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One method for addressing barriers disabled college students face is by increasing access to academic accommodations. However, for college students with ADHD, little is known about the associations between receipt of accommodations and academic performance, behavioral functioning, and mood status. Considering college students with ADHD are at a higher risk of experiencing academic difficulties and internalizing symptoms compared to their peers without ADHD, further research into these relations is warranted. To address the existing knowledge gap, we compared academic, behavioral, and mood functioning among college student drinkers with ADHD who self-reported having been granted academic accommodations (n = 23) to those who denied ever receiving academic accommodations (n = 88). The present study also explored reasons college students with ADHD receiving academic accommodations may not utilize their provided accommodations consistently. Results indicated that self-reported use of accommodations was not associated with college grade point average (GPA), self-reported symptoms of ADHD, executive dysfunction, depression, emotion dysregulation, or overall functional impairment. Common reasons for not using academic accommodations (e.g., not feeling they were needed, being too difficult to obtain) highlight the salience of cognitive and systemic barriers to utilization. The results broadly imply that academic accommodations may be perceived as beneficial by college students with ADHD, but not sufficient to improve academic performance or indirectly impact mood- and behavior-related concerns.

Mental health problems are increasing among children and adolescents. School-based mindfulness interventions are gaining popularity worldwide and may be a way to decrease depression and anxiety symptoms in students. However, before introducing large-scale mindfulness interventions in school settings, more research is needed on feasible, easily applicable practices that are possible to fit in the school schedule. In this controlled intervention study, a total of 1399 students aged 9-16 were included. The 10-week classroom-based mindfulness intervention comprised daily, brief mindfulness sessions led by school-teachers or via audio files. Symptoms of depression and anxiety were evaluated with Beck scales prior to and after the intervention. In addition to whole group analyses, subgroup analyses on age, sex as well as mode of delivery were performed. ClinicalTrials.gov ID: NCT03327714. No significant differences between the intervention and control group in change of depression or anxiety symptoms after the intervention were detected. However, the subgroup of students who received teacher-led mindfulness sessions (16%) had a significant decrease of depression and anxiety symptoms after 10 weeks compared to those who received the sessions via audio files. Brief mindfulness sessions on daily basis did not have any detectable overall effect on depression and anxiety symptoms among schoolchildren. Our findings do not support an introduction of large-scale mindfulness interventions in schools although the potential influence of mode of delivery needs to be further examined.

Children's ego-resilience (within-person capacities that facilitate psychological resistance) and irritability (increased proneness to experience negative affective states following environmental stressors) are critical determinants of their mental health. Here, we investigated how ego-resilience engages with irritability when linked to symptoms of anxiety and depression. We analyzed cross-sectional survey data from a combined clinical and nonclinical sample. Overall, 228 German children (M[subscript age] = 12.52, SD[subscript age] = 2.69; 41.7% female) reported on symptoms of depression/anxiety, ego-resilience, and irritability. Moderated hierarchical regression analyses showed that ego-resilience was negatively associated with symptoms of anxiety and depression and that irritability was positively related to heightened symptom levels. Ego-resilience and irritability had overall stronger associations with symptoms of depression than anxiety. Irritability moderated the association between ego-resilience and depression, such that the effects of ego-resilience were stronger among highly irritable children. We discuss our findings within environmental and biological sensitivity frameworks. Future research must substantiate our findings and determine whether sensitivity frameworks help better understand the potentially interrelated impact of ego-resilience with irritability on children's mental health.

Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12 weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect--the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction.

Mobile app-based meditation is an effective self-care solution for depression, but limited evidence exists for the long-term benefits among autistic adults, who are at increased risk of experiencing depression. The primary goal of this study was to examine the feasibility and effectiveness of incorporating habit training into an app-based meditation intervention to maintain reductions in depressive symptoms among autistic adults. Participants were randomized to an App Only (who only received access to the meditation app), App + Habit Training (who received the meditation app and instructions for anchoring their app-based meditation to an existing routine), or a waitlist control group. All participants completed questionnaires at baseline, post-intervention, and 6 months post-intervention, and responded to SMS ecological momentary assessments regarding their meditation practice during the 8-week intervention and an 8-week follow-up period. The results show that the App + Habit Training group reported significantly more days with meditation per week during and after the intervention (p < 0.05) and also experienced a larger decrease in depression symptoms post-intervention and 6 months later (p < 0.05) relative to the control group. These findings demonstrate that app-based meditation habits are an effective self-care solution for autistic adults with depression, and anchoring is a promising strategy for establishing other healthy habits among autistic adults.

Due to the distance education implemented with the COVID-19 pandemic, online synchronous education activities have started to be carried out using tools such as Zoom. In this process, students have experienced various problems and one of them is related to cyberloafing behaviors (CLB). The main purpose of this study was to examine the factors influencing CLB among Turkish adolescent students in online synchronous lessons. The research sample consisted of 570 university students. The data of the research were obtained with the scales (cyberloafing scale, Internet gaming disorder scale, smartphone addiction scale, beck depression scale, locus of control scale) that the students answered based on self-report. Structural Equation Modeling was used in the analysis of the data. Research findings show that students' depression states affect internet gaming disorder (IGD). It has been determined that IGD affects locus of control and smartphone addiction. Smartphone addiction affects students' CLB. One of the innovative aspects of our research is examining the structural relationships between IGD, smartphone addiction, and locus of control variables. This research is original research in which these variables were investigated within the scope of IGD. Another innovative aspect of the research is to examine the reasons for cyberloafing by students during synchronous lessons. It is thought that the present study will provide insights for educators and researchers in terms of revealing the causes of students' CLB in online synchronous courses, which are increasingly used in the context of both synchronous courses and hybrid courses after the Covid 19 pandemic, and discussing what can be done to overcome them.

The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.

Background: Physical activity (PA) has been associated with decreased symptoms of depression and anxiety in the general population, but more consistent evidence is needed in the university population. Purpose: Investigate the association between physical activity and depressive and anxiety symptoms in undergraduates. Methods: 100 university students (23 ± 4 years, 47% female) were included in this cross-sectional study. We performed multiple linear regression analyses to investigate the association between the main variables. Results: The physical activity (MET/min/week) had a significant association with depressive (F(2, 97) = 15.104, p < 0.001; adjusted R2 = 0.222) and anxiety symptoms (F(2, 97) = 11.853 p < 0.001; adjusted R2 = 0.180), explaining these outcomes in approximately 22% and 18%, respectively. Moderate or vigorous physical activity did not have an association with depressive (B = -0.10, t = -0.700, p = 0.486) or anxiety symptoms (B = -0.11, t = 0.725, p = 0.470). Discussion: Individuals with high levels of physical activity have lower depressive and anxiety symptoms than individuals with lower levels of PA. Translation to Health Education Practice: Increasing the level of physical activity may be a viable strategy to reduce symptoms of anxiety and depression in university students. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

Use of breath, close physical proximity, and tactile cues are some of the unique facets of dance training. In March of 2020, as COVID-19 lockdowns occurred, these aspects were removed from the lexicon of dance educators as virtual learning took the place of in-person training. This data-driven project explores the benefits and challenges of virtual dance, examining whether online dance can acutely improve mental health and enhance social connectivity. We explore our findings from an education perspective, focusing on learning style, class experience, and dance history. Our findings suggest that online dance can improve mood and increase community connectedness in healthy adults. Importantly, we found that an individual's trait learning style can influence the effectiveness of online learning, with tactile learners benefitting the most in terms of mood state and visual learners benefitting the most in terms of social connectivity. Additionally, we found that greater levels of experienced enjoyment provided the greatest benefits to mood state, whereas greater levels of perceived difficulty may have detrimental effects. We suggest best practices for online dance learning, provide future areas of research, and highlight the importance of using online learning to increase dance accessibility to diverse populations.

Objective: Attending college involves a stressful period of adaptation for many first-year college students. The aim of the current study was to better understand the relationship among maladaptive perfectionism, daily hassles, and depressive symptoms. Participants: The sample comprised 454 Chinese first-year college students. Methods: All participants completed a battery of questionnaires including the Almost Perfect Scale-Revised, the Chinese College Student Psychological Stress Scale, and the Beck Depression Inventory. Results: Conflicts with roommates, forming the bad habits, and difficulties in learning were the top three stressful daily hassles. Maladaptive perfectionism predicts daily hassles, which in turn predicts depressive symptoms. Conclusions: Maladaptive perfectionism asserts its effects on depressive symptoms of first-year college students experiencing minor events on a daily basis. Implications for school educators and counselors and directions of future research are also discussed.

This study examined longitudinal associations between parental psychological distress (stress and depression) when the child was 2 to 4 years and a child's emotional and behavioural problems at ages 3 to 4, and social functioning (loneliness and social competence) at age 11 in very preterm born children. The participants were Finnish families of 172 very preterm infants (gestational age < 32 weeks and/or birth weight [less than or equal to] 1500 g). In girls, higher levels of maternal depression were associated with higher levels of social and emotional loneliness. Furthermore, higher levels of maternal stress and children's externalizing problems were associated with lower levels of experienced empathy. In boys, higher levels of paternal depression were associated with lower levels of social loneliness and impulsive behaviour. In conclusion, early parental psychological distress is associated with early socioemotional development and the later experienced social functioning in former very preterm infants. The sex of the child moderates these associations.

Background: The psychological well-being of students may be especially affected by the COVID-19 pandemic; international students can lack local support systems and represent a higher risk subgroup. Methods: Self-reported depressive symptoms, suicidal ideation, anxiety, post-traumatic stress disorder (PTSD), insomnia, alcohol use, academic stress, and loneliness were examined in two cohorts of university students (March 2020 n = 207, March 2021 n = 142). We investigated differences i) between 2020 and 2021, ii) between domestic and international students, and iii) whether differences between the two cohorts were moderated by student status. Results: More depressive symptoms, academic stress, and loneliness were reported in 2021. International students reported more depressive symptoms, suicidal ideation, anxiety, PTSD, academic stress, and loneliness. The main effect of cohort was not moderated by student status. Conclusions: International students had worse mental health outcomes overall, but were not affected more by the COVID-19 pandemic than domestic students.

Substantial body of empirical evidence supports the Interpersonal Theory of Suicide (IPTS; Joiner, 2005); however, the association between personality vulnerability factors and IPTS constructs had yet to be examined in Asian college students. The present study examined Blatt's (1974) model of personality in relation to Joiner's (2005) IPTS in a sample of 403 college students in Taiwan. Findings indicated that the interaction of the two interpersonal needs factors predicted suicidal ideation; the effect of the interpersonal needs factor on suicidal ideation was mainly due to perceived burdensomeness. Moreover, perceived burdensomeness emerged as the sole mediator in the link between self-criticism and suicidal ideation, as well as between dependency and suicidal ideation. The findings underscore the potential value of targeting perceived burdensomeness in suicide prevention and intervention programs for college students. Specific advice for the practice of cognitive-behavioral therapy are discussed.

Here, we assess whether quantity representations are influenced by the perceptual biases hypothesized to manifest in depressive individuals. In contrast to this clinical model, several prominent models of numerical cognition assume that quantity representations are abstract, and therefore are independent of the items that are being quantified. If this is the case, then the depression induced perceptual biases should not manifest with respect to the perception of quantity. We tested these predictions in two experiments in which we presented participants with a number-line with a tick mark that indicated the time until a positive, neutral, or negative event. The participant's task was to estimate the quantity of time indicated by the tick mark. In both experiments, we assessed participants' BDI-II score. To assess the role of controlled, strategic processing on the manifestation of these biases, we manipulated the amount of time that participants were able to study the number-line prior to responding. In Experiment 1, we attempted to motivate participants to respond quickly voluntarily. The results revealed no influence of time pressure on participants' RTs, nor any relation between quantity bias and depression. In Experiment 2, we restricted the amount of time participants could spend viewing the number-line. The results revealed estimation biases consistent with the perceptual biases predicted by Beck's cognitive theory of depression for the short presentation times. These findings (1) confirm that level of depression is linked to the predicted perceptual biases of quantity and (2) implicate controlled processing in the masking of perceptual bias.

The purpose of study is to examine whether meaning mediates the correlation between depression and hope among students. Participants include 512 undergraduates sampled from a public university. After giving their consent, participants responded to a set of self-report instruments. Structural Equation Modelling (SEM) and path analysis were used to analyze the data. As hypothesized, findings revealed significant negative correlations between hope (agency and pathways) and meaning with depression. Furthermore, results indicate that meaning mediates the connection between depression and hope. Also, findings revealed that presence of meaning, and hope dimensions (agency and pathway thinking) indicated major predictors of depression with presence of meaning being connected with less symptoms of depression. Ostensibly, students with more depressive symptoms reflects the tendency of experiencing less presence of meaning. Furthermore, one major implication of this study is that policy makers and the management of universities need to give greater attention to including positive psychology into the curriculum for all students. Besides, as every student faces the ongoing pandemic experience, school psychologists can see more reason why hope and meaning-related interventions need to be integrated into practice.

Background: The increasing burden of mental health problems continues in the post-COVID-19 era, and nursing interns were particularly likely to experience negative emotions during the pandemic. Both psychological resilience and social support affect negative emotion, but the relationship among the three has not been explored in nursing interns in the postpandemic era. Objectives: To explore the current prevalence of negative emotions among nursing interns and the role of psychological resilience in mediating the relationship between social support and negative emotions in the postpandemic era. Methods: A cross-sectional survey of 788 nursing interns was conducted. The instruments included Psychological Resilience Scale, Social Support Scale, Beck Anxiety Scale and Beck Depression Scale. Structural equation modeling was applied to analyze the mediating role of psychological resilience. Results: The prevalence of anxiety disorder among nursing interns was 24.7%, while that of depression was 10.5%. Pearson correlation analysis showed that both social support and psychological resilience negatively correlated with negative emotions, while psychological resilience positively correlated with social support. Psychological resilience showed a partial mediating effect (53.9%) between social support and negative emotion, with an effect value of -0.1456. Conclusion: Psychological resilience and social support protect nursing students from negative emotions, and psychological resilience partially mediates the relationship between social support and negative emotion in the postpandemic era.

Victimization during school years can have detrimental effects on individuals' adjustment, lasting even into adulthood. In the current study, we examine whether there is an indirect effect of victimization on adult depression and aggression, via sad and angry rumination about past victimization. Participants included 1,319 Finnish individuals (59.5% identified as women; 97.4 native Finns) who were followed from adolescence into adulthood (M[subscript age] = 25.78, SD = 1.35). Victimization was indirectly associated with adult depression and aggression, through sad and angry ruminations, respectively. The findings suggest that intervention efforts targeting rumination could help victimized individuals avoid lasting ill effects from their experiences.

Purpose: This study explores the psychometric properties of the Persian version of the Child and Youth Resilience Measure--Revised (CYRM-R) in adolescent population. Method: A sample of 323 Iranian adolescents (12-18 years old) completed the CYRM-R, Resilient Scale (RS), Beck Depression Inventory (BDI-II), and Mental Health Continuum Short Form (MHC-SF). Confirmatory factor analysis was conducted to investigate the goodness of fit. Face, content, concurrent validity, and internal consistency were evaluated. Results: The results showed acceptable face and content validity. Goodness-of-fit was adequate and internal consistency (Cronbach's a exceeded .883) was strong. The CYRM-R score correlated positively to the RS and MHC-SF total score and negatively to the total score of BDI-II, supporting the scale's concurrent validity. In addition, Factor analysis confirmed the two-factor structure of this measure. Conclusion: The Persian version of the CYRM-R presents adequate psychometric properties. It is a reliable and valid instrument that can be used to assess resilience in adolescents.

Autistic adults are at risk of stress-related psychiatric disorders and reduced life quality due to social, cognitive, and perceptual challenges. Mental health interventions adapted to autistic adults are scarce. Acceptance and commitment therapy has preliminarily indicated health benefits in autistic adults, although it has not been robustly evaluated. Overall, 39 adults (21 males; 21-72 years) with autism spectrum disorder and normal intellectual ability (IQ M = 108.5; SD = 13.5) were randomized to 14 weeks of adapted acceptance and commitment therapy group treatment (NeuroACT) or treatment as usual. The intervention was feasible. Perceived stress and quality of life (primary outcomes), alongside psychological inflexibility, cognitive fusion, cognitive and behavioral avoidance, and autistic mannerism were statistically significantly improved in NeuroACT compared with treatment as usual (d = 0.70-0.90). Clinically significant changes in perceived stress and quality of life were in favor of NeuroACT. Between-group altered depression, anxiety, sleep problems, one quality of life measure, functional impairment, social aspects of autism, and executive difficulties were statistically non-significant. Dropout was slightly higher in NeuroACT. NeuroACT may be a promising treatment for autistic adults with co-existing stress and reduced quality of life. More extensive studies are warranted to evaluate NeuroACT further.

Third culture kids represent a significant portion of the population in the United Arab Emirates. However, little is known about the psychological problems that may be encountered by these kids. The third culture kids' problems that received adequate attention included relationship and identity problems, unresolved grief, and high rates of geographic relocation. The main objective of this study is to examine the incidence of depression and dimensions of identity orientation among third culture kids studying in college. A further objective is to examine the ability of the different identity orientations to predict symptoms of depression in this population. A total of 250 adult third culture kids living in the United Arab Emirates were chosen to take part in this study. The measures administered in this study were Beck's Depression Inventory (BDI-II) and the Aspects of Identity Questionnaire (AIQ IV-45). The results indicated that 27.2% of the participants reported moderate to severe depression. Concerning identity orientation, personal identity and relational identity orientations were the most extremely important to the respondents' sense of who they are, whereas social identity and collective identity orientations were the least extremely important. Stepwise multiple regression revealed that gender and social identity orientation significantly predicted depression. It is concluded that more work needs to be done for a better understanding of this group of adult third culture kids and the understanding of the difficulties they encounter. Moreover, professionals need to provide appropriate psychological help for this group.

Depression is more prevalent among medical students. Its level can be changed by different factors. The present study was designed and implemented in order to determine the path analysis of factors affecting depression in students of Qazvin University of Medical Sciences. This descriptive-analytical study was conducted on 291 randomly selected students of Qazvin University of Medical Sciences in 2018. Data were collected using demographic characteristics questionnaires, Beck Depression Inventory and Gadzla Academic Stress Questionnaire. The data were analysed using one-way ANOVA and F test, independent t-test, and Pearson correlation coefficient in SPSS software version 22, and significance level 0.05. According to the path analysis final model, there was a significant relationship between age and hope for continuing education with academic stress, and there was no significant relationship between satisfaction and academic stress. There was a significant relationship between age, hope for continuing education, academic satisfaction and stress with depression (p < 0.001). According to the obtained results, measures should be taken in order to reduce individual and environmental stresses and factors effective in depression. Detection and follow-up in disease cases, especially in the younger generation, is important in preventing debilitative effects of the disease, and its consequences should be prevented by quick and timely detection.

The curfew restrictions applied during the pandemic period have had negative physical and psychological effects on people all over the world. Therefore, the aim of the study is examining the effect of distance exercise education on psychological state and body awareness. Twenty-one sedentary women aged 20-30 years participated in the study. Exercises were carried out for 6 weeks, 3 days a week, 1 hour daily. The exercise program sent to the participants digitally consists of a total of 8 moves: plank, crunch, leg raise, flutter kicks, mountain climbers, arms-high partial sit up, heel touches, half push up. 10 minutes of warm-up at the beginning of each exercise and 5 minutes of active cooling with 5 minutes of stretching at the end. All participants had the Body Awareness Questionarre (BAQ) and Beck Depression Inventory (BDI) filled digitally 6 weeks before and 6 weeks later. SPSS 20.00 program was used to analyze the data. The shapiro wilk test was used to determine whether the data showed normal distribution. Wilcoxon signed ranks test was used as the data did not show normal distribution in the analyzes. Significance level was accepted as p < 0.05. A statistically significant difference was found in all data as a result of the pre-test and post-test comparison of body weight, BDI and BAQ values (p < 0.05). As a result, it can be said that the exercise program applied to sedentary individuals has a positive effect on psychological state and body awareness.

The present study was carried out to investigate the depression level among the under-graduate students and its comparison gender-wise and stream-wise. The study also explored the differences among male science and male arts students; female science and female art students. The sample of the study consisted of 150 under-graduate students. "Mental Depression Scale" constructed and standardized by Beck was used to assess the depression of undergraduate students of South Kashmir. The findings of the study reveal that stream of study has an effect on the depression of female students not on male students. The data that has been collected by the investigator from the colleges was statistically analyzed by mean, standard deviation and t test.

This study aims to investigate coping strategies that activate pessimism in the context of COVID 19. To this end, two sub-studies were conducted. In the first study, an exploratory factor analysis of coping with pessimistic events scale was conducted on 209 university students. It was found that students use strategies such as self-control, coping with spirituality, problem solving, optimistic thinking, social support, denial, putting distance and protecting self-value while dealing with events that activate pessimism. In the second study, a limited subjective well-being model with coping with COVID 19 and striving for goals was tested on 201 teachers. Based on the results, it is found that it has been not enough for teachers to strive for goals to increase their subjective well-being, but it has been also necessary to use strategies to cope with COVID-19 that activates pessimism.

The 12-item General Health Questionnaire (GHQ-12) is designed to detect a diagnosable psychiatric disorder and has demonstrated positive psychometric properties in adult populations. Despite these findings, the psychometric properties of the GHQ-12 have hardly been examined with regard to early childhood teachers. This study purposed to examine the factor structure of the GHQ-12 and to assess its psychometric properties vis-à-vis a sample of Korean early childhood teachers. An aggregate of 252 participants completed the Korean version of the GHQ-12 in tandem with other psychiatric measures, including the Patient Health Questionnaire-9 (PHQ-9) and the Beck Depression Inventory (BDI). The resulting data were subjected to confirmatory factor analyses to compare the goodness-of-fit of the previously proposed models of the GHQ-12. The three-factor model comprising anhedonia/sleep disturbance, social performance and loss of confidence was found by the goodness-of-fit indices to excellently fit our study sample. The average variance extracted and all factor loadings exceeded the recommended threshold of 0.50; hence, convergent validity was established. The criterion posited by Fornell and Larcker verified the discriminant validity. The instrument evidenced superior reliability evinced by its adequate internal consistency and composite reliability. This evidence allows the assertion that the GHQ-12 may be deployed as a screening tool for the evaluation of general symptoms of psychiatric disorders in Korean early childhood teachers.

Background/purpose: In this study, the relationship between problematic online game usage, and depression and life satisfaction levels of university students was examined. Materials/methods: The research was conducted according to the relational screening model, with a sample consisting of 401 university students. The research data were obtained using the Beck Depression Inventory, the Problematic Online Game Use Scale, the Contentment with Life Assessment Scale, and a Personal Information Form prepared by the researchers. The data obtained were analyzed using Pearson Correlation Analysis, Independent Sample t-test, and One-Way Analysis of Variance (ANOVA). Results: The results of the study show that the relationship between students' use of problematic online games and their depression levels to be moderately positive, and revealed a low-level, negative relationship between life satisfaction levels. In addition, students' problematic online game use, depression, and life satisfaction levels were analyzed according to the variables of gender and grade level, and statistically significant differences were found to exist between them. Conclusion: The study's results revealed that as the use of problematic online games increased, the university students' depression levels increased in parallel, and that the depression levels of female students were higher than for their male counterparts. Lastly, it was observed that as the university students' use of problematic online games increased, their life satisfaction levels decreased.

The aim of this study is to examine the depression levels of university students according to their perception of future time and hope. The research is a relational screening study and it was conducted with the participation of 1st and 4th year undergraduate students studying in various departments of different universities (n = 368). The data of the study were collected using the Future Time Perception Scale (FTPS), the Trait Hope Scale (THS) and the Beck Depression Inventory (BDI). In the analysis of the data according to the research questions; independent sample t test, correlation analysis and multiple regression analysis were used. The data of the research were analyzed with the SPSS 24.0 package program. As a result of the research, weakly significant relationships were found between future time perception scores and hope scores, while moderate and high negative significant relationships were found between hope and depression scores. According to another result of the study, when the perceptions of future time and hope levels of 1st and 4th grade students were examined to predict depression, it was concluded that while future time perception was not a predictor of depression, hope scores predicted depression. According to the results of the research, when the future time perception, hope and depression levels were compared, it was found that the future time perception and commitment scores of the 1st grade students were higher than the 4th grade students.

The main aim of achieving with the reliability generalization is to investigate the variability related to the reliability estimates and to try to characterize the sources of this variability. As part of the research, a reliability generalization study was carried out on the basis of Beck Depression Inventory-II to investigate potential factors contributing to the variability of the reliability of the measurement results and to examine the sources of the measurement error. Within the scope of the study, it was published in English between 2011-2019 and only 40 articles in the type of article were examined. The Kappa coefficient for the coding form was determined to be 0.93 and it was concluded that the measurement results performed for the coding form were valid and reliable. Jamovi and R programs were used in the research. When the test results regarding publication bias are evaluated in a holistic way, it is concluded that there is no publication bias related to the studies included in the research. It was thought that the heterogeneity observed by the researchers may indicate an amount of heterogeneity to be examined and moderator analyzes were performed. As a result of the moderator analysis, it was determined that any of the continuous and categorical moderator variables did not have an explanatory role regarding the variability between the reliability estimates of the inventory. In order to carry out qualified RG studies in the future, it is recommended that researchers report their reliability estimates regarding the measurement results of their studies.

Purpose: In this study, the role of social anxiety, state, and trait anxiety in depression among college students was investigated. Research Methods: Research group consisted of 439 college students (341 females and 98 males) having consulted to a state university's counselling centre between 2018-2019. Counselling Centre Application Form, The Beck Depression Inventory, Liebowitz Social Phobia Scale, and State and Trait Anxiety Scale were used to collect data. Multiple linear regression analysis was carried out to determine the predictive power of social anxiety, state, and trait anxiety. Findings Regarding the findings of the present study, social anxiety, state, and trait anxiety positively and significantly predicted depression in college students consulting to counselling centre. The total variance rate of predictor variables related to depression was 58% (R2 = 0.585, F(3.473) = 203.862, p <0.001). Implications for Research and Practice: It is discussed whether the findings demonstrate consistency with the related literature and suggestions were made for researchers and counsellors working in higher education institutions, for academic and administrative staff working in higher education institutions, and for policymakers who may facilitate taking necessary steps to create a protective atmosphere at university campuses. For practitioners, it is advised that self-help brochures, psychoeducational studies, individual and group counselling, and awareness-raising activities on online platforms to help college students cope with anxiety may also reduce their anxiety levels, and thus decrease the number of people who are at a risk group for depression. Limitations of the research and suggestions for future studies were shared.

The college transition constitutes a vulnerability period for at-risk students. Although several risk factors associated with depression have been identified in the young adult population, very few studies to date have focused on the aspect of resilience during this academic transition. In the present study, a subgroup of resilient students, who did not report depressive symptoms despite experiencing some family risk factors, was compared to a subgroup of depressive students. The results revealed that, among these variables, a low level of dysfunctional attitudes related to dependency and well-defined personal goals can be considered as being higher resiliency variables.

Objective: College students with attention deficit/hyperactivity disorder (ADHD) are at increased risk for numerous educational and psychosocial difficulties. This study reports findings from a large, multisite randomized controlled trial examining the efficacy of a treatment for this population, known as ACCESS -- Accessing Campus Connections and Empowering Student Success. Method: ACCESS is a cognitive--behavioral therapy program delivered via group treatment and individual mentoring across two semesters. A total of 250 students (18-30 years of age, 66% female, 6.8% Latino, 66.3% Caucasian) with rigorously defined ADHD and comorbidity status were recruited from two public universities and randomly assigned to receive ACCESS immediately or on a 1-year delayed basis. Treatment response was assessed on three occasions, addressing primary (i.e., ADHD, executive functioning, depression, anxiety) and secondary (i.e., clinical change mechanisms, service utilization) outcomes. Results: Latent growth curve modeling (LGCM) revealed significantly greater improvements among immediate ACCESS participants in terms of ADHD symptoms, executive functioning, clinical change mechanisms, and use of disability accommodations, representing medium to large effects (Cohen's d, 0.39 - 1.21). Across these same outcomes, clinical significance analyses using reliable change indices (RCI; Jacobson & Truax, 1992) revealed significantly higher percentages of ACCESS participants showing improvement. Although treatment-induced improvements in depression and anxiety were not evident from LGCM, RCI analyses indicated that immediate ACCESS participants were less likely to report a worsening in depression/anxiety symptoms. Conclusions: Findings from this RCT provide strong evidence in support of the efficacy and feasibility of ACCESS as a treatment for young adults with ADHD attending college.

Despite extant research suggesting the important role of family in supporting youth with disabilities (e.g., learning disabilities) making the transition to university, family relational influences on youth with mental illness undergoing this transition remains unclear. Adopting a family resilience perspective, this mixed-methods study aimed to examine (a) how parent-child relationship factors relate to youths' mental illness symptoms and well-being and (b) youth and parent perspectives on how parents can best support youth in this transition. A total of 225 youth with mental illness (aged 17-23, M = 18.43, SD = 0.91, 87% white) completed questionnaires assessing parent-child relationship satisfaction, depressive and anxiety symptoms, and life satisfaction. For 22 of these youth, a parent (aged 45-57, M = 49.77, SD = 3.57, 100% white) completed questionnaires assessing caregiver burden and reward. Parents (and their child) completed written responses addressing what youth most need from parents during this transition. Parent-child relationship factors were moderately associated with youth mental illness and well-being. Thematic analysis indicated much agreement and some difference between youth and caregivers on the aspects of parental support most valued during this transition. Implications for supporting such youth as they adapt to university are discussed.

Racial discrimination is a salient and chronic stressor for ethnic minority parents that can negatively impact their parenting. The present study used a short-term longitudinal design to examine the link between Chinese American mothers' stressful experiences of racial discrimination and their authoritarian parenting practices, the mediating role of mothers' depressive symptoms, and the moderating role of their behavioral acculturation toward American and Chinese cultures in these associations (i.e., behavioral participation in the American culture and behavioral maintenance of Chinese culture). Participants were 143 first-generation Chinese American mothers (M[subscript age] = 38.0 years) with preschool-age children (M[subscript age] = 4.6 years; 50% girls). Mothers reported their racial discrimination stress, depressive symptoms, American and Chinese behavioral acculturation, and authoritarian parenting across two time points over a 6-month interval. A moderated mediation model was conducted using structural equation modeling to test the hypothesized associations. Chinese American mothers' depressive symptoms mediated the association between racial discrimination stress and authoritarian parenting. The path between racial discrimination stress and depressive symptoms and the indirect effect of racial discrimination stress on authoritarian parenting were buffered by mothers' behavioral acculturation toward American culture and exacerbated by their behavioral acculturation toward Chinese culture. This study provides the first longitudinal evidence linking Chinese American mothers' experiences of racial discrimination and their negative parenting over time as well as mediating and moderating factors underlying this process. Our findings highlight the need for systemic efforts addressing racial inequalities and fostering positive development in Asian Americans and other marginalized families.

The ubiquitous nature of smartphones has led to the emergence of addictive behaviors and new psychosocial disorders, almost overtaking the merits they provide. Within the relevant literature, the misuse of smartphones is purported to turn into a strong addiction, thus culminating in hopelessness and a reduction in life satisfaction. Another widespread behavioral disorder related to the misuse of smartphones is cyberloafing, which is reported to cause labor loss at the workplace and undesired consequences in learning settings. While research on the effects of inappropriate use of social media and mobile devices is ever-evolving, with a plethora of studies published every year, the need for more studies on the correlations of negative consequences related to the misuse of smartphones is still warranted. To this end, the present research attempted to identify undergraduate students' levels of smartphone addiction, life satisfaction, hopelessness, cyberloafing, and academic achievement. The study further aimed to scrutinize the correlations between these variables with structural equation modeling. The sample of this casual-correlational study consists of 261 students receiving education at a state university in the southeastern part of Turkey. The results of the study suggest that higher cyberloafing leads to higher hopelessness but not to lower life satisfaction, and higher hopelessness leads to lower life satisfaction. While higher smartphone addiction leads to lower achievement and higher cyberloafing, it does not lead to higher hopelessness and lower life satisfaction. The findings of the study provide insights into understanding the behavioral impacts of smartphone addiction.

Introduction: Estimates of the prevalence of depression in people with intellectual disability range from almost nonexistent to 39%. We analyzed the outcomes of three screening instruments to find out more about the prevalence in people with mild or borderline disability. Methods: 102 Dutch individuals residing in institutions or living independently took part. The Beck Depression Inventory, the Glasgow Depression Scale and the Signaallijst Depressie voor Zwakzinnigen were used. Results: Using the standard cutoff values, the numbers of people identified as depressed by the tests were 31%, 44%, and 22%, respectively. These were high numbers, and they did not refer to the same cases. When scoring above cutoff on all three tests simultaneously was the criterion, 13.7% of the participants were identified as depressed. Conclusion: The combined use of several measuring instruments taught us that depression in people with intellectual disabilities might occur more frequently than often assumed: 13.7% might be the lower limit of its actual prevalence. People in this group still run the risk of being underdiagnosed.

Worry is a phenomenon that is present in multiple psychopathologies. Given the widely accepted transdiagnostic role that worry plays in psychopathology, reliable measures for this construct are pivotal for clinical practice. The Penn State Worry Questionnaire (PSWQ) is one of the most widely used and established measures of worry in both clinical and non-clinical populations and it is accepted as a highly reliable measure. The present study aimed to examine the factor structure and psychometric properties of the PSWQ for the Portuguese population. The total sample consisted of 428 participants, 256 from the community, and 172 from the clinical population. Confirmatory factor analysis supported a model of one factor with a method factor containing the negatively worded items.

Objective: The study aimed to assess the prevalence of depression and its associated factors among university students in Bangladesh. Participants: A total of 403 undergraduate students from Patuakhali Science and Technology University, and Barisal University participated in the study. Method: A cross-sectional study was conducted using Beck's Depression Inventory (BDI). Result: The prevalence of depression (BDI = 14) was 47.14%. Depression was 3.4 times (95% CI: 1.6-7.1), 3.8 times (95% CI: 1.7-8.6), and 3.9 times (95% CI: 1.5-8.9) higher among 2nd, 3rd, and 4th-year students, respectively than 1st-year students. Students with a history of stressful life events (aOR = 2.7, 95% CI: 1.7-4.4), suicidal attempts (aOR = 3.0, 95% CI: 1.2-7.9), and who received inadequate monthly allowance from their family (aOR = 0.53 95% CI: 0.3-0.9) were more likely to develop depressive symptoms. Conclusion: This study reports a high level of depression among university students which needs further discussion, exploration, and calls for designing appropriate interventions.

Literature data show that acute, severe, and also chronic stress play an important role in the development of somatic and mental disorders. It is well documented in the literature that starting university studies results in anxiety in many ways for individuals. In this present work, we examined how perceived stress affects the appearance of depression and sleep disorders among a special group: the first-year undergraduates. In February 2020, 134 students completed a 14-question Perceived Stress Scale questionarre. In addition, the 13-question Beck Depression Scale and the 8-question Athens Insomnia Scale were used as measures to assess their current mental health status. Following the outbreak of the COVID-19 pandemic, the extent to which anxiety and depressive symptoms changed had become a major issue worldwide. In June 2020, we repeated our previous measures in the given population with the same methods. Our research clearly proved higher perceived stress values among undergraduate students, which were associated with high depressive symptom parameters and insomnia. However, unexpectedly, questionnaires completed during the quarantine period of the COVID pandemic showed lower perceived stress, which was accompanied by a decrease in depressive symptoms and insomnia.

In this paper we paper evaluate the effectiveness of eight sessions of cognitive analytic therapy (CAT) for treating obsessive morbid jealousy (OMJ), using a mixed-methods A/B with followup single-case design. Ideographic jealousy measures were collected throughout baseline (2 sessions), treatment (6 sessions) and follow-up phases (one session), creating a 160-day time series. Nomothetic measures were completed at assessment, end of treatment and at followup. A structured qualitative interview was completed. Significant reductions to idiographic jealousy measures occurred during the treatment phase, with these gains maintained over followup. The intensity of the jealousy shifted from moderate to mild and this change was attributed to CAT. Methodological issues and future directions for the treatment of OMJ are discussed.

We reviewed 19 English version scholarly works and 11 other language translation articles from 2004-2018 for the Center for Epidemiologic Studies Depression Scale -- Revised (CESD-R). Alpha was 0.92 (0.90, 0.94; N = 13,150); convergent, factorial, and diagnostic validity were robust. Implications for counseling practice and research were discussed.

Why can some people generate outstanding creative ideas despite receiving frustrating feedback? Although previous studies highlighted the effects of emotional states on creativity, the interactions between specific psychophysiological emotional parameters or affective states and response inhibition (RI) on creativity remain elusive. Therefore, with this study, we aimed to investigate whether RI mediates the effects of emotional states on creative thinking, specifically divergent thinking (DT), while participants receive frustrating or encouraging feedback. We induced positive and negative affect and psychophysiological arousal (PA) by manipulating feedback on performing a go/no-go task (GNGT), one of the standardized tasks for measuring RI. In other words, we provided participants with artificial feedback on GNGT to induce either frustration following (a negative emotional state) or a feeling of success (a positive emotional state). After receiving the manipulated feedback, participants performed the alternative uses task (AUT), a classical test for measuring DT. Subjective affective states were assessed using the Positive and Negative Affect Scale -- Expanded Form (PANAS-X). During AUT, PA was measured through skin conductance (SC) and heart rate variability (HRV). Our data revealed that RI mediates the effect of negative affect and fatigue and enhanced PA (measured through HRV) on DT. Moreover, positive affect and PA (measured through SC) directly enhanced the three indices of DT (fluency, originality, and flexibility). Concerning the measurement of HRV, the application of time-domain HRV analyses was superior to that of frequency-domain HRV analyses. Notably, gender had strong direct and indirect effects on fluency and flexibility but not originality. In conclusion, our results suggest distinct mechanisms for modulatory effects of specific emotional states and associated psychophysiological on divergent creative thinking.

Purpose: In March 2020, the U.K. government announced that people should isolate to reduce the spread of the virus that causes COVID-19. Outside a pandemic, psychosocial factors, such as socialization and mental health, may impact the relationship between hearing loss and increased dementia risk. We aim to report the impact of psychosocial factors, including social isolation, depression, and engagement in activities, on hearing and cognitive function in younger and older adults during the COVID-19 pandemic. Method: An online survey and experiment assessed self-reported psychosocial factors, self-reported hearing ability and speech-in-noise perception, and cognition. Data were collected between June 2020 and February 2021. Older (n = 112, M[subscript age] = 70.08) and younger (n = 121, M[subscript age] = 20.52) monolingual speakers of English, without any language or neurological disorders participated. Multiple linear regression models were employed to investigate hypothesized associations between psychosocial factors, and hearing and cognition, in older and younger adults. Results: Multiple regression analyses indicated that older adults displayed poorer speech-in-noise perception and poorer performance on one of four cognitive tasks, compared with younger adults; increased depression was associated with poorer subjective hearing. Other psychosocial factors did not significantly predict hearing or cognitive function. Conclusions: Data suggest that self-reported hearing and depression are related. This conclusion is important for understanding the associations between hearing loss and cognitive decline in the long term, as both hearing loss and depression are risk factors for dementia.

According to Russian researchers, university studies is among the most stressful activities for a person. First-year university students are particularly vulnerable to stress. The use of mindfulness-based programs to help students reduce and manage stress is gaining popularity around the world. Previous research has shown that such programs can improve the psychological well-being of students by reducing levels of anxiety and depression. In addition, students in helping majors, such as psychology students, would greatly benefit from mastering the skills of managing stress, as anxiety and stress are pertinent to their future profession. This pilot case study assesses the effectiveness of a brief mindfulness training aimed at improving Russian students' mental and physical health. The participants were 83 first-year undergraduate students from the Psychology Department of the Ural Federal University named after B.N. Yeltsin. Data collection was completed in November 2019. A non-randomized controlled trial was conducted using a brief mindfulness training. The results show that the participants in the experimental group demonstrated significantly lower levels of depression ([eta-squared] = 0.07, p = 0.00) and significantly higher levels of subjective happiness ([eta-squared] = 0.02, p = 0.02) than participants in the control group. Also, the participants in the experimental group showed marginally significant lower levels of anxiety ([eta-squared] = 0.02, p = 0.06). Frequent mindfulness meditation practice and the study of theoretical materials were associated with higher rates of psychological well-being of students. The findings suggest that mindfulness training may be an effective tool in addressing psychological challenges experienced by first-year students of the Psychology Department of Ural Federal University.

The emergence of the pandemic has led to fundamental social and economic swaps throughout the world, the sponsored measures taken have a significant effect on the mental health of individuals. The objective of the study was to compare the level of depression related to the meaning of life in students in times of pandemic at the Continental University of Peru and the "Rafael María Baralt" National Experimental University of Venezuela. The type of research developed was descriptive correlational with a cross-sectional design. The sample was made up of two groups: the first corresponds to 300 students from Peru and 300 from Venezuela. The Beck Depression Inventory and the Dimensional Sense of Life Scale, standardized version for Latin America, were used as measurement instruments. With the Spearman correlation coefficient it was determined that there is a moderate negative relationship of -0.610, which indicates that there is an inverse correlation in the variables level of depression and sense of life of the students and it was concluded that, among the students university students from both countries, there is a moderate inverse significant correlation between depression and the meaning of life, in the current times of pandemic.

In recent years early childhood education, along with the professionalization of staff working in this field, has been at the forefront of public interest. However, the well-being of professionals working in early childhood education has been explored only sporadically. In our cross-sectional, quantitative, descriptive research we surveyed the characteristics of professional well-being among Hungarian early childhood educators, kindergarten teachers, teaching assistants and nurses (n=1010), with primary emphasis on mental health. The measuring tool included questions referring to the teaching career, as well as standardized questionnaires applied in international surveys. As for workplace atmosphere, we can state that significant differences can be observed between professionals working in nurseries and kindergartens: the climate indicators of educators working is nurseries proved to be less favourable. In the sample, burnout is at low level, but three quarters of the respondents show mild depressive symptoms. The value measured on the depression scale shows a positive, close correlation with time spent in the career. Between job satisfaction, the social appreciation of workplace activity and the occurrence of depression a negative, significant correlation can be proved, which draws attention to the need for intervention.

The aim of this study is to analyze the effects of 12 weeks swimming exercise on the levels of hopelessness and depression in women aged over 55. This study is constructed by considering the period of hopelessness emerging as a part of self-integrity seen as the last step of psychosocial development theory; the levels of hopelessness and depression levels of 40 women were included. The Beck Depression and Hopelessness Scale were used to determine the level of hopelessness and depression of the participants. Participants with high were divided into two groups by random assignment method, while one group was given swimming exercise for 12 weeks, no application was made to the other group. Swimming exercise was applied to the experimental group for 12 weeks 3 days a week. The data of the research were evaluated in SPSS 22 package program. In order to determine whether the difference between the two related samples is significant, the t-test was used for the analysis of the data. When analyzing the results, significant reduction in depression and hopelessness levels of women over 55 was observed after 12 weeks of swimming exercise.