Cross lagged analysis of anxiety and depressive symptoms,uncertainty stress with academic buoyancy in college students
10.16835/j.cnki.1000-9817.2025168
- VernacularTitle:大学生焦虑抑郁症状和不确定性压力与学业浮力的交叉滞后分析
- Author:
LIU Yuxuan, WANG Yuhao, WANG Yihan, WANG Yingxue, HU Xinyi, TIAN Susu, TIAN Jiayi, WANG Wei
1
Author Information
1. School of Public Health, Xuzhou Medical University, Xuzhou (221000) , Jiangsu Province, China
- Publication Type:Journal Article
- Keywords:
Mental health;
Learning;
Gross lagged analysis;
Students
- From:
Chinese Journal of School Health
2025;46(6):832-836
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To examine the reciprocal relationships of anxiety and depressive symptoms,uncertainty stress with academic buoyancy among college students, providing evidence for mental health promotion and academic resilience enhancement.
Methods:A multi stage cluster random sampling method was used to selected 741 undergraduates from grade 1 to 2 of a university in Xuzhou, Jiangsu Province. Participants completed two waves of surveys (T1: October 2022; T2: October 2023) using the Uncertainty Stress Scale, Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7 (GAD-7), and Academic Buoyancy Scale. Cross lagged models analyzed bidirectional relationships between three mental health variables and academic buoyancy, followed by latent variable modeling integrating all mental health dimensions.
Results:Cross lagged model results revealed that T1 uncertainty stress negatively predicted T2 academic buoyancy ( β =-0.14), while T1 academic buoyancy negatively predicted T2 uncertainty stress ( β =-0.11); T1 depressive symptom negatively predicted T2 academic buoyancy ( β =-0.08), while T1 academic buoyancy negatively predicted T2 depressive symptom ( β =-0.09); furthermore, T1 academic buoyancy negatively predicted T2 anxiety symptom( β =-0.10) ( P <0.05). Results from the latent variable cross lagged model of psychological problems (constructed from the three mental health variables) indicated that T1 psychological problems negatively predicted T2 academic buoyancy ( β =-0.09), while T1 academic buoyancy negatively predicted T2 psychological problems ( β =-0.09) ( P <0.05).
Conclusions:Longitudinal bidirectional relationships exist between mental health status and academic buoyancy in college students. Better mental health facilitates higher academic buoyancy.
