The Association Between Sensation Seeking and Well-Being Among College-Attending Emerging Adults

Ravert, Russell D.; Kim, Su Yeong; Schwartz, Seth J.; Weisskirch, Robert S.; Zamboanga, Byron L.; Ham, Lindsay S.; Donnellan, M. Brent; Bersamin, Melina

doi:10.1353/csd.2013.0004

Cited by 21 publications

(18 citation statements)

References 38 publications

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“…Universities can further develop platforms that facilitate safe student social interaction. Many students seek out social interaction during their university experience [ 109 – 111 ]. However, as the findings of this study revealed, students’ opportunities for socializing significantly decreased in the early stages of COVID-19.…”

Section: Discussionmentioning

confidence: 99%

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

et al. 2021

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Background University students are increasingly recognized as a vulnerable population, suffering from higher levels of anxiety, depression, substance abuse, and disordered eating compared to the general population. Therefore, when the nature of their educational experience radically changes—such as sheltering in place during the COVID-19 pandemic—the burden on the mental health of this vulnerable population is amplified. The objectives of this study are to 1) identify the array of psychological impacts COVID-19 has on students, 2) develop profiles to characterize students' anticipated levels of psychological impact during the pandemic, and 3) evaluate potential sociodemographic, lifestyle-related, and awareness of people infected with COVID-19 risk factors that could make students more likely to experience these impacts. Methods Cross-sectional data were collected through web-based questionnaires from seven U.S. universities. Representative and convenience sampling was used to invite students to complete the questionnaires in mid-March to early-May 2020, when most coronavirus-related sheltering in place orders were in effect. We received 2,534 completed responses, of which 61% were from women, 79% from non-Hispanic Whites, and 20% from graduate students. Results Exploratory factor analysis on close-ended responses resulted in two latent constructs, which we used to identify profiles of students with latent profile analysis, including high (45% of sample), moderate (40%), and low (14%) levels of psychological impact. Bivariate associations showed students who were women, were non-Hispanic Asian, in fair/poor health, of below-average relative family income, or who knew someone infected with COVID-19 experienced higher levels of psychological impact. Students who were non-Hispanic White, above-average social class, spent at least two hours outside, or less than eight hours on electronic screens were likely to experience lower levels of psychological impact. Multivariate modeling (mixed-effects logistic regression) showed that being a woman, having fair/poor general health status, being 18 to 24 years old, spending 8 or more hours on screens daily, and knowing someone infected predicted higher levels of psychological impact when risk factors were considered simultaneously. Conclusion Inadequate efforts to recognize and address college students’ mental health challenges, especially during a pandemic, could have long-term consequences on their health and education.

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Section: Discussionmentioning

confidence: 99%

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

et al. 2021

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“…Correlation analyses has provided evidence of the positive association between novelty seeking and psychological wellbeing and mental health. Ravert et al (2013) found positive correlations between novelty seeking and two wellbeing constructs: eudaimonic wellbeing and psychological wellbeing. Pirson et al (2018) reported that novelty seeking was positively associated with psychological wellbeing, subjective wellbeing, self-esteem, and life satisfaction; and negatively correlated with negative emotional states.…”

Section: Introductionmentioning

confidence: 88%

“…Through analyses of novelty-seeking genes and the brain’s dopamine system, novelty seeking has typically been studied as a risk factor for various behavioral problems concerning risk-taking. From this risk-focused perspective, novelty seeking is conceptualized to have an inhibitory effect on mental health ( Ravert et al, 2013 ). For example, novelty seeking is found to be associated with behavioral problems such as compulsive spending and gambling ( Cloninger et al, 1994 ), and alcohol and substance abuse ( Scourfield et al, 1996 ; Franques et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

“…Some scholars have noted that neurobiological research may not fully capture the richness of the psychological construct of novelty seeking. They propose that it is problematic to assume that novelty seeking unidimensionally leads to maladaptive and harmful psychological outcomes ( Ravert et al, 2013 ). Instead of focusing on the relationship between novelty seeking and risk behaviors, some researchers adopt a socio-cognitive framework to focus on the association between novelty seeking and various aspects of wellbeing.…”

Section: Introductionmentioning

confidence: 99%

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Novelty Seeking and Mental Health in Chinese University Students Before, During, and After the COVID-19 Pandemic Lockdown: A Longitudinal Study

Miller

et al. 2020

Front. Psychol.

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COVID-19 has created significant concern surrounding the impact of pandemic lockdown on mental health. While the pandemic lockdown can be distressing, times of crisis can also provide people with the opportunity to think divergently and explore different activities. Novelty seeking, where individuals explore novel and unfamiliarly stimuli and environments, may enhance the creativity of individuals to solve problems in a way that allows them to adjust their emotional responses to stressful situations. This study employs a longitudinal design to investigate changes in novelty seeking and mental health outcomes (namely, stress, anxiety, and depression) before, during, and after COVID-19 pandemic lockdown, among a group of students (final N = 173; Mage = 19.81; SDage = 0.98; 135 females and 38 males) from a university in southeast China. Participants were surveyed at three points: November, 2019 (prior to the COVID-19 pandemic); between February and March, 2020 (during the peak of the pandemic and intense lockdown in China); and between May and June, 2020 (after lockdown had been lifted in China). Cross-sectionally, correlation analysis indicated that greater novelty seeking was associated with lower levels of stress, anxiety, and depression at all three time points. Univariate latent curve modeling (LCM) indicated a growth trajectory in which novelty seeking increased over time and then remained high during the post-lockdown period. Stress, anxiety, and depression all showed V-shaped growth trajectories in which these variables decreased during lockdown, before increasing in the post-lockdown period. Multivariate LCM indicated the growth trajectory for novelty seeking was associated with the growth trajectories for stress, anxiety, and depression. This suggests that the observed decreases in stress, anxiety, and depression during the lockdown period may be attributable to the sample’s observed increase in novelty seeking. These findings are valuable in that they challenge the notion that lockdown measures are inherently detrimental to mental health. The findings indicate the important role of novelty seeking in responding to crises. It may be possible for future public health measures to incorporate the promotion of novelty seeking to help individuals’ respond to stressful situations and maintain good mental health in the face of crises.

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“…In recent years, educational systems worldwide, for example, in the United Kingdom (Public Health England, 2015), Finland (Sahlberg, 2015) or Australia (Dockery, 2010), have been developing policies and programs for promoting students' well‐being and satisfaction. This endeavour is of central importance because low levels of well‐being have been associated with lowered self‐control (Ronen, Hamama, Rosenbaum, & Mishely‐Yarlap, 2016), mental health (Austin, Saklofske, & Egan, 2005), resilience (Gutiérrez & Romero, 2014) and with heightened risk factors such as alcohol consumption (Pitkänen, 1999), reckless behaviours (Ravert et al, 2013), suicidal ideation and behaviour (Valois, Zullig, Huebner, & Drane, 2004) or eating disorders (Valois, Zullig, Huebner, & Drane, 2003).…”

Section: Discussionmentioning

confidence: 99%

Social recognition matters: Consequences for school participation and life satisfaction among immigrant students

Sirlopú

Renger

2020

Community & Applied Soc Psy

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Participation in society is instrumental for democracy and of special importance for minority members. Despite broad research in the context of adults' participation, the earlier formative years and the participation of students in school activities have been neglected so far. The present research examined antecedents and consequences of Latin American migrant students' participation in school activities in Chile. More specifically, we tested whether three forms of social recognition experiences (i.e., need‐based care, equality‐based respect and achievement‐based social esteem) received from Chilean society predicted different forms of school participation. Heightened school participation was assumed to further translate into satisfaction with life. Results of a study with immigrant students (N = 393; 12–20 years old; 56.7% female) revealed, that experiences of social esteem predicted an overall positive perception of school participation and this effect further translated into heightened life satisfaction. Moreover, experiences of respect were associated with participation in school decisions and rules and with participation in school events. The latter effect further translated into enhanced life satisfaction. Care did not play a role in predicting school participation when the other forms of recognition were controlled for. We discuss the importance of social recognition experiences and implications for interventions within educational systems.

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The Association Between Sensation Seeking and Well-Being Among College-Attending Emerging Adults

Cited by 21 publications

References 38 publications

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States

Novelty Seeking and Mental Health in Chinese University Students Before, During, and After the COVID-19 Pandemic Lockdown: A Longitudinal Study

Social recognition matters: Consequences for school participation and life satisfaction among immigrant students

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