Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors

Busch, Carly A.; Mohammed, Tasneem F; Nadile, Erika M.; Witt, Madison L; Vargas, Cindy; Tran, Missy; Wolf, Joseph Gazing; Brister, Danielle; Cooper, Katelyn M.

doi:10.1187/cbe.22-05-0088

Cited by 8 publications

(2 citation statements)

References 65 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Prior research from our group has found that college science students are often reluctant to reveal their depression in science learning environments, but if learning environments are inclusive and welcoming, then students are more comfortable revealing this important aspect of themselves ( Cooper et al. , 2020b ; Busch et al. , 2023 ).…”

Section: Resultsmentioning

confidence: 99%

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Araghi

Busch

Cooper

2023

LSE

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Araghi

Busch

Cooper

2023

LSE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Depression is characterized by a pervasive feeling of sadness, anhedonia, difficulty concentrating or making decisions, feelings of worthlessness or excessive guilt, recurrent thoughts of death or self-harm, changes in sleep patterns or appetite, restlessness or slow movements, and a persistent feeling of tiredness or lack of energy [ 10 , 11 ]. It is one of the most common manifestations of psychiatric pathologies and is closely associated with significant disability, impaired health-related quality of life, and increased mortality [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Pain-Insomnia-Depression Syndrome: Triangular Relationships, Pathobiological Correlations, Current Treatment Modalities, and Future Direction

Haidary,

Arif,

Hossaini

et al. 2024

Pain Ther

View full text Add to dashboard Cite

these treatments, additional interventions such as deep brain stimulation (DBS) may be required. Despite advances in understanding and treatment, there are still gaps in knowledge that need to be addressed. To improve our understanding, future research should focus on conducting longitudinal studies to uncover temporal associations, identify biomarkers and genetic markers associated with PIDS, examine the influence of psychosocial factors on treatment responses, and develop innovative interventions that address the complex nature of PIDS. The aim of this study is to provide a comprehensive overview of these components and to discuss their underlying pathobiological relationships.

show abstract

Undergraduate students with and without mental health concerns have different perceptions of disclosing mental health challenges to instructors

Sizemore,

Von der Mehden,

Schussler

2024

Preprint

View full text Add to dashboard Cite

A significant proportion of undergraduates report having mental health concerns (MHC), which are associated with reduced academic success. Students with MHC are encouraged to seek help from their instructors but may not because of perceived negative reactions by instructors and peers. This suggests stigma about MHC may differentially impact disclosure perceptions of students with MHC compared with their peers, yet the perceptions of both groups have been unexplored. This study surveyed students with and without MHC in the same classes about their hypothetical disclosure of MHC. Students in several introductory biology classes were asked whether they identified as having MHC, whether they would or would not hypothetically disclose MHC to an instructor, and why. Thematic analysis identified reasons underlying their disclosure choices, which were sorted into the three beliefs of the Theory of Planned Behavior: attitudes, subjective norms, and behavioral control. Of the 803 respondents, 50% self-identified as having MHC. Students with MHC were less likely to say they would disclose their MHC to an instructor than students without MHC. Students with and without MHC who said ‘yes’ to disclosure gave similar reasons aligned with attitude beliefs. Students with MHC who said ‘no’ to disclosure perceived that the instructor wouldn’t care (attitude beliefs). Students without MHC who said ‘no’ to disclosure talked more about keeping their MHC private (subjective norms beliefs). Students without MHC who said ‘it depends’ talked more about impact on their course performance (attitude) than students with MHC. This research indicated that students with and without MHC do perceive disclosure differently and suggested that students with MHC focus more on negative instructor reactions, while those without MHC focus on privacy and performance. These differential perceptions may contribute to students with MHC seeing disclosure as a negative social cost versus a positive academic benefit.

show abstract

Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors

Cited by 8 publications

References 65 publications

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Pain-Insomnia-Depression Syndrome: Triangular Relationships, Pathobiological Correlations, Current Treatment Modalities, and Future Direction

Undergraduate students with and without mental health concerns have different perceptions of disclosing mental health challenges to instructors

Contact Info

Product

Resources

About