Search Results (288)

This study assessed physical activity (PA) levels and energy expenditure among students across various medical disciplines at Wroclaw Medical University. Data were collected in late 2024 using the International Physical Activity Questionnaire (IPAQ) long-form. Statistical analysis, including Mann–Whitney U and Kruskal–Wallis tests were used to reveal significant differences based on gender, age, and field of study. While female students generally achieved higher metabolic equivalent (MET) MET-min/week values at home and in transport, male students demonstrated significantly higher scores in total physical activity, total vigorous physical activity, and vigorous activity in free time. Gender based analysis did not reveal any statistically significant differences. Significant variations across study programs were observed only in occupational PA, same as in age-related analysis. The findings highlight sedentary risks within specific student subgroups, which may contribute to professional burnout and diminished effectiveness as future health promoters. Consequently, the study suggests that medical institutions should incorporate lifestyle medicine and health promotion strategies into their curricula to foster the long-term well-being of future healthcare professionals. Full article

Academic stress is one of the main challenges affecting the psychological well-being of university students due to its impact on mental health, academic performance, and quality of life. The aim of this study was to analyze and model the factors associated with academic stress by integrating unsupervised and supervised machine learning techniques. The study was conducted with a sample of 605 students from the Universidad Nacional de San Martín (Peru), who completed validated psychometric instruments, including the PSS-10, LASSI, MBI-SS, PSQI, and A-CEA. In the first stage, dimensionality reduction and clustering techniques were applied to identify latent profiles, resulting in four distinct groups reflecting different levels of adaptation and psychological vulnerability. In the second stage, eight supervised regression models were evaluated: Linear Regression, Ridge, Lasso, Elastic Net, Random Forest, Gradient Boosting, XGBoost, and CatBoost. Lasso and Elastic Net showed virtually equivalent performance, achieving coefficients of determination (R²) close to 0.61 on the independent test set. Variable importance analysis revealed that academic burnout, sleep quality, and coping strategies were the main factors associated with perceived stress, together with contextual variables with lower relative importance. Overall, the results confirm the multidimensional nature of academic stress and show that integrating unsupervised and supervised approaches provides a more comprehensive understanding of the phenomenon in university settings. Full article

Background: Burnout is a relevant occupational health concern in Emergency Medical Services (EMSs), with potential implications for workforce well-being, occupational health, and the sustainability of prehospital care. Although burnout has been widely studied among healthcare professionals, evidence concerning Emergency Medical Technician (EMT) students remains limited. This exploratory study aimed to estimate high burnout prevalence among EMT students and practising EMT professionals in Madrid, Spain, describe burnout dimensions in both groups, and examine sociodemographic correlates of high burnout status. Methods: A cross-sectional comparative study was conducted between March and June 2024 using a convenience sample of 85 participants: 43 EMT students and 42 practising EMT professionals. Burnout was assessed using validated Spanish versions of the Maslach Burnout Inventory: the MBI-SS for students and the MBI-HSS for professionals. Because these instruments are population-specific and rely on different norms and thresholds, between-group comparisons of raw scores were interpreted as exploratory. Descriptive analyses, between-group comparisons with effect sizes, correlation analyses, and an exploratory binary logistic regression model were performed. Results: High burnout was identified in 22 EMT students (51.2%) and 23 practising EMT professionals (54.8%), with no statistically significant between-group difference detected (p = 0.73; Cramer’s V = 0.04). Between-group comparisons of burnout dimensions showed small effect sizes for Emotional Exhaustion (Cohen’s d = 0.17), Depersonalisation (Cohen’s d = 0.24), and Personal Accomplishment (Cohen’s d = −0.26). Age was positively associated with Emotional Exhaustion (r = 0.29, p = 0.008) and Depersonalisation (r = 0.24, p = 0.028), and negatively associated with Personal Accomplishment (r = −0.26, p = 0.019). In the exploratory adjusted logistic regression model, age was associated with high burnout status (OR = 1.05; 95% CI 1.01–1.10; p = 0.017), whereas group and sex were not significant correlates. Conclusions: High burnout levels were observed in both EMT students and practising EMT professionals in this regional exploratory sample. However, the findings should be interpreted cautiously due to the cross-sectional design, convenience sampling, modest sample size, limited statistical power, and use of population-specific burnout instruments. These results suggest that burnout-related distress may be relevant across the EMT training-to-practice pathway and support the need for larger longitudinal and multicentre studies incorporating occupational, educational, and organisational variables. Full article

School burnout is a detrimental factor contributing to a decline in students’ well-being. Coping strategies are frequently mentioned among factors associated with school burnout; however, no analyses have yet examined the possible relationship between school burnout and repression–sensitization proneness, understood as a generalized coping tendency oriented toward avoidance of or vigilance for threatening stimuli. It is hypothesized that repression–sensitization proneness functions as a mediator between risk factors and the development of school burnout by influencing the way individuals perceive their school demands and their own well-being. Based on a scoping review, a general description of the concepts of school burnout and repression–sensitization proneness is presented, together with a brief discussion of the role of coping in the development and maintenance of school burnout. The hypothetical role of repression–sensitization proneness in the development and maintenance of school burnout is also discussed. The article proposes directions for future research on repression–sensitization proneness in the context of school burnout, including the assessment of the prevalence of repressive and sensitizing tendencies among students. Several hypotheses for future empirical verification are formulated, along with practical implications for preventive interventions. The article provides a theoretical foundation for future empirical studies and practical preventive programs and contributes to broadening the discussion on students’ mental health at different educational levels in the context of school burnout predictors. Full article

This study examined the longitudinal associations among academic self-handicapping, academic buoyancy, and academic burnout, and tested whether academic buoyancy played a mediating role in the association between academic self-handicapping and academic burnout. A three-wave longitudinal survey with 3-month intervals was conducted among 508 Chinese junior high school students (Grades 7–9; Mage = 13.44 years; 48.8% boys). Cross-lagged panel modeling (CLPM) was used for data analysis. Results indicated that (1) academic self-handicapping and academic buoyancy showed reciprocal negative longitudinal associations; (2) academic buoyancy and academic burnout also showed reciprocal negative longitudinal associations; and (3) academic buoyancy showed a nuanced longitudinal mediating pattern: the hypothesized indirect effect from academic self-handicapping to academic burnout was marginally significant, whereas the reverse indirect effect was significant. From a school-based mental health and prevention perspective, these findings highlight academic buoyancy as a modifiable protective resource and academic self-handicapping as a potentially observable coping-related risk marker, suggesting actionable targets for early identification and tiered support to mitigate burnout-related disengagement in junior high school students. Full article

Background: University students’ mental health represents an increasing public health concern, particularly in STEM contexts characterized by high academic demands. Students living away from home, including international students, may face additional stressors related to relocation, social integration, and adaptation. This study examined how narrated academic experiences are associated with psychological and academic functioning among relocated STEM students. Methods: A cross-sectional convergent parallel mixed-methods study was conducted at an Italian STEM university (May–June 2024). An online survey was distributed to the entire accessible student population (33,336 invitations; 12,538 accesses; response rate = 37.6%). Analyses focused on relocated students who completed all relevant sections (N = 776; M age = 22.96). Quantitative measures assessed academic self-efficacy, burnout (Emotional Exhaustion; Cynicism), engagement (Vigor; Dedication), study program satisfaction, and perceived academic goal attainment. Open-ended responses underwent thematic analysis with a codebook approach and transformed into category count variables. Hierarchical regression models examined associations controlling for age, gender, and academic level. Results: Organizational and learning-related difficulties were the most frequent categories. Content categories explained additional variance across outcomes (ΔR² = 0.054–0.107). Teaching-related narratives were associated with higher burnout and lower engagement and satisfaction, whereas Positive narratives showed the opposite pattern. Conclusions: Institutional and pedagogical experiences are systematically associated with student well-being among relocated STEM students, highlighting modifiable targets for university-level mental health promotion strategies. Full article

Background: South African university students face escalating levels of psychological distress driven by academic overload, financial precarity, and social challenges. Health professions students are particularly vulnerable due to the demanding nature of clinical training and repeated exposure to human suffering. Aim: This study aims to propose an Integrated Student Well-being and Resilience Model tailored to the South African health professions education context. Methods: This conceptual paper draws on empirical evidence from South African studies on student mental health, global campus well-being frameworks, and socio-ecological theory. Bronfenbrenner’s Socio-Ecological Systems Theory and a tiered public health approach were synthesized to develop a multi-level model aimed at addressing the academic, financial, and social determinants of student mental health. Conceptual synthesis: The study unequivocally identified a syndemic of interconnected factors predisposing students to depression, which included the interplay of academic rigour and cognitive burnout, financial vulnerability as a determinant of mental health, the crisis of social connection and psychological safety, and institutional failure and the resilience fallacy. Conclusions: The Integrated Student Well-being and Resilience (ISWR) Model is a systemic architecture designed to coordinate institutional governance with the complex psychosocial needs of health professions students. The model provides a holistic, scalable framework for strengthening student well-being within health professions education. By shifting from reactive counselling to proactive, system-level interventions, the model offers a strategic blueprint for creating resilient, supportive learning environments capable of improving student mental health and fostering a healthier future healthcare workforce. Full article

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We collected 652 field notes of SEL in action across twelve schools in the Northeast and Western regions of the United States between December 2022 and May 2024. All field notes were analyzed with Dedoose using thematic inductive coding. Key facilitators of systemwide SEL include prioritization/support from leadership, professional development for educators, integration into students’ daily experiences, and engagement with parents/caregivers and the community. Key challenges to systemwide SEL involve leadership ambiguity, educator burnout, and student disengagement. Implications for optimizing SEL implementation in educational practice and policy are discussed. Full article

Academic functioning in university students emerges from the interplay of motivational, self-regulatory, emotional, and contextual processes. The present study examined the network structure linking academic motivation, self-regulated learning, academic engagement, academic burnout, generalized anxiety, self-esteem, and students’ ratings of instruction. Participants were 530 university students from Western Romania (Mage = 28.86, SD = 9.75; 87.5% women). Data were collected through an online cross-sectional survey using validated self-report instruments. A Gaussian Graphical Model was estimated using the EBICglasso procedure to examine the unique associations among the study variables and their relative structural importance within the network. The results indicated a moderately dense psychological network, with academic burnout emerging as the most structurally central node. Intrinsic motivation toward achievement, identified regulation, and performance control were positioned within the adaptive core of the network, whereas burnout, anxiety, amotivation, and low self-esteem clustered within the maladaptive region. Academic engagement occupied an intermediary position linking motivational and self-regulatory processes. Overall, the findings support a systems-oriented interpretation of academic functioning, suggesting that burnout represents a key convergence point in students’ psychological functioning, while self-determined motivation and self-regulated learning may serve as protective processes. These results highlight the value of network analysis for identifying psychologically meaningful intervention targets in higher education. Full article

Self-regulated learning (SRL) is a fundamental competence for academic transition and success in higher education, especially in health sciences, where autonomy and learning management are essential. This systematic review analyzed the relationship between SRL, academic performance, and student well-being among undergraduate health sciences students. Following the PRISMA protocol, 39 articles published between 2015 and 2025 on Web of Science, Scopus, and PubMed databases were selected. The consolidated sample consisted of 24,835 participants. The methodological quality of the selected studies was assessed using the Newcastle–Ottawa scale (NOS). A predominantly positive association was found between high levels of SRL and academic performance (GPA) (with correlation coefficients ranging from r = 0.11 to r = 0.55 in the primary studies). Furthermore, evidence from standardized self-report questionnaires in the reviewed literature indicates that several studies report female students showed higher levels of organization and planning, but these findings were not consistently observed across all studies. SRL acts as a key protective factor against stress, anxiety, and academic burnout. However, a “stagnation paradox” was identified: SRL skills do not always evolve linearly, often showing regression or stagnation in advanced clinical years due to the high cognitive load and insufficient support structure in those environments. Regarding sociodemographic variables, female students reported higher levels of planning and responsibility. SRL does not develop spontaneously with academic progress. Therefore, higher-education institutions must implement systematic and intentional pedagogical strategies from the early years of training to foster student well-being and the development of resilient professionals. Full article

How students cope with academic stress is crucial for learning and well-being. The Multidimensional Measure of Coping (MMC) provides a comprehensive hierarchical assessment of academic coping; however, its length and adaptive–maladaptive distinction may limit practical use and constrain a more differentiated understanding of academic coping. This study aimed to refine the MMC and propose a differentiated higher-order structure for the MMC-Short Form (MMC-SF). Data were drawn from three adolescent samples from Northwest China (2024–2025): an exploratory sample (N = 1342), a confirmatory sample (N = 2037; test–retest N = 367; 4 weeks), and a longitudinal sample (T1 N = 948; T2 N = 760 at 1 month; T3 N = 893 at 6 months). Psychometric analyses (item analysis, exploratory structural equation modeling and confirmatory factor analysis [CFA]) demonstrated that the 34-item MMC-SF reliably preserved the original 11-factor structure. Furthermore, a multi-method investigation integrating higher-order exploratory factor analysis and second-order CFA supported a hybrid higher-order structure, with proactive engagement and defensive disengagement as higher-order dimensions and escape coping as a distinct first-order factor. The predictive validity was examined in relation to academic self-efficacy and burnout. These findings support the reconceptualization of academic coping and provide a brief, psychometrically robust assessment tool. Full article

The COVID-19 pandemic caused major disruption to healthcare education worldwide, forcing rapid transitions to online learning, interruptions to clinical placements, and heightened uncertainty that profoundly influenced student experiences. Given that academic motivation is a key determinant of learning quality, persistence, and professional identity, this review sought to consolidate global evidence on how the pandemic affected healthcare students’ motivation to study. A systematic search of peer-reviewed literature was conducted following PRISMA-ScR guidelines, identifying studies across medicine, nursing, and allied health programs that reported on changes in motivation and the factors shaping these trajectories. Extracted data were synthesized narratively, with attention to emerging themes such as stress, anxiety, burnout, resilience, gender differences, and the role of professional identity formation. Findings revealed substantial variability: while many students reported reduced motivation due to social isolation, technological barriers, and limited clinical exposure, others described increased drive linked to professional responsibility, adaptability, and resilience. Evidence also indicated gendered differences in motivational patterns, with female students more likely to report stress-related declines. Overall, the pandemic exposed both vulnerabilities and strengths in healthcare student motivation, pointing to the value of educational strategies that promote motivation, resilience, and professional identity development among future practitioners. Full article

Veterinary education is academically demanding and emotionally intensive, affecting student performance, well-being, and long-term professional development. This narrative review synthesizes current evidence on academic stressors, admissions predictors, coping mechanisms, and institutional responses in veterinary training. Cognitive indicators such as Grade Point Average (GPA) and standardized test scores reliably predict early performance in pre-clinical biomedical courses. However, these measures do not adequately capture essential non-cognitive attributes, including resilience, adaptability, motivation, and communication skills, which are critical for sustained success in clinical environments. Holistic admission approaches show promise but remain inconsistently validated across institutions. Academic stress in veterinary programs arises from heavy curricular loads, frequent high-stakes assessments, financial pressures, and transitions into clinical training. Persistent stress exposure is associated with anxiety, depressive symptoms, and burnout risk. Evidence suggests that structured wellness initiatives, peer mentoring, and resilience-building programs can mitigate these effects when embedded systematically within the curriculum. Current literature is largely cross-sectional and geographically concentrated in Western educational contexts, limiting causal inference and generalizability. Longitudinal, multi-institutional research linking admissions profiles to academic trajectories and psychological outcomes is needed. Integrating cognitive and non-cognitive evaluation with sustained institutional support may enhance retention, academic performance, and professional preparedness in veterinary education. Full article

The aim of the study was to explore the characteristics of social problem-solving, school burnout, and school life of sixth-grade (12-year-old, n = 181) and eighth-grade (14-year-old, n = 196) Hungarian students, as well as the relationship between these fields, exploring profiles based on connections between measured areas. Three questionnaires were used in the study: Social Problem-Solving Inventory–Revised; School Burnout Inventory and School Life Questionnaire. We identified similar profiles in both social problem-solving (e.g., rejective and optimistic-reflective) and school life (e.g., negative school experience with low support and positive school adjustment with high support) in both age groups. The association between students’ social problem-solving and school life profiles and their level of school burnout was tested using multinomial logistic regression analyses. A structural equation model was specified to assess the interrelations among school life experiences, social problem-solving processes, and school burnout. Among sixth graders, a more positive school environment was associated with higher levels of adaptive social problem-solving and lower levels of maladaptive social problem-solving. In contrast, none of the predictors in the model showed a significant correlation with school burnout. In the case of eighth graders, school life factors only showed a significant positive correlation with adaptive social problem-solving. The findings refine existing assumptions by showing that while students’ social problem-solving tendencies and school experiences are interrelated, their contribution to burnout differs in early adolescent stages. Full article

Background: This study aims to explore the potential factors that can support Ph.D. students in completing their theses in a timely manner while maintaining their mental well-being. Theory: Based on the JD-R model, we discriminate between two independent processes: (1) Job demands are a health impairment process that may lead to exhaustion and burnout. (2) Job resources are a motivational process that may lead to job satisfaction and engagement. In this study, we also wanted to explore grit as a potential mediator variable and how it could impact exhaustion at work and work engagement among Ph.D. students. Methods: A cross-sectional web-based survey design was used, from a sample of 194 Ph.D. students in Norway. Data were analyzed through structural equation modeling. Results: Our results indicated that demands at work, not resources, had a positive significant effect on Ph.D. students’ grit, which acted as a mediator variable for exhaustion at work and work engagement. Conclusions: This study improves our understanding of the factors affecting Ph.D. students’ mental well-being and sheds light on how institutions can optimize resources and demands to promote timely thesis completion while minimizing the risk of severe mental health challenges. Full article