Dissertations / Theses: 'Depression in college students'

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Hill, Mary Kathleen Clark Russell Dunn. "Individual attachment styles and the correspondence/compensation hypotheses in relation to depression and depressive experiences." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9092.

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Kramp, Angela. "Depression in College Students: Construct Validity of the Student Experience Inventory." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2511.

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Research suggests that the population of undergraduate college students may be especially prone to depression. While the prevalence of depression within the general population ranges from 3 to 9 percent (Boyd & Weissman, 1981), it has been shown that between 15 and 46 percent of undergraduate college students suffer the symptoms of mild to severe depression (Beck & Young, 1978; Oliver & Burkham, 1979). Although depression is prevalent among college students, there are no known instruments yielding indices of depression specific to the college population. In fact, depression measures frequently employed in college settings seldom recognize the unique features of depression among college students (e.g., academic anxiety, scholastic difficulties). The purpose of this study was to provide validity evidence for the Student Experience Inventory (SEI), which was specifically designed to assess depression among college students. Validation efforts consisted of: (a) cross validating the internal consistency results yielded by Kirkland and Redfield (1985) and (b) demonstrating the convergent and discriminant properties of the SEI. The SEI, Beck Depression Inventory (BDI), and Psychological Distress Inventory (PDI) were administered to 153 Introduction to Psychology students. Coefficient alpha for the SEI total scale was .90. Coefficient alphas for each of the seven hypothesized subscales ranged from .41 to .72. Stepwise multiple regression, using SEI scores as the criterion and BDI and PDI scores as the predictors, demonstrated that the best predictor model consisted only of the BDI total score. All Pearson product-moment correlation coefficients reflecting pairwise relationships between variables proved statistically significant (p<.01) and ranged from .23 to .61. The correlation of SEI and BDI scores yielded a coefficient of .61. A principle components factor analysis of SEI items produced eight factors, which cumulatively explained 62 percent of the total variance. The results of this study suggest that the SEI may prove a useful tool in the measurement of depression in college students. If the SEI is to be used to discriminate between depressed and nondepressed college students, future research should include investigation of the SEI's ability to detect change in differing populations.

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Hayen, Elizabeth. "The effects of college selectivity on student depression." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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4

Nieuwsma, Jason A. "Depression beliefs in northern India and the United States a cross-cultural study /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=2065700121&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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5

Hill, Mary Kathleen. "Individual attachment styles and the correspondence/compensation hypotheses in relation to depression and depressive experiences." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9092/.

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Two hundred twenty individuals participated in the present study from a university population. The study examined the relationship among attachment styles to caregivers, relationship with God, depressive symptomology, and depressive experiences. Attachment theorists have suggested a connection between childhood attachment to caregivers and current attachment to God through the idea that individuals have "working models" that form how they interpret present relationships. For the most part, the results of the current study supported the idea of correspondence between attachment to caregiver and attachment to God. Individual attachment styles to caregivers matched their attachment style to God. However, when caregiver religiousness was included as a moderating variable, results supported the theory of combined compensation-correspondence for those with insecure attachments to caregivers. Individuals with insecure attachment to caregivers were more likely to compensate for their insecure attachment bonds through participation in religious activity, whereas their internal, private relationship with God corresponded with their previous insecure attachment bonds. Individuals with insecure attachment to caregivers were more likely to endorse symptoms of depression and report introjective, but not anaclitic, depressive experiences. With respect to attachment to God, introjective depressive experiences were positively related to both anxious and avoidant attachments, whereas, anaclitic depressive experiences were positively related only to anxious attachment to God. Anxious attachment to God was found to partially mediate the relationship between insecure attachment to caregivers and depression symptoms. Finally, attachment effects were similar across gender, ethnicity, and age, with some notable exceptions.

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Roberts, Charles K. "Self-Esteem, Friendship Support, and Depression in College Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1415615346.

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7

Vargas, Gray. "Cognitive and emotional aspects of error responsiveness in depressive college students." Diss., Connect to the thesis, 2006. http://thesis.haverford.edu/170/01/2006VargasG.pdf.

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8

Waters, Kimberly J. "Characteristics of college social smokers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137762.

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9

Akcil, Suleyman. "CYBERBULLYING-VICTIMIZATION, ACCULTURATIVE STRESS,AND DEPRESSION AMONG INTERNATIONAL COLLEGE STUDENTS." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529712251699618.

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10

Whisnant, Jill Lynsey Cowam. "The role of attributional style in the development of depression in college females with pathological eating practices." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/whisnantj/jillwhisnant.pdf.

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11

Gibbel, Meryl Reist. "Evaluating a Spiritually Integrated Intervention for Depressed College Students." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865.

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Berry, Devon M. "The effects of religiosity on depression symptomatology in college-age students /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7279.

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13

Song, Yuqing. "Two-year prospective study of the natural course and risk factors of depressive symptoms in Chinese college students." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43572042.

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14

Burns, Kerry Lynn. "College Students' Experiences with Mental Health| Sorority Members, Anxiety, and Depression." Thesis, Johnson & Wales University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700708.

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College student mental health is a significant issue for educational leaders, as mental health needs are increasing in prevalence and severity (ACHA, 2013; Gallagher, 2013). Eisenberg, Downs, Golberstein, and Zivin (2009) note that mental health issues cause adverse occupational, academic and social outcomes, impacting student success, retention, and persistence (Belch, 2011; Cleary, Walter, & Jackson, 2011). Anxiety and depression, which are more prevalent in women (ADAA, 2007; APA, 2013), are the most common mental health issues affecting college students (ACHA, 2013; Gallagher, 2013).

Coyne and Downey (1991) correlated social support with improved mental health outcomes. Baron (2010) indicated that involvement in student organizations may promote development and connection, thereby enhancing learning and retention (Chambliss & Takacs, 2014). Female students may engage in campus life by joining sororities, which are prominent and influential on many campuses (Lien, 2002). The purpose of this research was to investigate sorority member mental health, specifically anxiety and depression. The relationships between anxiety, depression, and student characteristics were examined.

This correlational, ex-post facto study explored the presence and severity of anxiety and depression of women (N =72) who self-identified as living in sorority housing. Permission was obtained to review data from the 2013-2014 Healthy Minds Study (Eisenberg & Lipson, 2014), including demographic information and results from the PHQ-9 (Kroenke, Spitzer, & Williams, 2001) and the GAD-7 (Spitzer, Kroenke, Williams, & Löwe 2006). Data analyses produced frequencies, correlations, and t-tests.

Findings revealed the following: 20% of respondents reported anxiety, with 8% percent reporting severe anxiety; 15% of respondents reported depression, with 5% reporting major depression. Financial difficulty was correlated with depression (r =.27, r²=.07, p=.008) and a significant relationship existed between the presence of anxiety and depression (r²=.36, r2=.13, p=.004). No statistically significant difference existed in reported symptoms of anxiety and depression of women residing in sorority housing compared to those residing elsewhere. Information about mental health may assist sororities in providing support and resources to members. Educational leaders, mental health practitioners, faculty, and student affairs staff can also benefit from this information as they work to help address student mental health needs, student retention, persistence, and success.

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Le, Crystal Trang. "Academic performance of college students as related to depression from stress." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527389.

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Aliyeva, Sudaba. "Burnout in Relation to Depression, Engagement, and Personality in College Students." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792698.

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The purpose of this research is to explore similarities and differences of student burnout and student depression through educational (engagement in studying) and personal (personality traits) perspective. Due to the claims in literature considering burnout a popular word for depression, the main research question was whether burnout can be considered an independent nosological entity. The study included 135 undergraduate students in a Midwestern university, who filled out self-report questionnaires to measure burnout, depression, engagement, and Big Five personality traits. Correlational analyses showed moderate correlation between burnout and depression, and a similar correlation pattern of burnout and depression with engagement and personality traits. However, several regressional analyses indicated major burnout-depression differences in predicting engagement and personality. Based on these findings, the moderate relationship between the two constructs assumes that burnout belongs to the category of depressive disorders. At the same time, however, it was concluded that the significant differences in the way burnout and depression relate to engagement and personality may suggest that burnout can be differentiated from depression.

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Clark, Sarah Whitmire. "Predicting Depression Symptoms Among College Students: The Influence of Parenting Style." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3724.

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This study examined parenting style variables in predicting college students’ depression symptoms. Participants were 989 college students who participated in the first wave of the Spit for Science project (Dick et al., 2011). This study described the prevalence of depression symptoms, including the percentage of the sample endorsing various depression symptoms, and the frequency depression scores were elevated at multiple time points. A hierarchical multiple regression was conducted to examine whether two dimensions of parenting style, Autonomy Granting and Parental Involvement, would interact in predicting depression symptoms in the Junior year. The present study demonstrates that parenting style predicts a small but significant amount of variance in depression symptoms, after controlling for demographic characteristics, and these variables interact in producing their effect. Overall, findings suggest that depression symptoms are common and parenting style is relevant in understanding such symptoms.

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18

Interrante, Ilana A. (Ilana Albanese). "Relationship Between College Student Perceived Separation and Emotional Status." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500574/.

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This study explored whether depression was related to the way college students interact with their parents. A second purpose was to explore whether the emotional states of depression, anxiety, and hostility were associated with different types of adolescent dependence (Functional, Attitudinal, Conflictual, and Emotional) on each parent. A total of 108 undergraduate students from intact families completed self-report measures of depression, anxiety, hostility and psychological separation. A non-significant relationship was found between the way students relate to their parents and level of depression. However, subjects reporting angry or guilty feelings toward parents had significantly greater depression and hostility scores. Subjects reporting attitudes, values and beliefs that are not distinct from their parents also displayed significantly greater hostility scores. Furthermore, anxiety in the sample was significantly related to subjects' reports of dependence on approval, closeness and emotional support from parents.

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Aycock, Kristen J. "Coping Resources, Coping Styles, Mastery, Social Support, and Depression in Male and Female College Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/60.

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Depression is one of the most commonly-diagnosed disorders in college counseling centers (Adams, Wharton, Quilter, & Hirsch, 2008), so effective diagnosis and treatment are paramount to providing adequate care to college students. Treatment direction may depend on gender, however. Not only do males and females experience depression at different rates (Kessler et al., 2003), but there also is some evidence that factors predict depression differently by gender (Tamres, Janicki, & Helgeson, 2002). Specifically, the literature suggests that the choice of coping strategies may be gender-related; that perceived control is higher in males, yet more important to females; that social connectedness in particular may be valued more strongly and used more frequently as a coping style by females than males; and that coping resources seem to mitigate the harmful effects of stressful events. Consequently, it seems important to examine the relationships of coping resources, coping styles, mastery, and social support to the experiences of depression. The purpose of this study was to gain a clearer understanding of the predictors of depression and methods for coping with depression in college students and to determine how these differ by gender. Results demonstrated gender differences in the experiences of many variables studied as well as the prediction of depression. High levels of perceived stress factored in as an important predictor of depression for both genders. Prediction models of best fit for females also included low mastery and low social support, while few coping resources along with high perceived stress appeared to be the most important factors in depression prediction for males. Mastery was also found to moderate the relationship between social support and depression for males. Results have implications for increasing college students’ abilities to cope with depression, thus reducing the negative academic, psychological, and physiological effects of depression.

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Syvertsen, Kai P. "The role of cognitive processes in dysphoria and college drinking : a daily experiences study /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=888855231&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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21

Robinson, Sabrina Joann. "Psychosocial outcomes of weight stigma among college students." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/2169.

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Overweight and obesity are important public health issues in the United States with more than 60% of US adults overweight or obese. The social consequences of being overweight and obese are serious and pervasive. Individuals who are overweight and obese are often the targets of bias and stigma and thus susceptible to negative attitudes. Obesity and weight stigma have been linked to low self-esteem, higher rates of depressive symptoms, body dissatisfaction and poor psychological adjustment. Although weight stigma is a problem in the general population, it is more consequential among adolescents due to mental and physical developmental changes. Therefore college students were used in this study because they are considered older adolescent (ages 18-21). The goals of this study were to examine the association between weight status, weight stigma, self-esteem, body dissatisfaction and depressive symptoms. These associations were examined using multiple linear regression and linear meditational analysis. This study found (1) that overweight and obese individuals experience more stigma than their normal weight and underweight counterparts, (2) weight stigma has a negative effect on body dissatisfaction and depressive symptoms among overweight and obese individuals, (3) self-esteem differed based on perceived weight status, and (4) weight stigma differed among overweight and obese individuals based on self-esteem. Overall, the psychosocial outcomes of weight stigma are greater for individuals at higher levels of weight. It was found that state self-esteem strongly mediated the relationship between weight and stigma in the prediction of depressive symptoms and body dissatisfaction with the greatest impact for depressive symptoms. Low self-esteem and social support reveal that individuals with low self-esteem experience greater negative psychosocial outcomes as well as those with little or no support unable to buffer stigmatizing experiences and have greater negative psychosocial outcomes. In general, the consequences of weight stigma are as real as the medical consequences of obesity. We are called to protect the psychosocial health of college students.

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22

Reid, Morgan P. "Social Jetlag, Depressive Symptoms, and Longitudinal Outcomes in College Students." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5737.

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Social jetlag refers to the chronic shift in sleep timing between work and free days and has been associated with a variety of negative physical and psychological outcomes. Existing research on social jetlag has relied heavily on cross-sectional studies, preventing researchers and practitioners from assessing the effects of social jetlag over time. The current study used longitudinal data to explore the directionality of the association between social jetlag and depressive symptoms as well as the longitudinal associations between social jetlag, academic performance, and wellbeing in college students. Gender and race were also assessed as potential moderators of these associations. Cross-lagged panel analysis using Amos for SPSS revealed that social jetlag predicted depressive symptoms both concurrently adjusting for covariates and longitudinally in unadjusted models. This finding suggests that sleep disturbances may precede mood concerns, although causality cannot be proven due to the design of the current study. PROCESS moderation analyses indicated that social jetlag did not significantly predict academic performance or wellbeing over time, and neither gender nor race moderated these associations. Future research is needed to further assess the short- and long-term outcomes of social jetlag using prospective, well-controlled studies and objective measures of sleep timing.

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Babineaux, Lauren, Elizabeth Ledet, Brennan Higginbotham, and Sun-A. Lee. "Helicopter Parenting and College Students' Relational/Social Aggression." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/3.

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The current study will examine the dynamics among helicopter parenting, college students’ psychosocial outcomes, such as self-esteem, depression, and relational/social aggression. Helicopter parenting is commonly defined as parental over-involvement to their children’s live, which can negatively affect children’s self-esteem and depression self-efficacy since helicopter parenting, in general, is argued as not developmentally appropriate parenting for young adult children. The current study specifically will examine whether college student’s self-esteem and depressive symptoms would mediate helicopter parenting and children’s being relational/social aggression toward peers. The study uses about 208 undergraduate students at one of major universities in southern region in the U.S.

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Kellerman, John, and Daniel Krauss. "Perceived Social Support and Suicide-related Depression Symptom Clusters among Queer College Students." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1923.

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LGBTQ+ individuals report disproportionately high rates of depression and suicidal behaviors compared to the general populations, particularly among queer youth. Certain depressive symptoms and symptom clusters, namely hopelessness and self-blame, are predictive of suicidal behavior and outcomes. In contrast, perceived social support may act as a buffer against suicide ideation. The disparity in the rate of queer suicidality may be predicted by higher rates of hopelessness and self-blame, as well as lower rates of perceived social support among depressed queer youth in comparison to depressed non-queer youth. The current study will test this hypothesis using a sample of depressed queer and non-queer college students (n=145). Results indicate that queer students and non-queer students do not experience significantly different rates of hopelessness, self-blame, or perceived social support. Despite this finding, queer students report significantly higher rates of suicide and self-harm ideation. This suggests that differences in the suicide rate for queer individuals cannot be explained by differences in perceived social support or the manifestation of suicide-related depression symptom clusters. Additionally, depression severity was found to be a weaker predictor of suicide ideation for queer students than for non-queer students. This indicates that suicidality among queer populations may be less connected to experiences of depressive symptoms than it is for cisgender and heterosexual populations. Further research is needed to examine possible suicide predictors and risk factor differences that are unique to queer populations to explain the disparity in suicide rates.

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25

McKay, Bill. "The use of antidepressants and counselling for depression : the lived experience of post-secondary students and counsellors." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3239.

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This study explored the perceptions of post-secondary students and counsellors towards the use of antidepressants and counselling to manage depression. Student depression is increasing and antidepressants appear to be the most frequently used treatment by students. The literature reveals that most depressed students are not accessing campus mental health centres, and counsellors are noting increased severity of illness for those that do seek help. Therefore, in an attempt to gain increased understanding of students who use antidepressants as well as counselling, the student and counsellor perspective is essential. In this study, 10 students and 6 counsellors were interviewed by the researcher. Interviews were digitally recorded and transcribed verbatim. Thematic analysis guided by van Manen’s (1990) hermeneutic phenomenology was used. Overall, the themes identified aim to represent the lived experience of the students who are living with depression and to better assist counsellors in understanding and developing interventions suited to student need.
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Ito, Naho. "The Effects of College Students’ Perceived Social Support on Coping with Stress and Depression." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1620415751561661.

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Daley, Serena C. "School Connectedness and Mental Health in College Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564482011130592.

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28

Pandolfo, Lori Rice. "Effects of wellness education and physical fitness on depression and anxiety among college students." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0128.

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Canini, Mariacristina. "Investigating the EEG Error-Related Negativity in College Students with ADHD, Anxiety, and Depression." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/493.

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Error-related negativity (ERN) is an event-related potential elicited by the commission of errors. It appears as a negative deflection peaking between 50ms and 100ms after an erroneous response. Previous literature demonstrated that individuals who suffer from either anxiety or depression display a higher ERN amplitude compared to a control group. It has also been shown that people with ADHD display a lower ERN amplitude. Based on these findings, we investigated the relationships between these three disorders and their effects on the amplitude of the ERN. We recruited thirty-one students at East Tennessee State University and gathered data on their level of anxiety, depression, and ADHD through completion of three surveys: the Beck Anxiety Inventory, Beck Depression Inventory, and the ADHD self-report scale. Subsequently, participants were asked to perform a modified Flanker task while their EEG was collected using a 32-channel EEG cap. ERN amplitude for error responses was significantly higher than ERN amplitude for correct responses. In contrast with previous literature, no significant influence on the ERN was observed due to anxiety, depression, or ADHD. Additional research on the topic with larger sample size and different diagnostic procedures may be necessary to further investigate the phenomenon.

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Canini, Mariacristina, Marissa R. Jones, Ben Sawyer, Ethan Ashworth, and Eric W. Sellers. "Investigating the EEG Error-Related Negativity in College Students with ADHD, Anxiety, and Depression." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/145.

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Error-related Negativity (ERN) is an event-related potential elicited by the commission of errors. It appears as a negative deflection peaking between 50ms and 100ms after an erroneous response. Previous literature demonstrated that individuals who suffer from either anxiety or depression display a higher ERN amplitude compared to a control group. It has also been shown that people with ADHD display a lower ERN amplitude, suggesting that traits of this disorder, such as impulsivity, impair sensitivity to errors. Based on these findings, we investigated which disorder has more weight on the variance in amplitude of the ERN. We recruited thirty-eight students at East Tennessee State University and gathered data on their level of anxiety, depression, and ADHD through completion of three surveys: the Beck Anxiety Inventory, Beck Depression Inventory, and the ADHD self-report scale. Subsequently, participants were asked to perform a modified Flanker task while their EEG neural activity was collected through a 32-channel EEG cap. ERN amplitude for error responses was significantly higher than ERN amplitude for correct responses. In addition, error responses produced a large P300 component of the event-related potential.

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Carrico, Peter A. "Depressive Symptoms among College Students: An Exploration of Fundamental Cause Theory." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5025.

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Fundamental Cause Theory suggests that socioeconomic and demographic factors are causal to various illnesses, including depression. However, no known previously existing research has used Fundamental Cause Theory to create a model of depression among college students. To do this, the present study conducted a stepwise binomial logistic regression to examine how socioeconomic status and the sociodemographic variables of Gender, Race, and Sexual Orientation, and others predict depressive symptoms in a large sample of undergraduates when controlling for stressful life events and social support (N = 2,915). Results support the hypothesis that socioeconomic disparities in depressive symptoms are the result of stress. In the final model, low Social Support was the most predictive variable of high depressive symptoms (OR = 2.882), followed by being bisexual (OR = 2.061). Being black was significantly protective against high depressive symptoms (OR = 0.613). Implications for future research and university services are discussed.

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Clark, Sarah W. "LONGITUDINAL PATTERNS OF DEPRESSION SYMPTOMS AMONG EMERGING ADULTS." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5945.

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Research has suggested that depression symptoms generally decrease after late adolescence; however, there is increasing attention paid to depression symptoms among college students given the stressors unique to this time period and negative outcomes associated with depression. This study examined latent trajectories of depression symptom severity among college students. Participants were 9,889 college students who participated in the Spit for Science project (Dick et al., 2011). Growth Mixture Modeling was used to identify the presence of four subgroups of individuals with similar patterns of initial level and change in depression severity over four years of college, including Low/Minimal (55.9%), Decreasing (2.8%), Increasing (11.6%), and Chronically Elevated (29.7%) groups. Risk factors of belonging to a depressed mood trajectory include female gender; lesbian, gay, or bisexual orientation; and experiencing a greater number of stressful life events. Higher social support and self-reported resilience were associated with decreased likelihood of belonging to any of the depressed mood trajectories. Overall, it appears that most college students in this sample experience only mild depression symptoms; however, it is important to recognize and intervene early with individuals who report elevated depression symptoms as some are at risk for persistent and increasing depression across college.

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Lai, Yeung Wai-ching Susanna. "Stress, problem-solving and social support in college students with suicidal ideation /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17389835.

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Gibbel, Meryl Reist. "Comparing the Efficacy of Spiritual Meditation, Secular Meditation, and Relaxation in Depressed College Students." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1199650352.

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35

Shcherbakova, Julia. "Moderating effects of self-efficacy on the relationship between perfectionism and depression among college students." Full text available online (restricted access), 2001. http://images.lib.monash.edu.au/ts/theses/Shcherbakova.pdf.

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Ponappa, Sujata ponappa. "Depression during the College Years: The Family as a `Safety Net’." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461323516.

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Mathews, Abigail Laurie. "Bulimia vs. depression self and interpersonal discrepancies /." Diss., Online access via UMI:, 2006.

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Benas, Jessica Sara. "Cognitive biases in depression and eating disorders." Diss., Online access via UMI:, 2009.

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Hoggan, Barbara. "Success Factors among Early College Entrants." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9091/.

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This study explored how various intrapersonal, familial, and life-goal characteristics related to the academic and personal success of first semester early college entrants attending the Texas Academy of Mathematics and Science (TAMS) at the University of North Texas. The study sought to identify which intrapersonal factors and external factors affected grades, behavioral markers, and life satisfaction during the students' first semester at TAMS. Baseline data from TAMS entrance material such as standardized achievement test scores, previous grade point averages (GPA's), advanced courses taken, and other academic activities and awards were collected. Data were also collected from the students prior to their entry to the start of TAMS related to family cohesiveness, motivation, and career goals. Data from parents were gathered prior to the start of TAMS regarding parenting styles, demographics, parents' educational levels, careers, and income levels, as well as the child's homework, extracurricular activities, and other time demands. First semester grades, a measure of life satisfaction since the program began, and behavior reports from staff members were used as outcome/success indicators. These additional data were used to examine the relationship between success and familial/interpersonal/life goal factors.

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Wattenmaker, McGann Amanda. "The Effects of Sleep Problems and Depression on Alcohol-Related Negative Consequences Among College Students." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3182.

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Previous literature provides an overview of the multiple relationships between alcohol use, protective behavioral strategies (PBS), alcohol-related negative consequences, depression, and sleep problems among college students, as well as differences by individual level characteristics, such as age, gender, and race/ethnicity. Several studies have found that specific demographic groups of students are more likely to reach a higher blood alcohol content (BAC) when “partying” or socializing (Turner, Bauerle, & Shu, 2004; Crotty, 2011). A variety of studies have also confirmed the positive relationship between high blood alcohol content and experiencing alcohol-related negative consequences (Turner, et al., 2004; Martens, Taylor, Damann, Page, Mowry, & Cimini, 2004; Borden, Martens, McBride, Sheline, Bloch, & Dude, 2011; Crotty, 2011). Additional studies have explored the role that protective behaviors play in the alcohol consumption-negative consequences relationship (Martens et al., 2004; Borden et al., 2011; Haines, Barker, & Rice, 2006; Martens, Martin, Littlefield, Murphy, & Cimini, 2011). These studies conclude that the frequency of protective behavior use and the number of these behaviors that are used when consuming alcohol are associated with the likelihood of a student experiencing negative consequences. Specifically, the negative relationship between protective behavior use and likelihood of experiencing negative consequences as a result of binge drinking is stronger for students who rarely use protective behaviors (Martens et al., 2004). Recent studies have also explored the role that depressive symptoms play in a model with alcohol use and alcohol-related negative consequences. The prevalence of college students who were diagnosed with depression in the last school year presents a great need to study its relationship with these constructs. Students with poor mental health or depression are also more likely to experience alcohol-related negative consequences (Weitzman, 2004), and there is a direct association between depressive symptoms and negative consequences, but not necessarily between alcohol use and depressive symptoms (Vickers, Patten, Bronars, Lane, Stevens, Croghan, Schroeder, & Clark, 2004). One study also suggests that protective behaviors partially mediate the relationship between depressive symptoms and negative consequences (Martens, Martin, Hatchett, Fowler, Fleming, Karakashian, & Cimini, 2008). Further, students with depressive symptoms who use protective behaviors drink less and experience fewer negative consequences, as compared to students without depressive symptoms who use protective behaviors (LaBrie, Kenney, Lac, Garcia, & Ferraiolo, 2009). Sleeping problems play an important role in the relationship between alcohol consumption and alcohol-related negative consequences. Poorer global sleep quality is associated with alcohol-related negative consequences after controlling for alcohol use. Further, among heavier drinkers, those with poorer sleep quality experienced greater levels of negative consequences than those who had better sleep quality (Kenney, LaBrie, Hummer, & Pham, 2012). The purpose of this study was to examine the relationships between alcohol use measured by estimated Blood Alcohol Content (eBAC), PBS, depression, and sleep problems, as they explain the variance of alcohol-related negative consequences using the spring 2009 national aggregate data set of the American College Health Association National College Health Assessment (ACHA-NCHA). This dataset was comprised of a random sample of undergraduate and graduate students from 117 U.S. colleges and universities (n=53,850). Reliability analyses, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used for model specification and evaluation. Model fit indices for the current study indicate that the model and the data in this study are a good fit, demonstrated by RMSEA= .044, 90% CI (.044, .044) and SRMR= .066. Findings suggest that an additive effect of eBAC, PBS, depression, sleep problems, and certain demographics explain 39% of the variance in alcohol-related negative consequences and greatly impact the amount of harm that college students may experience as a result of their alcohol use. Results from the current study may assist clinicians and health educators who want to improve the probability that they will be able help reduce negative consequences among college students when they drink alcohol. These staff may engage students in a conversation about risk reduction (e.g. one on one consults, campus-wide media campaign) and also provide support for conducting brief screenings about alcohol so that clinicians may be more effective in helping students to reduce alcohol-related negative consequences. The results from this study may also assist researchers in finding more relationships that account for some of the unexplained variance in this study. Interpreting these predictive relationships are important to the way that students are screened for alcohol problems on college campuses, as well as decisions that college students make about alcohol in the greater context of healthy lifestyle decisions. Future research could include repeating the analysis with each race/ethnicity separated out instead of as a dichotomous variable (white/non-white), conducting a similar analysis with each negative consequence instead of as a scale, developing a more complete sleep problems scale within the ACHA-NCHA with improved reliability, and a further investigation into the positive correlation between sleep problems and depression in order to explore other variables that mediate the relationship between depression and sleep problems among college students.

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Baylor, Allison. "Behaviorally Induced Insufficient Sleep Syndrome and Insomnia: Prevalence and Relationship to Depression in College Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4565.

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Background: College students are at increased risk for general sleep issues as well as specific disorders, including Behaviorally Induced Insufficient Sleep Syndrome (BISS) and insomnia. These disorders can have deleterious daytime consequences, which can be compounded by exacerbating depression. The present study aims to establish college prevalence of BISS/insomnia, to characterize sleep characteristics in this sample, and to compare depression across BISS/insomnia. Methods: Data from a college risk behaviors and health study (n=989) was used. Insomnia and BISS were defined as mutually exclusive disorders, using ICD-10/DSM-5 criteria, and Pittsburg Sleep Quality Index items. Results: Overall, the results of this study characterize sleep in college students as commonly insufficient, with moderate sleep quality, normal sleep latency, and high levels of daytime sleepiness. A majority (~68%) of students were categorized as normal sleepers, followed by insomnia (~22%), and BISS (~10%). Insomnia was associated with the most depression, followed by BISS, and normal sleep, after controlling for gender and ethnicity. BISS and insomnia predicted depressive symptoms over and above potent risk and demographic factors, including ethnicity, gender, binge drinking, anxiety, and interpersonal trauma exposure. Conclusion: These findings reinforce the importance of incorporating sleep screening into depression treatment (and vice-versa) in college students. Future research can extend the present study’s findings by utilizing a longitudinal design, including additional measures, and evaluating screening/clinical interventions for this population.

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Veltri, Katie. "Participation in Yoga: Anxiety, Depression, and Health-Related Quality of Life Measures in College Students." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1008.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Office of Undergraduate Studies
Liberal Studies

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Clarke, Katina Letrice. "Multivariate Relationships of Binge Watching-Drinking-Eating With Depression, Anxiety, and Stress in College Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6883.

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Binge eating and drinking have been studied with respect to stress, anxiety, and depression, but little is known about the emerging phenomenon of binge watching television programming. Guided by escape theory and the uses and gratification theory, this cross-sectional, correlational study addressed multivariate relations of binge drinking, binge eating, and binge watching with depression, anxiety, and stress among 102 college students ages 18 to 24. Multivariate canonical correlation results revealed that participants with low anxiety scores tended to have low scores on binge eating and drinking but high scores on binge watching. Participants with low stress scores and high anxiety scores tended to have low scores on binge watching and eating. In a regression model, anxiety, stress, and gender were important predictors of binge eating. Binge drinking was influenced by where a student lived, fraternity/sorority status, athletic participation, depression, and stress. Binge watching was best predicted by a model including stress, anxiety, athletic participation, and whether binge episodes were planned or unplanned. More binge watching occurred among participants not involved in athletics to pass time but not for information. Results may provide college mental health student services centers with empirical data to create programs to identify maladaptive binge behaviors among students and help them more effectively cope with stress, anxiety, and depression.

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Daniel, Veronica. "EFFECTS OF CHILD NEGLECT ON PSYCHOLOGICAL DISTRESS IN COLLEGE STUDENTS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/713.

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The current study focuses on exploring the effects of previous child neglect on current psychological distress in college students. By bringing attention to the lasting impact of neglect through adulthood, mental health professionals will see the need for increased services for this population. A convenience sample of 93 Master of Social Work students responded to questions geared towards experience of neglect as a child and current psychological distress. Correlation analysis was used to examine the relationship between the two variables. No significant results were found. However, future studies are suggested as alternate versions of this study may support the need for early intervention and treatment services for individuals who have experienced neglect as a child. Recommendations for future studies include using a more diverse population and possibly including a qualitative portion to further explore correlations.

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Yoshizumi, Takahiro, Satomi Murase, Takashi Murakami, and Jiro Takai. "Dissociation as a mediator between perceived parental rearing style and depression in an adult community population using college students." Elsevier, 2007. http://hdl.handle.net/2237/9096.

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Salsman, Jill R. "Depression and perfectionism as risk factors for eating disorders in the college population." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1237764.

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In this study, the relationship between the risk factors of perfectionism and depression and eating disorder symptomatology was examined. A sample of female undergraduates completed the following three measures: the Beck Depression Inventory-II (BDI-II), the Multidimensional Perfectionism Scale (MPS), and the Questionnaire for Eating Disorder Diagnoses (Q-EDD). Results indicated that perfectionism is significantly positively correlated with depression. Higher levels of perfectionism were also associated with the presence of eating disorder symptoms, whereas lower levels of perfectionism were associated with the absence of eating disorder symptoms. Finally, an increase in perfectionism levels was predictive of eating disorder symptoms. Directions for future research and clinical implications are discussed.
Department of Counseling Psychology and Guidance Services

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Roberts, Jessica Ra'chel. "Racial Microaggressions, Stress, and Depression in African Americans: Test of a Model." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/744.

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The purpose of this study was to examine the interrelationships between daily hassle stressors (i.e., racial microaggressions and college hassle stress), racial identity, perceived stress, and depression among Black/African American college students. It was hypothesized that perceived stress would partially mediate the relationships between daily hassle stressors and depression. Racial identity was hypothesized to moderate the relationship between racial microaggressions and perceived stress. Data were analyzed from a sample of 142 Black/African American college students from a medium sized university in the Midwest. Utilizing EQS, a path analysis was conducted to test the hypothesized model. Findings from the analysis revealed that perceived stress partially mediated the relationship between college hassle stress and depression. Findings also revealed that perceived stress fully mediated the relationship between racial microaggressions and depression. Interestingly, a significant negative relationship was found between racial microaggressions and perceived stress. Racial identity was not a significant moderator in this study. Findings are indicative that Black/African American college students experience race-related stress differently than general daily hassles. Implications for future research, clinical interventions, and social justice initiatives are discussed.

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Weisz, Adriana V. "Exploring Relationships Between Recalled Parenting and Anaclitic and Introjective Depression." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2490/.

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This study related college students' remembered early relationships with parents to their depression symptoms and to dependent and self-critical subjective feelings. Undergraduates (N = 217, 118 female, 99 male) provided information regarding their current level of depression, overall functioning, subjective feelings of depression (Depressive Experiences Questionnaire), negative thoughts, interpersonal functioning, and recollections of their parents' behavior and attitudes. Depression symptoms were related to dependent and self-critical feelings and to recalled low parental care and high parental control. However, for women, paternal affection and, for men, paternal control, were unrelated to depression symptoms. Other results are inconclusive but, overall, provide evidence for the usefulness of Blatt's theory in assessing depression via dependent and self-critical subjective feelings.

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Niemeyer, Kristin M. "Differentiating Connectedness and Neediness as Two Forms of Dependency." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2878/.

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The Depressive Experiences Questionnaire Dependency scale has been used extensively by researchers to measure a personality style vulnerable to depression. However, subsequent studies have demonstrated that the DEQ-Dependency is composed of two distinct forms of dependency, "Connectedness" and "Neediness", which may have different implications for mental health. While Connectedness may represent a more mature form of dependency than Neediness, it may not represent an entirely "healthy" form of relatedness as previously suggested. Although these scales are being used in current research, it is not yet clear what they represent. One goal of the present study was to further examine the construct validity of Connectedness and Neediness in order to differentiate these constructs. Gender, self-efficacy, relationship quality, and interpersonal behavior were chosen because of their proposed significance in differentiating forms of dependency. 265 undergraduates completed the DEQ, Beck Depression Inventory (BDI), the Mutual Psychological Development Questionnaire (MPDQ), and the Inventory of Interpersonal Problems (IIP). Overall, results supported the importance of distinguishing between these two factors of dependency. Neediness was associated with more maladaptive correlates for both genders. The picture is more complex for Connectedness, however, and it appears that Connectedness is less healthy for women than for men.

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Song, Yuqing, and 宋煜青. "Two-year prospective study of the natural course and risk factors of depressive symptoms in Chinese college students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43572042.

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