Brandy Reeves-Doyle

The current study provides information about sexual pleasure and sexual assertiveness of college students and was designed to validate a new assessment tool. Sexual assertiveness has been defined i...

Loneliness and belonging are associated with negative determinants of mental health among college students and are often studied independently. The purpose of this study was to explore a dual continuum of belonging and loneliness using data from the US National College Health Assessment (Spring 2023; n = 78,024). Multivariate and univariate analyses of variance were utilized to understand associations between the DCBL on measures of psychosocial functioning. Most students were socially fulfilled (low loneliness/high belonging). A significant multivariate effect of DCBL subgroup membership on the combined psychosocial functioning outcomes was found. Post-hoc ANOVAs demonstrated significant group differences for all outcomes, as socially fulfilled students exhibited the most adaptive profiles, and socially distressed students reported the least adaptive. Loneliness was more strongly associated with psychological distress and suicide risk than belonging, whereas the two constructs contributed more evenly to well-being and resilience.

Introduction: The mental health of college students is a growing concern. Loneliness, belonging, and psychological distress are associated with stress, anxiety, and depression among college students. Student organization involvement is positively associated with student mental health, including lower depression. Therefore, it is worthwhile to explore the relationship between mental health and student organization involvement. This study examines the associations between student organization involvement, loneliness, belonging, and psychological distress among college students in the United States using the National College Health Assessment for secondary data analysis. Method: Over 78,000 students from 125 institutions participated in the Spring 2023 NCHA. Most respondents were women (65.2%), straight (71.0%), cisgender (96.5%), and White (60.8%). Results: A majority of participants reported feeling a sense of belonging (88.3%), just over half reported feeling lonely (50.8%), and most were negative for psychological distress (78.8%). Most participants were not involved in any student organizations (52.4%). Belonging increased with greater student organization participation and plateaued at higher levels. Loneliness decreased modestly across participation levels. Psychological distress showed a curvilinear pattern, with lower distress at low to moderate involvement and slight increases at the highest levels. Conclusion: Recommendations for institutions of higher education are presented to help address student belonging, loneliness, and psychological distress.

Background: College students’ well-being is a critical determinant of academic success, and for Native American students, cultural strengths, resilience, and community support are key in fostering persistence in higher education. Alongside these assets, health behaviors are key contributors to psychological well-being (PWB) and academic performance. This study examined how modifiable health behaviors, such as physical activity (PA) and sleep duration, relate to PWB and academic performance among Native American college students. Methods: A secondary data analysis was conducted using a nationally representative sample of Native Americans (N = 1914) from the Spring 2023 American College Health Association-National College Health Assessment (ACHA-NCHA) survey. Independent variables include meeting PA guidelines (≥150 min moderate or ≥75 min vigorous/week) and sleep duration (categorized as poor or good). The Diener Flourishing Scale measured PWB. Academic performance was measured based on self-reported cumulative grade averages. Findings: Biological sex and PA were significantly associated, χ² = 40.60, p < 0.001, with a higher proportion of males meeting PA guidelines. Students with good sleep reported higher PWB than others, F(1, 1817) = 62.08, p < 0.001. Similarly, students who met PA guidelines reported higher PWB, F(1, 1817) = 35.71, p < 0.001. Poor sleep was associated with lower odds of higher academic performance (B = −0.33, p < 0.001). Contrarily, PA was not significant (p = 0.350). PWB was positively associated with academic performance (B = 0.031, p < 0.001). Conclusions: Sleep and PWB are key factors associated with both PWB and academic performance, while PA is associated with PWB. These findings highlight the importance of relevant interventions that promote these factors to support overall well-being, academic success, and retention among Native American college students.

Objective: First, to examine general health care attitudes and health care utilization of a University Health Service (UHS) at a large university. Second, to identify differences between LGBT and non-LBGT students. Participants: 2,943 university students were surveyed in Spring 2013; 7.8% LGBT, 67% undergraduate and 65% female. Methods: A cross-sectional mixed-methods online survey to assess health care utilization and attitudes. Results: A majority had utilized UHS and held positive attitudes in general. LGBT students were more likely to: use UHS for ongoing care, mental health, and preventive care; report concerns about utilization (e.g. confidentiality, sensitivity, and discrimination issues); report provider discomfort discussing sexuality; and hold positive attitudes toward the health care needs of LGBT students. Conclusions: University health centers have an important role in student health. Barriers to care should be removed, including perceived discrimination. Student health center staff should be trained on LGBT health issues.