Life Satisfaction and Suicidal Ideation Among Chinese College Students During the Recurrent Outbreak of COVID-19: A Moderated Mediation Model

Yu, Zhijun; Liu, Haidong; Ye, Baojuan; Tang, Chunyan; Da-wu, Huang; Liu, Lu

doi:10.3389/fpsyt.2022.937511

Cited by 8 publications

(3 citation statements)

References 59 publications

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“…It can easily lead to suicidal intentions. 35 Therefore, the education department should be more explicit about the root causes of college students’ psychological problems and find corresponding solutions. Secondly, this study found that in terms of gender, male college students are more likely to have more suicidal tendencies than female college students, which may be because males have relatively fewer emotional expression channels and are less likely to resolve negative psychological tendencies.…”

Section: Discussionmentioning

confidence: 99%

Impact of Bullying Victimization on Chinese College Students’ Suicidal Tendency: The Moderating Effect of Teachers’ Emotional Support and Family Support

Zhang,

Jiang,

Yang

2024

PRBM

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Objective To explore the influence of bully victims on the suicidal tendencies of college students, and the moderating role of teacher emotional support and family support in the relationship between bully victims and college students’ suicidal tendencies, in order to provide a reference for the effective intervention of college students’ suicide behavior. Methods Based on a survey of 15,560 college students. Multiple stepwise regression and Interaction analysis explore the impact of the bully victimization on college students’ suicidal tendencies and the moderating role of family support and teacher emotional support in the relationship between the bully victim and college students’ suicidal tendencies. Results This study found that the Suicidal Tendencies score of college students was 19.79 points, indicating that some college students have a risk of suicidal tendencies; secondly, verbal bullying ( β = 0.084, P <0.001), physical bullying ( β = 0.222, P <0.001) and social relationship bullying ( β = 0.122, P <0.001) have a positive and significant impact on the suicidal tendencies of college students; in addition, family support and teacher emotional support have a significant regulatory effect on the bully victim and college students Suicidal Tendencies and family support. The regulating effect was significantly higher than that of teacher emotional support. Conclusion Chinese college students have the risk of suicidal tendencies; peer bullying victimization is an important reason for affecting college students’ suicidal tendencies, teacher emotional support is a protective factor for bully victims to affect college students’ suicidal tendencies, and family support has a significant moderating effect on the bully victim and college students’ suicidal tendencies. Therefore, it is necessary to actively adopt home-school linkage and home-school communication to reduce campus violence and increase the psychological resilience of college students.

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Section: Discussionmentioning

confidence: 99%

Impact of Bullying Victimization on Chinese College Students’ Suicidal Tendency: The Moderating Effect of Teachers’ Emotional Support and Family Support

Zhang,

Jiang,

Yang

2024

PRBM

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“…Although reflective rumination and positive coping are proven to be significantly related to PTG, it is difficult to find research linking the three variables related to PTG in the context of the COVID-19 epidemic. The protective factor model suggests that the interaction between two protective factors can enhance the results (Fergus & Zimmerman, 2005;Yu et al, 2022). Prior research has demonstrated that active coping is associated with lower depressive symptoms, and the magnitude of this association is strongest among people with high reflective rumination (Marroquín et al, 2010).…”

Section: Reflective Rumination As Moderatormentioning

confidence: 99%

How fear of COVID-19 promotes posttraumatic growth during COVID-19 epidemic: A moderated mediation model.

Yang,

Cheng

2024

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: Recent studies have shown that the COVID-19 lockdown contributes to the psychological and physical stress of college students, who are forced to adjust to this tough time. The objective of this study was to explore how positive coping behaviors and fear of COVID-19 predicted posttraumatic growth (PTG) among Chinese college students in Wuhan during the latest lockdown. Method: Chinese college students in Wuhan (N = 982) aged 18-30 were recruited and completed an online survey, which assessed the fear of COVID-19, positive coping, reflective rumination, and PTG. Results: Chinese college students reported high levels of PTG at the total scale (79.4%) and subdomains (83.7%). Fear of COVID-19 can not only directly influence PTG, but can also indirectly affect PTG through the mediating role of positive coping. Additionally, reflective rumination moderates the association between fear of COVID-19 and positive coping, whereby fear of COVID-19 promotes positive coping in college students with a higher level of reflective rumination. Conclusion: PTG in college students is the result of both positive behavior and reflective cognition during the COVID-19 pandemic in China. Therefore, in order to promote students' positive psychological changes, students should be encouraged to interpret situations positively and take proactive responses. Clinical Impact StatementCOVID-19 has created a severe sense of panic among people from all walks of life. Distress felt during stressful events has been found to be associated with personal growth. The present study explored the effects and mechanisms of the fear of COVID-19 on posttraumatic growth (PTG). The results showed that among Chinese college students with high levels of reflective rumination, the fear of COVID-19 better influences PTG through positive coping. The findings have guiding significance for school administrators to organize practice interventions during and after the COVID-19 epidemic.

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“…Depression, anxiety, and stress, paired with perceived burdensomeness and thwarted belongingness, may further affect individuals' wellbeing (40). Improving a sense of perceived burdensomeness and thwarted belongingness may improve SWL and result in lower suicidal risks (41)(42)(43). By building on the above understanding, we investigate the degrees to which thwarted belongingness and perceived burdensomeness alter the relationship between depression, anxiety, and stress and SWL.…”

Section: The Theory and Role Of Interpersonal Needs As The Moderating...mentioning

confidence: 99%

Depression, anxiety, stress, and satisfaction with life: Moderating role of interpersonal needs among university students

Ooi

Khor

Tan

et al. 2022

Front. Public Health

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Depression, anxiety, and stress are ranked among the top mental health concerns faced by university students in recent times perpetuated by the proliferation of digitalization. Thus, this study was performed to assess the relationship between depression, anxiety, stress, and satisfaction with life, with interpersonal needs (perceived burdensomeness and thwarted belongingness) as moderators. A cross-sectional study using a convenient sampling method was conducted among 430 Malaysian private university students (Mean aged= 20.73 years; SD = 1.26 years). A self-administered questionnaire comprising the Depression, Anxiety and Stress Scale (DASS-21), Satisfaction with Life Scale, and Interpersonal Needs Questionnaire were used. Students who experienced lower depression and anxiety reported higher satisfaction with life under the influence of low perceived burdensomeness. Perceived burdensomeness, when coupled with depression (β = 0.76, p < 0.01) and anxiety (β = 0.79, p < 0.01), contributed 15.8% of variance in satisfaction with life. Students who experienced stress reported higher satisfaction with life under the influence of high thwarted belongingness (β = 0.73, p < 0.01), contributing 17.3% of the variance in satisfaction with life. For university students who experienced depression and anxiety symptoms, mental health practitioners may need to be cognizant of how to support students' education and management of their perceived burdensomeness perceptions.

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Life Satisfaction and Suicidal Ideation Among Chinese College Students During the Recurrent Outbreak of COVID-19: A Moderated Mediation Model

Cited by 8 publications

References 59 publications

Impact of Bullying Victimization on Chinese College Students’ Suicidal Tendency: The Moderating Effect of Teachers’ Emotional Support and Family Support

Impact of Bullying Victimization on Chinese College Students’ Suicidal Tendency: The Moderating Effect of Teachers’ Emotional Support and Family Support

How fear of COVID-19 promotes posttraumatic growth during COVID-19 epidemic: A moderated mediation model.

Depression, anxiety, stress, and satisfaction with life: Moderating role of interpersonal needs among university students

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