There are increasing concerns globally about the mental health of students. In the UK, the actual incidence of mental disturbance is unknown, although university counselling services report increased referrals. This study assesses the levels of mental illness in undergraduate students to examine whether widening participation in education has resulted in increases as hypothesised by the UK Royal College of Psychiatrists. Patterns of disturbance across years are compared to identify where problems arise. Students (N=1197) completed the General Health Questionnaire-28 either on the first day at university or midway through the academic year for first, second and third year students. Rates of mental illness in students equalled those of the general population but only 5.1% were currently receiving treatment. Second year students reported the most significant increases in psychiatric symptoms. Factors contributing to the problem are discussed.

(2002). Forgiveness of Self and Others and Emotional Empathy. The Journal of Social Psychology: Vol. 142, No. 5, pp. 663-665.

Student engagement is a key prognosticator of success, retention and perseverance in higher education. This study used structural equation modelling to evaluate a gain cycle of future time perspective (FTP), positive emotion and student engagement, derived from the broaden-and-build theory (BBT). A further objective was to examine changes within study variables over time. Participants were 217 UK undergraduates sampled at the beginning of the academic year, and the start of the second term. Analysis revealed that levels of positive emotion and engagement decreased, whereas FTP increased. At both time points, FTP predicted higher engagement, and engagement predicted greater positive emotion. Additionally, Time 1 positive emotion led to increased Time 2 FTP, engagement and positive emotion. This outcome was congruent with the ‘build’ hypothesis of BBT, suggesting that positive emotions enable the development of psychological resources. Relatedly, interventions designed to enhance FTP and positive emotion can facilitate student engagement and retention.

Autonomous learning is a commonly occurring learning outcome from university study, and it is argued that students require confidence in their own abilities to achieve this. Using approaches from positive psychology, this study aimed to develop confidence in first-year university students to facilitate autonomous learning. Psychological character strengths were assessed in 214 students on day one at university. Two weeks later their top three strengths were given to them in study skills modules as part of a psycho-educational intervention designed to increase their self-efficacy and self-esteem. The impact of the intervention was assessed against a control group of 40 students who had not received the intervention. The results suggested that students were more confident after the intervention, and that levels of autonomous learning increased significantly compared to the controls. Character strengths were found to be associated with self-efficacy, self-esteem and autonomous learning in ways that were theoretically meaningful.