Engagement in Academic-Based Comparisons on Social Networking Sites and Mental Health Outcomes among Post-secondary Students in Canada: A Cross-sectional Analysis (Preprint)
Notice bibliographique
Résumé
BACKGROUND Post-secondary students are the largest age demographic using social networking sites (SNS). Since students are placed in competitive environments surrounded by peers with similar goals, they are more prone to engaging in upward academic-based comparisons. Given that post-secondary students are already at increased risk of developing mental disorders, determining the link between engagement in online comparisons and mental health outcomes among this population is warranted. OBJECTIVE This paper investigates the relationship between engagement in upward academic-based comparisons on SNS and mental health outcomes among a sample of Canadian post-secondary students. METHODS A secondary analysis of data collected through a national cross-sectional study of post-secondary student mental health and wellbeing was conducted to assess this relationship, controlling for the effects of demographics, SNS platform used, and other comparison-based stressors. RESULTS Four main findings are reported: (1) Associations between engaging in upward academic-based comparisons on SNS and other comparison-based stressors were all statistically significant (P<.001) and students who engaged in upward academic-based comparisons on SNS rated other comparison-based stressors as significantly higher in both severity and frequency compared to those who did not, (2) the association between engaging in upward academic-based comparisons on SNS and the type of SNS platform used was statistically significant across all platforms except Facebook (X2=4.84, P=0.30) and Twitter (X2=4.61, P=0.33), (3) the use of TikTok was linked to worsened mental health outcomes (psychological distress ß = 0.50, P=.26; anxiety ß = 0.32, P=.03; depression ß = 0.45, P=.01) whereas the use of LinkedIn was associated with improved mental health outcomes (psychological distress ß = -1.11, P=.003; anxiety ß = -0.39, P=.05; depression ß = -0.48, P= .04), (4) engagement in upward academic-based comparisons on SNS was significantly related to increased anxiety scores, but not depression or general psychological distress scores. CONCLUSIONS Since the study sample consisted of students attending a single university in Eastern Ontario, these findings are not generalizable to the broader Canadian post-secondary student population. However, they provide evidence that helps contribute to further exploration of this topic area. Future research should explore the effects of online academic-based comparisons on the mental health of post-secondary students in more diverse samples as well as interventions that may help address the mental health impacts of students’ SNS usage.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».