Inostroza Carolina, Bustos Claudio, Bühring Vasily, González Lorena, Cova Félix
Departamento de Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile.
Programa de Magíster en Psicología, Facultad de Ciencias Sociales, Universidad de Concepción, Concepción, Chile.
Front Psychol. 2024 Jul 19;15:1400013. doi: 10.3389/fpsyg.2024.1400013. eCollection 2024.
Mental disorders in university students are a growing attention problem in the international community due to their high prevalence and serious consequences. One possible reason is university students' difficulties in coping with stress. Repetitive negative thinking (RNT) is a transdiagnostic process that, when combined with stress, can lead to the development of various disorders. We aim to determine the effect of stress and RNT on predicting various mental health syndromes in university students across 7 days.
Prospective observational study using Momentary Ecological Assessment (EMA) with the OURMIND Mobile App. On day one, 238 university students responded to the SCL-90R questionnaire for symptoms of depression, anxiety, hostility, obsession, psychoticism, paranoia, somatization, and interpersonal sensitivity; RNT styles questionnaires, RRS for rumination and negative reflection, PSWQ for worry; SISCO-II for term academic stress, and sociodemographic. EMA consisted of five assessments a day for 6 days; each time, the students answered items about academic and non-academic stress (EMA-stress), reactive RNT duration and intrusiveness (EMA-RNT process), and reactive RNT rumination, reflection, and worry (EMA-RNT content). On day eight, symptoms were re-assessed. Seven hierarchical stepwise linear regression models were used to test the predictive power of the study variables in the development of SCL-90R symptoms.
When comparing models, adding baseline symptoms increased the models' predictive power in all symptom groups. In most cases, including EMA-stress generated greater predictive power, except for paranoia and interpersonal sensitivity. Adding the EMA-RNT process increased the prediction of paranoia and obsessive symptoms; for hostility symptoms, RNT styles increased predictive power. For the final regression models, considering the initial symptoms, the EMA-RNT process predicted the progression of symptoms in six out of eight groups, while EMA-non-academic stress predicted the remaining two. Additionally, living with other relatives or friends was a predictor of depressive symptoms.
The stress of university life impacts the development of psychiatric symptoms in university students. These results provide evidence of RNT as a transdiagnostic process in several syndromic groups. Universal preventive programs should consider the impact of academic and non-academic stress on university students' mental health. Targeting RNT would also benefit selective preventive interventions.
大学生的精神障碍因其高患病率和严重后果而成为国际社会日益关注的问题。一个可能的原因是大学生在应对压力方面存在困难。重复性消极思维（RNT）是一种跨诊断过程，与压力相结合时，会导致各种障碍的发展。我们旨在确定压力和RNT对预测大学生7天内各种心理健康综合征的影响。
使用OURMIND移动应用程序进行瞬间生态评估（EMA）的前瞻性观察研究。在第一天，238名大学生对SCL - 90R问卷进行了回答，该问卷用于评估抑郁、焦虑、敌意、强迫、精神病性、偏执、躯体化和人际敏感症状；RNT风格问卷，用于反刍和消极反思的RRS，用于担忧的PSWQ；用于学期学业压力的SISCO - II，以及社会人口统计学信息。EMA包括连续6天每天进行5次评估；每次，学生回答有关学业和非学业压力（EMA - 压力）、反应性RNT持续时间和侵扰性（EMA - RNT过程）以及反应性RNT反刍、反思和担忧（EMA - RNT内容）的项目。在第八天，对症状进行重新评估。使用七个层次逐步线性回归模型来测试研究变量对SCL - 90R症状发展的预测能力。
比较模型时，添加基线症状增加了所有症状组中模型的预测能力。在大多数情况下，包括EMA - 压力产生了更大的预测能力，但偏执和人际敏感症状除外。添加EMA - RNT过程增加了对偏执和强迫症状的预测；对于敌意症状，RNT风格增加了预测能力。对于最终回归模型，考虑初始症状，EMA - RNT过程预测了八个组中六个组症状的进展，而EMA - 非学业压力预测了其余两个组。此外，与其他亲戚或朋友一起生活是抑郁症状的一个预测因素。
大学生活的压力影响大学生精神症状的发展。这些结果为RNT作为几个综合征组中的跨诊断过程提供了证据。普遍预防计划应考虑学业和非学业压力对大学生心理健康的影响。针对RNT也将有利于选择性预防干预。
