Mental Health and Academic Performance in Postsecondary Education: Sociodemographic Risk Factors and Links to Childhood Adversity
Notice bibliographique
Résumé
A significant body of literature has demonstrated that marginalized sociodemographic groups are subject to increased frequency and severity of stress, deemed ‘minority stress,’ associated with discrimination, harassment, systemic barriers, and oppression (Meyer, 2003 2015). Furthermore, early childhood adversity has been shown to be linked to increased stress reactivity and reduced mental health outcomes in early adulthood and across lifespan development (Fergusson Lynskey, 1996; Lupien, McEwen, Gunnar, Heim, 2009; Shonkoff et al., 2012). Experiences of stress in academic settings, while performance-enhancing at low and moderate levels, has been shown to be detrimental to performance and learning at chronic or severe levels (Hartley, 2011; Keogh, Bond, Flaxman, 2006; Liston, McEwen, Casey, Posner, 2012b). This dissertation leverages an ecological systems theoretical framework to identify differences in stress, wellness and learning among marginalized sociodemographic postsecondary students in Canada, and individuals who have experienced adverse childhood experiences. In study one, National College Health Assessment (2016) data from 43,780 participants across 42 Canadian postsecondary education institutions were analyzed. Findings showed that students who identified with marginalized identities were significantly more likely to experience poor wellness during their postsecondary studies, and that wellness served as a mediator between identifying with a marginalized sociodemographic group and reduced academic performance. In study two, links between stress and academic performance during transition into university were examined through a survey administered at a large, research-intensive university in Southwestern Ontario. This research demonstrated that stress was negatively related to sense of belonging and academic performance during first-year university, and that sense of belonging partially mediated the negative relationship between stress and academic performance. Furthermore, students who experienced chaotic family environments and childhood adversity were shown to have increased levels of stress and reduced academic performance during their transition into university. Collectively, this research underscores the critical role that wellness plays in student learning and establishes imperatives for postsecondary institutions to engage in efforts to enhance equity, inclusion, and transitional supports that create wellness-promoting educational contexts supporting the learning of all students, with particular benefit to communities who are vulnerable to systemic barriers and stress.
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 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 ».