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Xinqiao Liu
Graduate School of Education, Peking University, Beijing 100871, China; China Institute for Educational Finance Research, Peking University, Beijing 100871, China

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Journal article
Published: 04 December 2019 in Journal of Affective Disorders
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The objective of this longitudinal study was to examine the gender differences in college students' depression, anxiety, and stress over the four academic years, and to explore possible anxiety-related factors among first year students. The study analyzed 1892 undergraduate students from 15 universities in China, with 898 females and 994 males. The students have been followed for four years and completed a survey containing the Depression Anxiety Stress Scale-21 questionnaire, students’ socio-demographic information, and their educational background, etc. (1) On average, both female and male college students suffered from mild anxiety in the first three years. Female students scored significantly higher in anxiety than males in the first and second years, and there was no significant gender difference in students’ average depression and stress levels. (2) A significantly larger proportion of female students experienced anxiety above the normal threshold, whereas a higher percentage of male students endured different degrees of depression; no significant gender differences were found in stress problems. (3) Anxiety had a significant positive correlation with introversion. Female freshmen's anxiety levels were also associated with their body image, drinking habits, and academic performance. Response bias may exist considering that self-reported data was used. Due to data unavailability, we only explored the anxiety-related factors in freshman year, which cannot sufficiently reflect the consistency of correlations over time. Anxiety turned out to be the most prevalent and serious issue for college students, especially for female students; while a growing prevalence of depression was found among male students during college. It is of great significance to adopt collegiate policies reflecting the gender differentials.

ACS Style

Wenjuan Gao; Siqing Ping; Xinqiao Liu. Gender differences in depression, anxiety, and stress among college students: A longitudinal study from China. Journal of Affective Disorders 2019, 263, 292 -300.

AMA Style

Wenjuan Gao, Siqing Ping, Xinqiao Liu. Gender differences in depression, anxiety, and stress among college students: A longitudinal study from China. Journal of Affective Disorders. 2019; 263 ():292-300.

Chicago/Turabian Style

Wenjuan Gao; Siqing Ping; Xinqiao Liu. 2019. "Gender differences in depression, anxiety, and stress among college students: A longitudinal study from China." Journal of Affective Disorders 263, no. : 292-300.

Journal article
Published: 10 August 2019 in International Journal of Environmental Research and Public Health
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The onset of most lifetime mental disorders occurs during adolescence, and the years in college, as the final stage of adolescence in a broad sense, deserve attention in this respect. The psychological well-being of undergraduate students can influence not only their academic and professional success, but also the development of society as a whole. Although previous studies suggested psychiatric disorders are common in the adult population, there was little consistent information available about undergraduate students’ mental health problems. This research aimed to describe the changes in depression, anxiety, and stress of Chinese full-time undergraduate students as they experienced university life using the Depression Anxiety Stress Scales-21 (DASS-21). The main conclusions of our study were as follows: (1) on average, students’ severity scores of depression during the four academic years varied between 7.22 and 7.79, while stress scores ranged from 9.53 to 11.68. However, the anxiety scores of college students in the first three years turned out to be 7.40, 7.24 and 7.10, respectively, slightly overtaking the normal threshold of 7. These results indicated that Chinese college students, in general, were mentally healthy with regard to depression and stress, but their average anxiety levels were beyond normal in the first three years. (2) As for the proportions of students with different degrees of severity, approximately 38% to 43% of college students were above the normal level of anxiety, about 35% above the normal level of depression, and around 20% to 30% above the normal level of stress. (3) There were significant differences in the psychological health states of students of different years, especially among the sophomores, juniors, and seniors; the highest score of depression, anxiety, and stress all appeared in the first or second year on average, but some improvements were achieved in the third and last years. The findings suggested that colleges and universities need to pay special attention to psychologically unhealthy students, and with concerted efforts by the government, formulate mental health policies in the prevention, detection, and treatment of students’ psychiatric disorders, rather than just focusing on their average levels of mental health.

ACS Style

Xinqiao Liu; Siqing Ping; Wenjuan Gao. Changes in Undergraduate Students’ Psychological Well-Being as They Experience University Life. International Journal of Environmental Research and Public Health 2019, 16, 2864 .

AMA Style

Xinqiao Liu, Siqing Ping, Wenjuan Gao. Changes in Undergraduate Students’ Psychological Well-Being as They Experience University Life. International Journal of Environmental Research and Public Health. 2019; 16 (16):2864.

Chicago/Turabian Style

Xinqiao Liu; Siqing Ping; Wenjuan Gao. 2019. "Changes in Undergraduate Students’ Psychological Well-Being as They Experience University Life." International Journal of Environmental Research and Public Health 16, no. 16: 2864.

Journal article
Published: 01 February 2019 in Sustainability
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In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.

ACS Style

Xinqiao Liu; Xueheng Gao; Siqing Ping. Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance. Sustainability 2019, 11, 775 .

AMA Style

Xinqiao Liu, Xueheng Gao, Siqing Ping. Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance. Sustainability. 2019; 11 (3):775.

Chicago/Turabian Style

Xinqiao Liu; Xueheng Gao; Siqing Ping. 2019. "Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance." Sustainability 11, no. 3: 775.