Gandarillas Miguel Ángel, Elvira-Zorzo María Natividad, Pica-Miranda Gabriela Alicia, Correa-Concha Bernardita
Department of Social, Work and Differential Psychology, Faculty of Psychology, Complutense University of Madrid, Pozuelo de Alarcón, Spain.
Department of Social Psychology and Anthropology, Faculty of Psychology, University of Salamanca, Salamanca, Spain.
Front Psychol. 2024 Aug 20;15:1433725. doi: 10.3389/fpsyg.2024.1433725. eCollection 2024.
A substantial body of research indicates an increasing prevalence of mental health issues among university students in a range of countries. A number of psychosocial factors have been put forward in the research literature as possible explanations for this persistent decline in psychological wellbeing in higher education. The present study focused on the role of family factors and the use of digital technologies by students.
A replication study was conducted at the University of the Americas (Chile) based on a previous study on psychosocial factors of academic learning patterns and mental health of university students at the Complutense University of Madrid (UCM), Spain. A cross-sectional design was employed, using the same questionnaire, plus indicators of most frequently used digital technologies by the students. The questionnaire was administered online at the same time to all incoming students, gathering a sample of 4,523 students. A series of multiple regressions and ANOVAs was conducted to ascertain the extent to which family and digital factors could be identified as predictors of mental health indicators.
The most significant findings indicate that high levels of parental protection and control/discipline, and especially the high use of social media and smartphones, are particularly salient factors contributing to mental health problems in the learning process of higher education students.
The results suggest strategies to promote wellbeing, with a focus on the psychosocial diversity within an inclusive university community. Social and digital innovation, collective entrepreneurship, and participatory place-building may facilitate networks of artistic, cultural, ecological, and sports spaces to promote the sense of university community. A longitudinal follow-up on the same sample across academic years will reveal the extent to which these wellbeing initiatives are fruitful.
大量研究表明，一系列国家的大学生心理健康问题患病率呈上升趋势。研究文献中提出了一些社会心理因素，作为高等教育中心理健康持续下降的可能解释。本研究聚焦于家庭因素的作用以及学生对数字技术的使用。
基于此前对西班牙马德里康普顿斯大学（UCM）大学生学术学习模式和心理健康的社会心理因素研究，在美洲大学（智利）进行了一项重复研究。采用横断面设计，使用相同的问卷，外加学生最常使用的数字技术指标。问卷同时在线发放给所有新生，共收集了4523名学生的样本。进行了一系列多元回归和方差分析，以确定家庭和数字因素在多大程度上可被视为心理健康指标的预测因素。
最显著的发现表明，高水平的父母保护和控制/纪律，尤其是社交媒体和智能手机的高使用量，是导致高等教育学生学习过程中心理健康问题的特别突出因素。
研究结果提出了促进幸福感的策略，重点关注包容性大学社区内的社会心理多样性。社会和数字创新、集体创业以及参与式场所建设可能有助于建立艺术、文化、生态和体育空间网络，以增强大学社区感。对同一样本跨学年进行纵向跟踪，将揭示这些促进幸福感的举措在多大程度上富有成效。
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