Mental disorders (e.g., depression) and sedentary behavior are increasing, also among emerging adults. One particular target group of emerging adults with high sitting times and vulnerability to mental disorders are university students. In particular, anxiety and depressive symptoms as well as stress symptoms are very common among university students. The present manuscript discusses whether physical activity and exercise interventions can help to promote the mental health of emerging adults such as university students. The manuscript will summarize current scientific evidence and based on this evidence, introduce an university-based scientific research project that investigates if physical activity, exercise interventions and acute bouts of exercise of low- to moderate intensity can buffer perceived stress, alleviate mental health symptoms and strengthen well-being (psychologically and physiologically) among university students by positively influencing depressive and anxiety symptoms, perceived stress and emotion perception, body awareness and subjective well-being including overall quality of life. The research project, its concept, multimethod approach, and first results from available studies are discussed in relation to current scientific evidence, health care needs and future developments. The results from the studies conducted within the research project so far and that are briefly summarized in this manuscript suggest that physical activity, mental health and well-being are positively related, also in university students as an important group of emerging adults. The results further suggest that exercise interventions comprising aerobic exercises of low- to moderate intensity may work best to improve mental health (alleviate depressive symptoms and perceived stress) among university students after a few weeks of intervention. In addition, acute bouts of certain types of exercises (yoga in particular) seem to be particularly effective in changing perception of bodily signals, cardiac activity and emotion processing immediately after the exercise. The results underscore the importance of systematic investigations of the combined examination of psychological and physiological factors that promote an active lifestyle and that strengthen mental health and well-being (psychologically and physiologically) among emerging adults such as university students.

The health benefits of regular physical activity and aerobic exercise are undisputed in the literature. The present series of pilot studies had two major objectives: (a) examine mental health, well-being, and regular physical activity of university students and (b) explore the potential health benefits of short-term aerobic exercise on university students in an online and a laboratory study. Mental health and well-being were measured before (Time 1, T1) and after (Time 2, T2) a 6 week (online study) and 2 week (laboratory study) low- to moderate-intensity aerobic exercise intervention. Mental health and well-being were assessed using standardized self-report measures of depression, anxiety, positive and negative affect, perceived stress and coping strategies, body dissatisfaction, and quality of life. The effects of the aerobic exercise were compared to a cognitive non-exercise control condition (online study), motor coordination exercise (laboratory study), and a waiting list (online and laboratory). A total of 185 university students were recruited from German universities at T1. Further, 74 (women: n = 67) students completed the 6-week intervention. Similarly, 32 (women: n = 30) participants completed the 2 week intervention (laboratory study). At T1, 36.6% of the students (women and men) reported experiencing depressive symptoms. 41.83% of them (women and men) had high levels of state anxiety. All the students reported experiencing stress (e.g., due to uncertainty related to factors such as their finances, job, and social relationships). At T1, regular physical activity was negatively correlated with self-reported depression, anxiety, and perceived psychosomatic stress and positively correlated with quality of life and positive affect. Among women, cardiovascular fitness (operationalized as resting heart rate variability) was negatively correlated with self-reported anxiety (state) and depression at T1 (laboratory study). The 6 week aerobic exercise intervention resulted in significant improvements in self-reported depression, overall perceived stress, and perceived stress due to uncertainty. The present results confirm that there is a relationship between regular physical activity, cardiovascular fitness, mental health, and well-being among university students. They support the hypothesis that short-term aerobic exercise interventions can act as buffer against depression and perceived stress in university students after 6 weeks of aerobic exercise of low to moderate intensity.

An important function of emoji as communicative symbols is to convey emotional content from sender to receiver in computer-mediated communication, e. g., WhatsApp. However, compared with real faces, pictures or words, many emoji are ambiguous because they do not symbolize a discrete emotion or feeling state. Thus, their meaning relies on the context of the message in which they are embedded. Previous studies investigated affective judgments of pictures, faces, and words suggesting that these stimuli show a typical distribution along the big two emotion dimensions of valence and arousal. Also, emoji and emoticons have been investigated recently for their affective significance. The present study extends previous research by investigating affective ratings of emoji, emoticons and human faces and by direct comparison between them. In total, 60 stimuli have been rated by 83 participants (eight males, age: 18–49 years), using the non-verbal Self-Assessment Manikin Scales for valence and arousal. The emotionality of the stimuli was measured on a 9-point Likert scale. The results show significant main effects of the factors “stimulus category” and “discrete emotion” including emotionality, valence and arousal. Also, the interaction between these two main factors was significant. Emoji elicited highest arousal, whereas stimuli related to happiness were rated highest in valence across stimulus categories. Angry emoji were rated highest in emotionality. Also, the discrete emotion was best recognized in emoji, followed by human face stimuli and lastly emoticons.

Empirical evidence suggests that words are powerful regulators of emotion processing. Although a number of studies have used words as contextual cues for emotion processing, the role of what is being labeled by the words (i.e., one's own emotion as compared to the emotion expressed by the sender) is poorly understood. The present study reports results from two experiments which used ERP methodology to evaluate the impact of emotional faces and self- vs. sender-related emotional pronoun-noun pairs (e.g., my fear vs. his fear) as cues for emotional face processing. The influence of self- and sender-related cues on the processing of fearful, angry and happy faces was investigated in two contexts: an automatic (experiment 1) and intentional affect labeling task (experiment 2), along with control conditions of passive face processing. ERP patterns varied as a function of the label's reference (self vs. sender) and the intentionality of the labeling task (experiment 1 vs. experiment 2). In experiment 1, self-related labels increased the motivational relevance of the emotional faces in the time-window of the EPN component. Processing of sender-related labels improved emotion recognition specifically for fearful faces in the N170 time-window. Spontaneous processing of affective labels modulated later stages of face processing as well. Amplitudes of the late positive potential (LPP) were reduced for fearful, happy, and angry faces relative to the control condition of passive viewing. During intentional regulation (experiment 2) amplitudes of the LPP were enhanced for emotional faces when subjects used the self-related emotion labels to label their own emotion during face processing, and they rated the faces as higher in arousal than the emotional faces that had been presented in the “label sender's emotion” condition or the passive viewing condition. The present results argue in favor of a differentiated view of language-as-context for emotion processing.

Background: The WHO has raised concerns about the psychological consequences of the current COVID-19 pandemic, negatively affecting health across societies, cultures and age-groups. Methods: This online survey study investigated mental health, subjective experience, and behaviour (health, learning/teaching) among university students studying in Egypt or Germany shortly after the first pandemic lockdown in May 2020. Psychological assessment included stable personality traits, self-concept and state-like psychological variables related to (a) mental health (depression, anxiety), (b) pandemic threat perception (feelings during the pandemic, perceived difficulties in describing, identifying, expressing emotions), (c) health (e.g., worries about health, bodily symptoms) and behaviour including perceived difficulties in learning. Assessment methods comprised self-report questions, standardized psychological scales, psychological questionnaires, and linguistic self-report measures. Data analysis comprised descriptive analysis of mental health, linguistic analysis of self-concept, personality and feelings, as well as correlational analysis and machine learning. N = 220 (107 women, 112 men, 1 = other) studying in Egypt or Germany provided answers to all psychological questionnaires and survey items. Results: Mean state and trait anxiety scores were significantly above the cut off scores that distinguish between high versus low anxious subjects. Depressive symptoms were reported by 51.82% of the student sample, the mean score was significantly above the screening cut off score for risk of depression. Worries about health (mental and physical health) and perceived difficulties in identifying feelings, and difficulties in learning behaviour relative to before the pandemic were also significant. No negative self-concept was found in the linguistic descriptions of the participants, whereas linguistic descriptions of feelings during the pandemic revealed a negativity bias in emotion perception. Machine learning (exploratory) predicted personality from the self-report data suggesting relations between personality and subjective experience that were not captured by descriptive or correlative data analytics alone. Conclusion: Despite small sample sizes, this multimethod survey provides important insight into mental health of university students studying in Egypt or Germany and how they perceived the first COVID-19 pandemic lockdown in May 2020. The results should be continued with larger samples to help develop psychological interventions that support university students across countries and cultures to stay psychologically resilient during the pandemic.

Numerous studies have investigated the neural underpinnings of passive and active deviance and target detection in the well-known auditory oddball paradigm by means of event-related potentials (ERPs) or functional magnetic resonance imaging (fMRI). The present auditory oddball study investigates the spatio-temporal dynamics of passive versus active deviance and target detection by analyzing amplitude modulations of early and late ERPs while at the same time exploring the neural sources underling this modulation with standardized low-resolution brain electromagnetic tomography (sLORETA) . A 64-channel EEG was recorded from twelve healthy right-handed participants while listening to ‘standards’ and ‘deviants’ (500 vs. 1000 Hz pure tones) during a passive (block 1) and an active (block 2) listening condition. During passive listening, participants had to simply listen to the tones. During active listening they had to attend and press a key in response to the deviant tones. Passive and active listening elicited an N1 component, a mismatch negativity (MMN) as difference potential (whose amplitudes were temporally overlapping with the N1) and a P3 component. N1/MMN and P3 amplitudes were significantly more pronounced for deviants as compared to standards during both listening conditions. Active listening augmented P3 modulation to deviants significantly compared to passive listening, whereas deviance detection as indexed by N1/MMN modulation was unaffected by the task. During passive listening, sLORETA contrasts (deviants > standards) revealed significant activations in the right superior temporal gyrus (STG) and the lingual gyri bilaterally (N1/MMN) as well as in the left and right insulae (P3). During active listening, significant activations were found for the N1/MMN in the right inferior parietal lobule (IPL) and for the P3 in multiple cortical regions (e.g., precuneus). The results provide evidence for the hypothesis that passive as well as active deviance and target detection elicit cortical activations in spatially distributed brain regions and neural networks including the ventral attention network (VAN), dorsal attention network (DAN) and salience network (SN). Based on the temporal activation of the neural sources underlying ERP modulations, a neurophysiological model of passive and active deviance and target detection is proposed which can be tested in future studies.