental health outcomes; and Spearman's correlations tested associations among depression, anxiety, burnout, mattering, and workplace culture. Results: PhD (n = 110) and DNP (n = 114) faculty completed the survey; 70.9% of PhD faculty and 35.1% of DNP faculty were tenure track. A small effect size (0.22) was found, with more PhDs (17.3%) screening positive for depression than DNPs (9.6%). No differences were observed between tenure and clinical track. Higher perceptions of mattering and workplace culture were associated with less depression, anxiety, and burnout. Identified contributions to mental health outcomes yielded five themes: lack of appreciation, role concerns, time for scholarship, burnout cultures, and faculty preparation for teaching. Linking Evidence to Action: Urgent action must be taken by college leaders to correct system issues contributing to suboptimal mental health in both faculty and students. Academic organizations need to build wellness cultures and provide infrastructures that offer evidence-based interventions to support faculty well-being. © 2023 The Authors. Worldviews on Evidence-based Nursing published by Wiley Periodicals LLC on behalf of Sigma Theta Tau International.

anxiety; burnout; depression; doctoral; faculty; nursing; survey; wellness

John Wiley and Sons Inc

Kärner T.; Bottling M.; Friederichs E.; Sembill D.

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

Frontiers in Psychology

We demonstrate the relationships between occupational demands in German vocational education and training (VET) teacher training, stress symptoms, and different behavioral resilience competencies. Taking into account interindividual differences in resilience competencies, we use a typological approach to identify different types of (trainee) teachers classified by their degrees and configurations of resilience competencies. Our empirical analysis is based on questionnaire data from 131 German vocational trainees and qualified teachers. The results reveal, among other things, that all three resilience competencies—resistance, flexibility, and dynamism—are significantly negatively correlated with the demands of working conditions and workload. Via a latent class analysis, we were able to identify three groups of (trainee) teachers who differed in their resilience competencies to adapt appropriately to different situations and their requirements (“behavioral flexibility”), to recover rapidly from setbacks and to defy the expectations of others (“behavioral resistance”), and to initiate changes as soon as they are necessary or desirable (“behavioral dynamics”). More resilient (trainee) teachers show, among other things, lower values for anxiety as an emotional stress symptom and higher values for job engagement. The findings are discussed with regard to implications for VET teacher training and we stress the need for equilibration on a systemic perspective. © Copyright © 2021 Kärner, Bottling, Friederichs and Sembill.

cluster analysis; occupational stress; resilience; vocational education and training; well-being

10.3389/fpsyg.2021.619912

Yuan J.H.; Huang Y.; Rosgen B.K.; Donnelly S.; Lan X.; Katz S.J.

Burnout and fatigue amongst internal medicine residents: A cross-sectional study on the impact of alternative scheduling models on resident wellness

Background Fatigue and burnout are prevalent among resident physicians across Canada. Shifts exceeding 24 hours are commonly purported as detrimental to resident health and performance. Residency training programs have employed strategies towards understanding and intervening upon the complex issue of resident fatigue, where alternative resident scheduling models have been an area of active investigation. This study sought to characterize drivers and outcomes of fatigue and burnout amongst internal medicine residents across different scheduling models. Methods We conducted cross-sectional surveys were among internal medicine resident physicians at the University of Alberta. We collected anonymized socioeconomic demographics and medical education background, and estimated associations between demographic or work characteristics and fatigue and burnout outcomes. Results Sixty-nine participants competed burnout questionnaires, and 165 fatigue questionnaires were completed (response rate of 48%). The overall prevalence of burnout was 58%. Lower burnout prevalence was noted among respondents with dependent(s) (p = 0.048), who identified as a racial minority (p = 0.018), or completed their medical degree internationally (p = 0.006). The 1-in-4 model was associated with the highest levels of fatigue, reported increased risk towards personal health (OR 4.98, 95%CI 1.77–13.99) and occupational or household harm (OR 5.69, 95%CI 1.87–17.3). Alternative scheduling models were not associated with these hazards. Conclusions The 1-in-4 scheduling model was associated with high rates of resident physician fatigue, and alternative scheduling models were associated with less fatigue. Protective factors against fatigue are best characterized as strong social supports outside the workplace. Further studies are needed to characterize the impacts of alternative scheduling models on resident education and patient safety. Copyright: © 2023 Yuan et al.

Public Library of Science

10.1371/journal.pone.0291457

Klich D.; Łopucki R.; Gałązka M.; Ścibior A.; Gołębiowska D.; Brzezińska R.; Kruszewski B.; Kaleta T.; Olech W.

Stress hormone level and the welfare of captive European bison (Bison bonasus): the effects of visitor pressure and the social structure of herds

Acta Veterinaria Scandinavica

Background: Captive European bison (Bison bonasus) play an active role in conservation measures for this species; this includes education, which may conflict with these animals’ welfare. The effect of the presence of visitors on the welfare of captive animals can be negative, positive or neutral. However, the response of a given species to visitors is difficult to predict, since even closely related species display varying levels of tolerance to captivity. The aim of the study was to compare immunoreactive fecal cortisol levels (regarded as an indicator of the level of physiological stress) in groups of captive European bison that differed in terms of their social structure and the level of visitor pressure. The second aim was to determine if there was a correlation between intestinal parasitic burden and immunoreactive fecal cortisol levels. Results: Immunoreactive fecal cortisol levels were not influenced by sex or age. However, study site and the interaction between study site and visitor pressure were statistically significant. European bison in one enclosure presented higher levels of immunoreactive fecal cortisol on weekdays than at weekends. In the other two study sites, the levels did not differ between weekdays and weekends. No correlation was found between parasitological infestation and immunoreactive fecal cortisol levels. Conclusions: Measurement of fecal cortisol metabolites could be a valuable method for further research into the welfare of European bison in captivity. More subtle factors such as individual animal characteristics, feeding systems, and the arrangement of enclosures can be of great importance in terms of the effect of visitors on animals. The results of this study can be used in guidelines for the management of European bison populations. © 2021, The Author(s).

Aggression; Cortisol; Enclosure; Feces; Parasitological infestation; Wisent; Zoo

10.1186/s13028-021-00589-9

Ponzo S.; Morelli D.; Kawadler J.M.; Hemmings N.R.; Bird G.; Plans D.

Efficacy of the digital therapeutic mobile app biobase to reduce stress and improve mental well-being among university students: Randomized controlled trial

JMIR mHealth and uHealth

Background: University students in the United Kingdom are experiencing increasing levels of anxiety. A program designed to increase awareness of one’s present levels of well-being and suggest personalized health behaviors may reduce anxiety and improve mental well-being in students. The efficacy of a digital version of such a program, providing biofeedback and therapeutic content based on personalized well-being metrics, is reported here. Objective: The aim of this study was to test the efficacy and sustained effects of using a mobile app (BioBase) and paired wearable device (BioBeam), compared with a waitlist control group, on anxiety and well-being in university students with elevated levels of anxiety and stress. Methods: The study employed a randomized, waitlist-controlled trial with assessments at baseline, 2 weeks, postintervention (4 weeks), and follow-up (6 weeks). Participants were eligible if they were current full-time undergraduate students and (1) at least 18 years of age, (2) scored >14 points on the Depression, Anxiety, and Stress Scale-21 items (DASS-21) stress subscale or >7 points on the DASS-21 anxiety subscale, (3) owned an iOS mobile phone, (4) did not have any previous psychiatric or neurological conditions, (6) were not pregnant at the time of testing, and (7) were able to read and understand English. Participants were encouraged to use BioBase daily and complete at least one course of therapeutic content. A P value ≤.05 was considered statistically significant. Results: We found that a 4-week intervention with the BioBase program significantly reduced anxiety and increased perceived well-being, with sustained effects at a 2-week follow-up. Furthermore, a significant reduction in depression levels was found following the 4-week usage of BioBase. Conclusions: This study shows the efficacy of a biofeedback digital intervention in reducing self-reported anxiety and increasing perceived well-being in UK university students. Results suggest that digital mental health interventions could constitute a novel approach to treat stress and anxiety in students, which could be combined or integrated with existing therapeutic pathways. ©Sonia Ponzo, Davide Morelli, Jamie M Kawadler, Nicola Rose Hemmings, Geoffrey Bird, David Plans.

Anxiety; Biofeedback; Depression; Mental health; Mobile apps; Mobile phones; Technology

Yıldırım D.; Yıldız C.Ç.

The Effect of Mindfulness-Based Breathing and Music Therapy Practice on Nurses’ Stress, Work-Related Strain, and Psychological Well-being during the COVID-19 Pandemic: A Randomized Controlled Trial

Holistic Nursing Practice

Infectious diseases cause psychological problems for health care workers and especially nurses. Nurses who provided coronavirus disease-2019 (COVID-19) patients with care experience negative feelings such as stress, work-related strain, discomfort, and helplessness related to their high-intensity work. The aims of this study are to investigate the effect of the mindfulness-based breathing and music therapy practice on stress, work-related strain, and psychological well-being levels of nurses who provided COVID-19 patients with care. This randomized controlled trial was conducted in a COVID-19 department at a university hospital in Turkey. Nurses who care for patients infected with COVID-19 were randomly divided into an intervention group (n = 52) and a no-treatment control group (n = 52). The intervention group received mindfulness-based breathing and music therapy. In data collection, the Personal Information Form, State Anxiety Inventory, Work-Related Strain Scale, and Psychological Well-Being Scale were used. The data from the study showed that mindfulness-based breathing and music therapy decreased stress and work-related strain (P < .05) and increased psychological well-being (P < .05). The control group showed no statistically significant changes on these measures (P > .05). The mindfulness-based breathing and music therapy practice reduced nurses’ stress and work-related strain and increased psychological well-being during the COVID-19 pandemic. Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.

breathing therapy; COVID-19; mindfulness; psychological well-being; stress; work-related strain

Lippincott Williams and Wilkins

10.1097/HNP.0000000000000511

Engin Deniz M.; Satici S.A.; Doenyas C.; Griffiths M.D.

Zoom Fatigue, Psychological Distress, Life Satisfaction, and Academic Well-Being

Cyberpsychology, Behavior, and Social Networking

Little is known about the psychological consequences of the recently increased utilization of videoconferencing, which has enabled life to proceed as close to normal as possible during the COVID-19 pandemic. To understand the psychological consequences of this recent global lifestyle change in different populations, the psychometric validation of the Zoom Exhaustion and Fatigue Scale (ZEFS) and the relationship of this construct with academic well-being, mental well-being, and life satisfaction are presented. In a sample of 470 Turkish university students (57 percent female, Mage = 20.26 ± 2.18, ranging between 18 and 33 years), first-order and second-order confirmatory factor analyses confirmed the construct validity of the scale, and the item response theory results yielded appropriate item difficulty and discrimination. ZEFS scores were significantly and positively associated with anxiety, depression, and stress, and negatively associated with life satisfaction and academic well-being, supporting the scale's concurrent validity. Incremental validity was shown with mediational models demonstrating significant and separate indirect effects of Zoom exhaustion and fatigue on life satisfaction and academic well-being, both mediated by psychological distress. The results suggest ZEFS to be a valid and reliable tool to evaluate the psychological consequences of videoconferencing, which has globally increased during the COVID-19 pandemic, in non-Western samples. By showing the relationships of Zoom exhaustion and fatigue with psychological distress, life satisfaction, and academic well-being, the present study highlights potential avenues to be addressed to protect the mental well-being of all individuals who have integrated videoconferencing as part of their daily lives. © Copyright 2022, Mary Ann Liebert, Inc., publishers 2022.

academic well-being; COVID-19; life satisfaction; psychological distress; Zoom fatigue

LaFollette M.R.; Riley M.C.; Cloutier S.; Brady C.M.; O'Haire M.E.; Gaskill B.N.

Laboratory Animal Welfare Meets Human Welfare: A Cross-Sectional Study of Professional Quality of Life, Including Compassion Fatigue in Laboratory Animal Personnel

Frontiers in Veterinary Science

Laboratory animal personnel may experience significant stress from working with animals in scientific research. Workplace stress can be assessed by evaluating professional quality of life, which is comprised of compassion fatigue (i.e., burnout and secondary traumatic stress) and compassion satisfaction. This research aimed to explore the associations between risk factors and professional quality of life in laboratory animal personnel. In a cross-sectional, convenience sample design, laboratory animal personnel were recruited from widespread online promotion. A total of 801 personnel in the United States or Canada completed an online survey regarding professional quality of life, social support, euthanasia, enrichment, stress/pain levels, and human-animal interactions. Participants worked in a wide range of settings (e.g., industry, academia), research types (e.g., basic, applied, regulatory), species (e.g., non-human primates, mice), and roles (e.g., animal caretaker, veterinarian). Data were analyzed using general linear models. Personnel who reported higher compassion fatigue also reported lower social support, higher animal stress/pain, higher desire to implement more enrichment, and less control over performing euthanasia (p's < 0.05). Higher burnout was associated with less diverse/frequent enrichment, using physical euthanasia methods, and longer working hours. Higher secondary traumatic stress was associated with more relationship-promoting human-animal interactions (e.g., naming animals) and working as a trainers (p's < 0.05). Higher compassion satisfaction was associated with higher social support, less animal stress/pain, and more human-animal interactions (p's < 0.05). Surprisingly, neither personnel's primary animal type (e.g., non-human primates, mice) nor frequency of euthanasia (e.g., daily, monthly) were associated with professional quality of life (p's > 0.05). Our findings show that the professional quality of life of laboratory animal personnel is associated with several factors. Personnel reporting poorer professional quality of life also reported less social support, higher animal stress/pain, less enrichment diversity/frequency and wished they could provide more enrichment, using physical euthanasia, and less control over performing euthanasia. Poorer professional quality of life was also seen in personnel working as trainers, at universities, and longer hours. This study contributes important empirical data that may provide guidance for developing interventions (e.g., improved social support, decreased animal stress, increased animal enrichment diversity/frequency, greater control over euthanasia) to improve laboratory animal personnel's professional quality of life. © Copyright © 2020 LaFollette, Riley, Cloutier, Brady, O'Haire and Gaskill.

animal welfare; compassion fatigue; enrichment; euthanasia; human-animal interactions; laboratory animals; social support; workplace stress

Tan Y.; Huang C.; Geng Y.; Cheung S.P.; Zhang S.

Psychological Well-Being in Chinese College Students During the COVID-19 Pandemic: Roles of Resilience and Environmental Stress

Frontiers in Psychology

Psychological well-being is an important indicator of well-being and has been found to be associated with a multitude of positive life outcomes. Using data collected from 1,871 Chinese college students from September 23 to October 5, 2020, this study examined students' psychological well-being during the COVID-19 pandemic and investigated how resilience and pandemic-related environmental stress may affect psychological well-being. Results showed that resilience had strong positive effects on psychological well-being during the pandemic. Meanwhile, environmental stress had a moderate effect and marginally reduced psychological well-being. The magnitudes of the estimates suggested that increasing resilience can effectively buffer the negative effect of environmental stress on psychological well-being. © Copyright © 2021 Tan, Huang, Geng, Cheung and Zhang.

China; COVID-19; environment stress; psychological well-being; resilience; students

10.3389/fpsyg.2021.671553

Mäkiniemi J.-P.; Oksanen A.; Mäkikangas A.

Loneliness and well-being during the covid-19 pandemic: The moderating roles of personal, social and organizational resources on perceived stress and exhaustion among finnish university employees

International Journal of Environmental Research and Public Health

The aim of this study is to investigate whether personal, social and organizational level resources can buffer against the negative effects of perceived loneliness on stress and exhaustion. The data was collected from Finnish university employees (n = 1463) in autumn 2020 via an electronic survey. Of the respondents, about 78% were working remotely, and 64% were female. Hierarchical multiple regression analyses were used to analyze the main and moderating (i.e., buffering) effects. The results indicated that perceived loneliness was directly and positively associated with stress and exhaustion. Further, as hypothesized, personal resilience moderated the relationship between loneliness and stress and exhaustion, and organizational support moderated the relationship between loneliness and stress. Unexpectedly, organizational support did not moderate the loneliness–exhaustion relationship. Moreover, a sense of social belonging was not associated with stress and exhaustion, nor did it moderate loneliness and well-being relationships. The results demonstrate the importance of personal resilience and organizational support in enhancing well-being in organizations during the COVID-19 pandemic. Future research directions and practical ways to promote resilience and to increase organizational support are discussed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

COVID-19; Exhaustion; Loneliness; Organizational support; Personal demands; Personal resilience; Social belonging; Stress