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Social Support and End-of-Semester Depression, Burnout, and Adjustment in Students Making the Transition to University

التفاصيل البيبلوغرافية
العنوان: Social Support and End-of-Semester Depression, Burnout, and Adjustment in Students Making the Transition to University
اللغة: English
المؤلفون: Dunn, Leigh C. (ORCID 0000-0002-3589-4687), Alexander, Sean M., Howard, Andrea L.
المصدر: Infant and Child Development. Nov-Dec 2022 31(6).
الإتاحة: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
تاريخ النشر: 2022
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Depression (Psychology), Well Being, Burnout, Student Adjustment, School Schedules, Social Support Groups, College Freshmen
مصطلحات جغرافية: Canada
DOI: 10.1002/icd.2349
تدمد: 1522-7227
1522-7219
مستخلص: Nearly 40% of Canadian university students are depressed. However, strong social support may mitigate adverse outcomes for some. This study examined: (1) If students who showed initial depression were more likely to experience poorer end-of-semester well-being (continued depressive symptoms, burnout, and poor social and academic adjustment); and (2) if social support was a moderator for initial depression effects on poorer end-of-semester well-being. Participants (N = 461) were first-time first-year undergraduates who completed questionnaires in September and December 2018. Entering university with depressive symptoms was associated with end-of-semester depression, burnout and decreased academic adjustment. Across well-being outcomes, social support was not beneficial for those who entered university with high depressive symptoms.
Abstractor: As Provided
Entry Date: 2022
رقم الأكسشن: EJ1357469
قاعدة البيانات: ERIC
الوصف
تدمد:1522-7227
1522-7219
DOI:10.1002/icd.2349