Notes

Integrative Medicine: A pill.
bserved [b = .677, 95% CI (.351, 1.072)] partially mediated by depression. Conclusion College students with chronic illnesses demonstrated worse psychosocial outcomes than healthy students, warranting programs to support these students. Depressive symptoms partially mediated risky behavior.
The current study explores non-linear effects of absolute risk and effects of comparative risk information about skin cancer on individuals' safety ratings, affective responses and behavioral intentions.

An experimental survey was conducted among college students (N = 563) to test the effects of absolute and comparative risk information across a range of risk levels from 3.7% to 60%.

The non-linear model of absolute risk effect was confirmed by the data. Absolute risk information had detectable effects at low levels of risk, but the effects did not change appreciably at the highest absolute risk levels. Regarding comparative risk, the data did not support its effects on individuals' safety ratings, affective responses and behavioral intentions.

The study found the non-linear model fits well to the skin cancer related feelings and behavioral intentions. It suggests future research apply non-linear models to a variety of health communication areas.
The study found the non-linear model fits well to the skin cancer related feelings and behavioral intentions. It suggests future research apply non-linear models to a variety of health communication areas.
The present study aims to examine the impacts of a mandatory physical activity (PA) course on exercise motivation among predominately Hispanic college students. The course was designed based on the Self-Determination Theory to increase students' PA motivation.
A total of 383 college students (
=126;
=257;
=19.6; 67.6% Hispanic/Latino[a]) participated in the course and completed the Behavioral Regulation to Exercise Questionnaire-2 at the beginning (pretest) and the end of the course (post-test). This questionnaire measured five motivation constructs amotivation, intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation.
Findings showed significant increases from pretest to post-test in all five motivation constructs (
 < 0.01).
Although the mandatory PA curriculum successfully increased the intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation among college students, amotivation was also increased. These outcomes sucts (ps  less then  0.01). Conclusions Although the mandatory PA curriculum successfully increased the intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation among college students, amotivation was also increased. These outcomes suggested some positive impacts on Hispanic college students' motivation to participate in PA. Findings can assist researchers and educators in developing, implementing, and evaluating required PA courses in colleges and universities.
To examine associations between risks and resources in predicting college students' depressive symptoms at the beginning of one semester and change over the semester.
Participants were undergraduate students taking human development courses at one of 11 universities in the U.S. (
 = 854).
Survey data were collected at the beginning and end of the semester.
Experiencing more direct abusive or neglectful adverse childhood experiences (ACEs), and attachment preoccupation were associated with higher depressive symptoms at the beginning of the semester. Conversely, greater mindful awareness and attachment security were associated with lower initial depressive symptoms. Experiences of ACEs were associated with increases in depressive symptoms, as were higher levels of attachment dismissiveness. Greater mindful acceptance was associated with decreases in depressive symptoms. In most analyses, resources did not moderate the associations between ACEs and depressive symptoms.
Results may inform instructos between ACEs and depressive symptoms. Conclusions Results may inform instructors and counselors in supporting students' well-being.
Interoceptive deficits have been linked to suicidality and eating disorders. The relationship between disordered eating symptoms and suicidality may depend on the level of interoceptive deficits. It was expected that interoceptive deficits would moderate the relationship between disordered eating symptoms (oral control, dieting, and bulimia) and suicidality (suicide attempts, ideation, and communication) when interoceptive deficits were high.
University students (N = 417,
age = 19.75, 78.2% white, 72.4% female) completed self-report measures that assessed disordered eating, interoceptive deficits, and suicide history.
Interoceptive deficits emerged as a significant moderator only in the association between bulimia symptoms and suicidality, when interoceptive deficits were high.
The results of this study indicate that bulimia symptoms may have a unique interaction with interoceptive deficits and suicidality. read more Future research should focus on targeting interoceptive deficits in treatment to help reduicits and suicidality. Future research should focus on targeting interoceptive deficits in treatment to help reduce disordered eating symptoms and suicide risk, particularly for students with bulimia symptoms.
We categorized levels of self-reported stress, anxiety, worry, and sleep among US college and university students during the COVID-19 pandemic.

We conducted an anonymous online survey between May 7 and June 21, 2020.

Nearly all participants reported worry about the pandemic. Nearly half (95% CI 43.3-51.3) reported moderate-to-severe anxiety, and 42.0% (95% CI 38.0-45.9) reported experiencing poor sleep quality. Those with moderate-to-severe anxiety were more likely (OR 3.3; 95% CI 2.4-4.7) to report poor sleep quality than those with less anxiety. Moderate or extreme worry about the pandemic was associated with poor sleep quality (OR 1.5; 95% CI 1.1-2.1).

Our survey found high levels of stress, worry, anxiety, and poor sleep among US college and university students during the early months of the pandemic. Universities should prioritize access to resources for healthy coping to help students manage anxiety and improve sleep quality as the pandemic continues.
Our survey found high levels of stress, worry, anxiety, and poor sleep among US college and university students during the early months of the pandemic.
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