The prevalence and correlates of depression, anxiety, and stress in a sample of college students.

By R. Beiter, R. Nash, M. McCrady, D. Rhoades, M. Linscomb, M. Clarahan, Stephen Sammut. Journal of Affective Disorders, 2015

1,765 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9b755811a9c2aefedcc4395aa2e10e2cf92ed284

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Citations in the corpus

A longitudinal analysis of the relationship between self-compassion and the psychological effects of perceived stress (2018, background): “The primary psychological outcomes of interest were depression and anxiety because they are common psychological problems among college students that are known to be inversely related to self-compassion (Beiter et al., 2015).”
The WHO World Mental Health Surveys International College Student Project: Prevalence and Distribution of Mental Disorders (2018, positive): “While timely and effective treatment is important, the number of students in need of treatment for these disorders far exceeds the resources of most counseling centers, resulting in substantial unmet need for treatment of mental disorders among college students (Auerbach et al., 2016; Beiter et al.,”
Prevalence and Factors Associated with Depression and Anxiety Among First-Year University Students in Bangladesh: A Cross-Sectional Study (2020, background): “N o R ef er en ce *B ol d va lu es in di ca te si gn if ic an t va ri ab le s at 5% si gn if ic an ce le ve l Malaysia, Pakistan, Saudi Arabia, Turkey, and the USA, and (ii) anxiety in the present study was higher than in Australia, Hong Kong, Turkey, and the USA but lower than in Egypt, India, Mala”
Contemporary College Student Anxiety: The Role of Academic Distress, Financial Stress, and Support (2018, background): “…the literature on college student anxiety, we theorized that academic distress (Beiter et Between Academic When asked to list their major concerns, college students ( N = 374) indicated academic performance, pressure to succeed, and postgraduation plans as their top concerns (Beiter et al., 2015).”
The role of sources of social support on depression and quality of life for university students (2019, background): “Academic performance also contributes to the risk of depression andmental health problems (Beiter et al., 2015) as many students experience academic requirements in university as more demanding than in secondary schools.”
Nature contact and mood benefits: contact duration and mood type (2018, background): “ideation than the general public (Beiter et al., 2015; Rotenstein et al., 2016), so it is of utmost importance to develop attainable and effective means of mood regulation for this population.”
Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time (2018, background): “In recent years, clinicians heading university counsel ing centers have reported markedly increased caseloads, with many more students seeking help for mental health issues in the years after 2010 compared to a few years prior (Beiter et al., 2015; New, 2017; Novotney, 2014).”
Preventing Stress Among Undergraduate Learners: The Importance of Emotional Intelligence, Resilience, and Emotion Regulation (2020, background): “More relevant to the current investigation is evidence suggesting stress shares a strong negative association with important academic outcomes including overall academic achievement and persistence (e.g., Hartley, 2011; Beiter et al., 2015).”
Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion (2021, background): “…high levels of competition, changes in lifestyle, and other significant stressors throughout their undergraduate education (Ross et al., 1999), with engineering students emphasizing grades and academic rigor as significant stressors (Beiter et al., 2015; Jensen & Cross, 2019; Schneider, 2007).”
Financial Stress, Social Supports, Gender, and Anxiety During College: A Stress-Buffering Perspective ψ (2018, background): “academic expenses, overspending or credit card debt, student loan debt, work– school–life balance, financial pressures from family, and uncertain employment after graduation (Beiter et al., 2015; Heckman et al., 2014; London, 1989; Nelson, Lust, Story, & Ehlinger, 2008; Wisconsin HOPE Lab, 2016).”