PDF(Pubmed)
Abstract：
BACKGROUND: Recognizing the positive or negative effects of students\' mental health promotes personal development, well-being, and academic success. Academic life exposes college students to multiple adjustments, demands, and vulnerabilities that can cause stress and mental health problems. This study aims to identify psychological well-being and psychological distress effects on college students\' mental health.
METHODS: A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale.
RESULTS: Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress.
CONCLUSIONS: This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students\' mental health literacy and resilience.
METHODS: A correlational study was designed involving a non-probabilistic 560 sample of students (446 women) aged 18 to 41 years (M = 19.6; SD = 1.68). An online self-report questionnaire was used including demographic, relational, academic, and health behaviors variables, and the measures: Mental Health Inventory; Satisfaction with Social Support Scale; Academic Life Satisfaction Scale; and Psychological Vulnerability Scale.
RESULTS: Regression analyses indicate that male students, dating, good academic performance, exercise, sleeping seven hours, satisfaction with social support, and academic life satisfaction were significant correlates (p < 0.05) of psychological well-being, with the last two having great weight in the model. Females, low income, aged 21-24 years, sleeping less than 6 h, moderate psychological vulnerability, and perception of vulnerability were significant (p < 0.05) negative effects of psychological distress.
CONCLUSIONS: This study addresses the positive and negative effects of psychological well-being and distress in college students. Specific mental health promotion and morbidity prevention programs can improve students\' mental health literacy and resilience.
摘要：
背景：认识到学生心理健康的积极或消极影响可以促进个人发展，幸福,和学术上的成功。学术生活使大学生面临多重调整，要求,以及可能导致压力和心理健康问题的漏洞。本研究旨在确定心理健康和心理困扰对大学生心理健康的影响。
方法：设计了一项相关研究，涉及560名18至41岁学生（446名女性）的非概率样本（M=19.6；SD=1.68）。使用了在线自我报告问卷，包括人口统计，关系,学术,和健康行为变量，措施：心理健康量表；社会支持满意度量表；学业生活满意度量表；心理脆弱性量表。
结果：回归分析表明，男学生，约会,学习成绩好,锻炼,睡七个小时,对社会支持的满意度，和学业生活满意度是心理健康的显著相关(p<0.05)，最后两个在模型中有很大的重量。雌性,低收入,21-24岁,睡眠少于6小时，适度的心理脆弱性，和易损性感知是心理困扰的显著负面影响(p<0.05)。
结论：本研究探讨了心理健康和困扰对大学生的正面和负面影响。有针对性的心理健康促进和预防发病计划可以提高学生的心理健康素养和复原力。
方法：设计了一项相关研究，涉及560名18至41岁学生（446名女性）的非概率样本（M=19.6；SD=1.68）。使用了在线自我报告问卷，包括人口统计，关系,学术,和健康行为变量，措施：心理健康量表；社会支持满意度量表；学业生活满意度量表；心理脆弱性量表。
结果：回归分析表明，男学生，约会,学习成绩好,锻炼,睡七个小时,对社会支持的满意度，和学业生活满意度是心理健康的显著相关(p<0.05)，最后两个在模型中有很大的重量。雌性,低收入,21-24岁,睡眠少于6小时，适度的心理脆弱性，和易损性感知是心理困扰的显著负面影响(p<0.05)。
结论：本研究探讨了心理健康和困扰对大学生的正面和负面影响。有针对性的心理健康促进和预防发病计划可以提高学生的心理健康素养和复原力。
