Changes in undergraduate students’ psychological well‐being as they progress through university
By Bridgette M. Bewick, Gina Z. Koutsopoulou, Jeremy Miles, E. Slaa, M. Barkham. 2010
586 citations recorded by the source corpus.
Subfields: Cardiology and Cardiovascular Medicine, Clinical Psychology, General Health Professions
View Paper: https://www.semanticscholar.org/paper/f1bcac3dc4bdb46f707ec05dec8c345ac250c5b8
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In Cardiology and Cardiovascular Medicine
In Clinical Psychology
In General Health Professions
Citations in the corpus
- Negotiating the Transition to College (2014, methodology): “…tracks the same participants longitudinally (Compas et al., 1986), from a pre-transition baseline through multiple assessments in the first year (Bewick et al., 2010; Cooke et al., 2006), with a broad range of assessments tapping both positive and negative aspects of psychosocial adjustment…”
- Stress and Coping Patterns of University Students (2019, background): “…years (Dyson & Renk, 2006, Conley, Kirsch, Dickson, & Bryant, 2014), literature has shown that students transitioning out of university appear to report more difficulties on measures of mental health and well-being (Beiter et al., 2017; Bewick et al., 2010; Mahmoud, Staten, Hall, & Lennie, 2012).”
- Prevalence and socio-demographic correlates of psychological distress among students at an Australian university (2016, background): “Longitudinal research tracking the psychological distress levels of first-year undergraduates would assist in understanding what might be happening to the mental well-being of students as they transition to university study (see Bewick et al. 2010).”
- Effectiveness of Brief Mindfulness Techniques in Reducing Symptoms of Anxiety and Stress (2014, background): “Research has indicated that undergraduate student populations, in particular, experience high levels of stress and anxiety (Bayran and Bilgel 2008; Bewick et al. 2010; Keyes et al. 2012), possibly because they have to adapt to a new environment without the direct daily support of their families and ”
- Navigating the College Years: Developmental Trajectories and Gender Differences in Psychological Functioning, Cognitive-Affective Strategies, and Social Well-Being (2020, background): “third-year students, including a smaller version of the current data set over the first year only, demonstrate significant differences in distress between fall and spring semesters (Bewick et al., 2010; Conley et al., 2014), suggesting that adjustment ebbs and flows over time.”
- Interventions to reduce stress in university students: a review and meta-analysis. (2013, background): “Nevertheless, anxiety symptoms were significantly higher than depression scores at all time points, and at no time during university did psychological distress fall to pre-admission levels (Bewick et al., 2010).”
- Student mental health and transitions into, through and out of university: student and staff perspectives (2021, background): “Longitudinal studies describe university as a period of ‘heightened distress’ (Bewick et al. 2010).”
- Towards an evidence‐base for student wellbeing and mental health: Definitions, developmental transitions and data sets (2019, methodology): “The latter also comprises 14 items and was developed for students and used in a large student wellbeing study (e.g., Bewick et al., 2010).”
- An exploratory study of students’ weekly stress levels and sources of stress during the semester (2018, background): “Bewick et al. (2010) showed that levels of strain are particularly high during semester 1, with significant reduction from semester 1 to semester 2.”
- Stress, coping strategies and academic achievement in teacher education students (2019, unknown): “The data collected from various universities across the world suggest that university students experience higher levels of stress than the general population (Bewick et al. 2010; Bonneville-Roussy et al. 2017; Deasy et al. 2014a).”
- Student wellbeing and assessment in higher education: the balancing act (2020, background): “Estimates suggest that 29% of students experience clinical levels of distress (Bewick et al. 2008), with distress increasing upon entry to university and not returning to pre-university levels until after graduation (Bewick et al. 2010).”