scholarly journals Investigating the use of electronic wellbeing diaries completed within a psychoeducation programme for university students: Longitudinal text analysis study (Preprint)

2020 ◽  
Author(s):  
Myles-Jay Anthony Linton ◽  
Sarah Jelbert ◽  
Judi Kidger ◽  
Richard Morris ◽  
Lucy Biddle ◽  
...  
Keyword(s):  
University Students ◽  
Text Analysis ◽  
Positive Emotion ◽  
Generalized Least Squares ◽  
University Education ◽  
Mental Wellbeing ◽  
Least Squares Regression ◽  
Emotional Tone ◽  
Emotion Words ◽  
Therapeutic Benefits

BACKGROUND Concern about the mental health and wellbeing of students in university education continues to mount. Psychoeducation has the potential to support students experiencing varying levels of distress and help meet the demand for support, however there is a need to understand how these programmes are used and experienced. Online diaries are a particularly useful activity for psychoeducation due to their therapeutic benefits, ability to capture naturalistic data relevant to wellbeing, and appropriateness for computerized text analysis methods. OBJECTIVE The goal of this study was to examine how university students use electronic diaries within a psychoeducation programme designed to enhance mental wellbeing (Science of Happiness Course). METHODS The Science of Happiness course was administered to 154 undergraduate students within a university setting (United Kingdom). Online diaries were collected from students for a total of 9 weeks. Baseline wellbeing data were collected using the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). The percentage of negative and positive emotion words used in diaries (emotional tone) and use of words from 5 life domains (social, work, money, health, and leisure) was calculated using the LIWC2015 software. Random effects (generalized least squares) regression models were estimated in STATA 16 to examine the to examine how far time, diary characteristics, demographics and baseline wellbeing predict the emotion tone of diary entries. RESULTS A total of 149 students participated in the diary study, producing 1124 individual diary entries. Compliance to the diary task peaked in week 1 (93%) and was at its lowest in week 3 (72%). Compared to week 1, diaries were significantly more positive in their emotional tone during week 5 (mean difference 23.90, 95% CI: 16.89, 30.90) and week 6 (26.62, 95% CI: 19.35, 33.88) when students were tasked with writing about gratitude and their strengths. Across weeks, moderate and high baseline SWEMWBS scores were associated with a higher percentage of positive emotion words in diaries (increases compared with low SWEMWBS scoring students were 5.03 (95% CI: 0.08, 9.98) and 7.48 (95% CI: 1.84, 13.12) respectively). At week 1, the diaries of students with the highest levels of baseline SWEMWBS (82.92, 95% CI: 73.08, 92.76) were noticeably more emotionally positive on average than the diaries of students with the lowest levels of baseline SWEMWBS (59.38, 95% CI: 51.02, 67.73). Diaries largely focused on the use of social words. The emotional tone of diary entries was positively related to use of leisure (3.56, 95% CI: 2.28, 4.85), social (0.74, 95% CI: 0.21, 1.27), and inversely to health words (-1.96, 95% CI: -3.70, -0.22). CONCLUSIONS We found evidence for short-term task specific spikes in the emotional positivity of online diary entries, and recommend future studies examine the possibility of longer-term impacts on the writing and wellbeing of students. With student wellbeing in mind, universities should ensure leisure and social activities are facilitated and encouraged.

scholarly journals How Do Emotions during Goal Pursuit in Weight Change over Time? Retrospective Computational Text Analysis of Goal Setting and Striving Conversations with a Coach during a Mobile Weight Loss Program

2021 ◽  
Vol 18 (12) ◽  
pp. 6600
Author(s):  
Heather Behr ◽  
Annabell Suh Ho ◽  
Ellen Siobhan Mitchell ◽  
Qiuchen Yang ◽  
Laura DeLuca ◽  
...  
Keyword(s):  
Weight Loss ◽  
Goal Setting ◽  
Text Analysis ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Goal Pursuit ◽  
Weight Loss Program ◽  
Self Report ◽  
Emotion Words ◽  
Over Time

During behavioral weight management, individuals reflect on their progress and barriers through goal pursuit (goal setting and goal striving). Emotions during goal pursuit are largely unknown, and previous investigations of emotions in weight management have primarily relied on self-report. In this retrospective study, we used a well-validated computational text analysis approach to explore how emotion words changed over time during goal setting and striving conversations with a coach in a mobile weight loss program. Linear mixed models examined changes in emotion words each month from baseline to program end and compared emotion words between individuals who set an overall concrete goal for the program (concrete goal setters) and those who set an overall abstract goal (abstract goal setters). Contrary to findings using self-report, positive emotion words were stable and negative emotion words significantly increased over time. There was a marginal trend towards greater negative emotion word use being associated with greater weight loss. Concrete goal setters used more positive words than abstract goal setters, with no differences in negative emotion words and weight loss. Implications include the possibility that individuals may need increasing support over time for negative emotions expressed during goal setting and striving, and concrete goals could boost positive emotion. Future research should investigate these possibilities.

scholarly journals Impact of the COVID-19 among University Students in Bangladesh: An Analysis

2021 ◽  
Author(s):  
Anira Mohiuddin ◽  
Md. Abdul Kader Miah ◽  
Mahmuda Akter
Keyword(s):  
University Students ◽  
Rural Areas ◽  
Online Survey ◽  
Psychological Impact ◽  
University Education ◽  
Mental Wellbeing ◽  
Educational Institutions ◽  
Time Interval ◽  
The Government ◽  
The Impact

COVID-19 pandemic has influenced all levels of the instruction framework, especially in University education. Since March 26, 2020, public holidays was pronounced by the Government of Bangladesh in all educational institutions which hamper the students’ everyday schedules and affect their both physical and mental wellbeing. This study aims to explore the impact of COVID-19 among the university students in Bangladesh by identifying their socio-demographic condition, changes in livelihood, and distinctly measuring the social, economic, educational, technological, and psychological impact. Quantitative research design is followed in this study where participants were selected using convenience sampling (135 respondents) through an online survey (Google Forms). The time period of data collection was from August to October 2020. From this study, university students have experienced both social stigmatization and economic crisis due to the pandemic. Furthermore, the maximum has experienced anxiety, loneliness, emotional breakdown, sleeping disorder, keep checking the news in the little time interval, difficulty to connect with daily normal life, tensed about re-infected by COVID-19. Besides, due to the inadequate availability of internet in remote and rural areas, the speed and cost of internet, the availability of electronic devices to access the internet, and the lack of interaction between students and teachers. Indeed, it is high time that the government and associated educational institutions should make a proper plan about how to overcome the challenges of ongoing university students’ condition to improve the impact of the COVID-19 pandemic as early as possible.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

scholarly journals A comparison between generalized least squares regression and top-kriging for homogeneous cross-correlated flood regions

2021 ◽  
Author(s):  
Simone Persiano ◽  
Jose Luis Salinas ◽  
Jery Russell Stedinger ◽  
William H. Farmer ◽  
David Lun ◽  
...  
Keyword(s):  
Least Squares ◽  
Generalized Least Squares ◽  
Least Squares Regression

Associations between mental wellbeing and fMRI neural bases underlying responses to positive emotion in a twin sample

2021 ◽  
pp. 1-9
Author(s):  
Haeme R.P. Park ◽  
Miranda R. Chilver ◽  
Arthur Montalto ◽  
Javad Jamshidi ◽  
Peter R. Schofield ◽  
...  
Keyword(s):  
Neural Activity ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Inferior Frontal Gyrus ◽  
Mental Wellbeing ◽  
Neural Activation ◽  
Positive Health ◽  
Validated Questionnaire ◽  
Dorsolateral Prefrontal ◽  
The Right

Abstract Background Although mental wellbeing has been linked with positive health outcomes, including longevity and improved emotional and cognitive functioning, studies examining the underlying neural mechanisms of both subjective and psychological wellbeing have been sparse. We assessed whether both forms of wellbeing are associated with neural activity engaged during positive and negative emotion processing and the extent to which this association is driven by genetics or environment. Methods We assessed mental wellbeing in 230 healthy adult monozygotic and dizygotic twins using a previously validated questionnaire (COMPAS-W) and undertook functional magnetic resonance imaging during a facial emotion viewing task. We used linear mixed models to analyse the association between COMPAS-W scores and emotion-elicited neural activation. Univariate twin modelling was used to evaluate heritability of each brain region. Multivariate twin modelling was used to compare twin pairs to assess the contributions of genetic and environmental factors to this association. Results Higher levels of wellbeing were associated with greater neural activity in the dorsolateral prefrontal cortex, localised in the right inferior frontal gyrus (IFG), in response to positive emotional expressions of happiness. Univariate twin modelling showed activity in the IFG to have 20% heritability. Multivariate twin modelling suggested that the association between wellbeing and positive emotion-elicited neural activity was driven by common variance from unique environment (r = 0.208) rather than shared genetics. Conclusions Higher mental wellbeing may have a basis in greater engagement of prefrontal neural regions in response to positive emotion, and this association may be modifiable by unique life experiences.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

scholarly journals “I Spent Most of Freshers in my Room”—A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum

2021 ◽  
Author(s):  
Helen Goddard ◽  
Anna Cook
Keyword(s):  
University Students ◽  
Social Isolation ◽  
Social Life ◽  
Social Experiences ◽  
Mental Wellbeing ◽  
Structured Interviews ◽  
Social Lives ◽  
Social Events ◽  
University Life ◽  
The Impact

AbstractAutistic university students face extra challenges in both their academic and social life. Barriers to socialising appear to be less well understood and supported by universities than academic requirements. Semi-structured interviews were conducted with ten autistic university students to explore their social experiences. Questions explored their social experiences, satisfaction with social life, disclosure of ASD to others, and the impact of mental wellbeing on university life. Thematic analysis indicated most participants were unsatisfied with their social lives and experienced mental health issues. Factors exacerbating social isolation included lack of suitable social events, lack of social support and feeling unable to disclose to peers. Factors which reduced social isolation included joining an autism or special interest society and receiving social mentoring.

The Effect of Frames on Personal Narratives of Bullying Memories

2021 ◽  
pp. 003329412110063
Author(s):  
Abigail M. Stark ◽  
Olivia H. Tousignant ◽  
Gary D. Fireman
Keyword(s):  
Peer Relationships ◽  
Social Order ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Personal Narratives ◽  
Psychosocial Effects ◽  
Emotion Words ◽  
Bullying Experiences ◽  
Definition Of ◽  
Past Experiences

Research demonstrates the malleability of memory; a dynamic process that occurs across development and can be influenced by internal and external frames. Narratives of past experiences represent one modality of understanding how memories are influenced by these frames. The present experimental study examines how memories of bullying are affected by two distinct yet common cultural frames. College students ( n = 92) were randomly assigned to one of two groups; one with a definition of bullying framing the experience in terms of resilience and one framing it in terms of negative psychosocial effects. Participants then wrote about a remembered experience with bullying. The researchers coded the narratives for coping strategies used in response to bullying as well as for positive or negative emotion words and story endings. The results demonstrated statistically significant differences between groups in the ways bullying experiences were remembered and described. Participants in the Resiliency Group more often had positive endings to their bullying narratives and used more coping skills and positive emotion words overall. The implications of a subtle frame influencing memories of bullying and its relation to development, identity, social order, peer relationships, and resilience are discussed.

Sleep in university students across years of university education and gender influences

2015 ◽  
Vol 27 (3) ◽  
pp. 341-348 ◽  
Author(s):  
Md Dilshad Manzar ◽  
Wassilatul Zannat ◽  
Manpreet Kaur ◽  
M. Ejaz Hussain
Keyword(s):  
University Students ◽  
Sleep Problems ◽  
Subjective Evaluation ◽  
University Education ◽  
Sleep Health ◽  
Delayed Sleep Phase Syndrome ◽  
Delayed Sleep Phase ◽  
Circadian Rhythm Sleep Disorder ◽  
Delayed Sleep ◽  
And Gender

Abstract Purpose: Assessment of the influence of gender and increasing years at university on sleep health of students. Methods: Four hundred and eighteen students from different streams across years of undergraduate to postgraduate courses participated. Descriptive statistics, test of differences, and correlation were used. The sleep health data comprised of subjective evaluation using a questionnaire and personal interviews. Results: Overall, 43.1% had sleep problems, females were more affected (51.67% vs. 48.33% in males) but were early bed goers. The prevalence of circadian rhythm sleep disorder (11.6% vs. 9.5%) and delayed sleep phase syndrome (4.5% vs. 2.7%) was slightly higher in males. The daytime dysfunction and hypnotic use significantly differed in students of the same class among gender. Bedtime got significantly delayed along years [H(2)=29.769, p<0.001], and hypnotic use [H(2)=8.807, p=0.012] differed significantly among them. The moderate-very strong correlational statistics among sleep health elements was very similar across gender and years of university education. However, more pronounced influence of years of university education than gender was seen in the significant differences for correlated correlation among sleep health parameters. Conclusion: Gender and years of university education influence sleep among university students both separately and concomitantly.

Emotion Word Use by Adolescents Who Stutter: An Exploratory Study

2013 ◽  
Vol 23 (1) ◽  
pp. 6-14
Author(s):  
Corrin G. Richels ◽  
Rogge Jessica
Keyword(s):  
Positive Emotion ◽  
Negative Emotion ◽  
Conversational Speech ◽  
Word Count ◽  
Word Use ◽  
Emotion Words ◽  
Emotion Word ◽  
Linguistic Inquiry ◽  
Positive Valence ◽  
Analyze Data

Purpose: Deficits in the ability to use emotion vocabulary may result in difficulties for adolescents who stutter (AWS) and may contribute to disfluencies and stuttering. In this project, we aimed to describe the emotion words used during conversational speech by AWS. Methods: Participants were 26 AWS between the ages of 12 years, 5 months and 15 years, 11 months-old (n=4 females, n=22 males). We drew personal narrative samples from the UCLASS database. We used Linguistic Inquiry and Word Count (LIWC) software to analyze data samples for numbers of emotion words. Results: Results indicated that the AWS produced significantly higher numbers of emotion words with a positive valence. AWS tended to use the same few positive emotion words to the near exclusion of words with negative emotion valence. Conclusion: A lack of diversity in emotion vocabulary may make it difficult for AWS to engage in meaningful discourse about negative aspects of being a person who stutters

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