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

Autor/inn/en	Dunn, Leigh C.; Alexander, Sean M.; Howard, Andrea L.
Titel	Social Support and End-of-Semester Depression, Burnout, and Adjustment in Students Making the Transition to University
Quelle	In: Infant and Child Development, 31 (2022) 6, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunn, Leigh C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2349
Schlagwörter	Foreign Countries; Depression (Psychology); Well Being; Burnout; Student Adjustment; School Schedules; Social Support Groups; College Freshmen; Canada + Suchen Sie Ihr Suchwort? Ausland; Well-being; Wellness; Wohlbefinden; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulzeiteinteilung; Social support; Soziale Unterstützung; Studienanfänger; Kanada
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01