NDLI: Self-efficacy, mindfulness, and perceived social support as resources to maintain the mental health of students in Switzerland’s universities of applied sciences: a cross-sectional study

Content Provider	Springer Nature : BioMed Central
Author	Guzman Villegas-Frei, Myriam Jubin, Jonathan Bucher, Claudia Ortoleva Bachmann, Annie Oulevey
Abstract	Background Switzerland’s student population is at a particularly high risk of developing mental health disorders, creating a major challenge for Switzerland’s higher education establishments. Research to date has primarily sought to identify the risk factors affecting students’ mental health; however, their exposure to these factors is often unavoidable. Thus, the present study adopted a salutogenic approach focussing on the determinants of health. We examined the mental health resources available to students reported in the literature as being susceptible to helping them maintain good mental health despite their exposure to risk factors. Methods In February 2020, 2,415 first- and second-year bachelor’s degree students in applied sciences in French-speaking Switzerland completed an online questionnaire. The variables measured were self-evaluated mental health, perceived stress and three potential health resources: students’ feelings of self-efficacy, their capacity for mindfulness and their social support. The results were analysed using hierarchical linear regression models. Results When all the variables were included in the model without interaction effect, our results revealed that students’ self-evaluated mental health was negatively associated with perceived stress (β = -0.43, p < 0.001) and positively associated with the three potential health resources (self-efficacy: β = 0.26, p < 0.001; mindfulness: β = 0.10, p < 0.001; social support: β = 0.17, p < 0.001). An analysis of the interaction effects also revealed that a high level of self-efficacy was associated with perceived stress being less strongly linked to mental health (β = 0.29, p < 0.001). Conclusions These findings suggest that self-efficacy, mindfulness, and perceived social support are valuable resources for protecting students’ mental health. Thus, implementing interventions aimed at reinforcing them, could support students in applied sciences all along their academic pathway, in their classes and during their professional work experience placements.
Related Links	https://bmcpublichealth.biomedcentral.com/counter/pdf/10.1186/s12889-024-17692-x.pdf
Ending Page	12
Page Count	12
Starting Page	1
File Format	HTM / HTML
ISSN	14712458
DOI	10.1186/s12889-024-17692-x
Journal	BMC Public Health
Issue Number	1
Volume Number	24
Language	English
Publisher	BioMed Central
Publisher Date	2024-01-31
Access Restriction	Open
Subject Keyword	Public Health Medicine Epidemiology Biostatistics Vaccine Environmental Health Resources Students of applied sciences Mental health Protective factors Self-efficacy Perceived stress Social support Mindfulness Medicine/Public Health
Content Type	Text
Resource Type	Article
Subject	Public Health, Environmental and Occupational Health
Journal Impact Factor	3.5/2023
5-Year Journal Impact Factor	3.9/2023

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