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3 results

  • Prevalence of depression among college students living alone in pandemic 2020

  • T. Kantohe, G. Kurnijuanto
  • Journal:
    European Psychiatry / Volume 64 / Issue S1 / April 2021
    Published online by Cambridge University Press:
    13 August 2021, p. S277
    • Article
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  • Introduction

    The prevalence of depression differs between groups, such as race, gender, and age group. According to the World Health Organization (WHO), depression is one of the leading causes of death in the age group of 15-29 years-old. During the COVID-19 pandemic, some countries, including Indonesia, ordered a nationwide physical distancing and limited public activities. Indonesia also restricts the public mobilities, leaving the college students, studying in different regions, isolated and confined to their flats, boarding houses, and apartments.

    Objectives

    To find out the prevalence of Depression in College Students, living alone, in Pandemic 2020.

    Methods

    College students aged 18 to 28 years old, were assessed using Beck’s Depression Inventory (BDI-II), through Google Form, and shared using social media. We also grouped the participants to age, gender, religion, and types of housing, and did the multivariate analysis using median comparison and multinomial logistic regression.

    Results

    A total of 84 college students, who are living alone during the Pandemic 2020, participated in this study. We found that 33.3% of the population suffered from depression. The median score for the group of females, prefer not to say their religion, and living in the owned house have a higher median. While multinomial logistic regression study does not have any significant odd risks in the variables.

    Conclusions

    The results indicate that in time of nationwide physical distancing and limited public activities due to COVID-19 Pandemic, the prevalence of depression among college students living alone in Pandemic 2020 is 33%. One-fourth of them are with severe depression.

  • When Insecure Attachment Dispositions Affect Mentoring Relationship Quality: An Exploration of Interactive Mentoring Contexts

  • Simon Larose, George M. Tarabulsy, Geneviève Boisclair-Châteauvert, Michael Karcher
  • Journal:
    Journal of Relationships Research / Volume 10 / 2019
    Published online by Cambridge University Press:
    20 March 2019, e6
    Print publication:
    2019

  • In this study, we explored the effects of mentor and mentee insecure attachment dispositions (ambivalence and avoidance) on mentoring relationship quality while considering the specific nature of the interactive mentoring context. Participants (N = 252 matches) were enrolled in the MIRES program, a one-year college-based mentoring program that matches late adolescent mentees (17-year-olds) with young adult mentors (23-year-olds), designed to facilitate the transition to college. Using data drawn from mentors’ logbooks (at nine time points), two interactive contexts were addressed: (1) situations involving mentee academic issues and mentor proactive academic support (academically oriented), and (2) situations involving mentee personal issues and mentor emotional support, and caring (emotionally oriented). Linear regression results showed that both mentors’ and mentees’ avoidance uniquely predicted lower reports of mentoring relationship quality, but especially in emotionally oriented matches and when their partners’ attachment ambivalence was high. In matches less focused on emotional support, mentors’ attachment avoidance interacted with mentees’ ambivalence to predict positive mentoring relationship quality. Theoretical, practical, and mentor training issues are discussed.

  • Validation of the Spanish Version of the Situational Motivation Scale (EMSI) in the Educational Context

  • José Martín-Albo, Juan L. Núñez, José G. Navarro
  • Journal:
    The Spanish Journal of Psychology / Volume 12 / Issue 2 / November 2009
    Published online by Cambridge University Press:
    10 January 2013, pp. 799-807

  • The purpose of the present research was to translate into Spanish and analyze the psychometricA properties of the Situational Motivation Scale (SIMS). The participants were 373 undergraduate students (126 males and 247 females). Factor validity was tested via confirmatory factor analysis. Based on factor loadings and modification indexes, the SIMS was reduced to a 14-item model. This respecification showed adequate internal consistency and construct validity. The multistep analysis of invariance revealed that the factor structure of the SIMS is invariant across gender. Likewise, MANOVA revealed that amotivation was the only significant variable across gender. Predictive validity was assessed through path analysis. The results support the preliminary use of the Spanish version of the SIMS for the assessment of situational motivation in education.