Section One: Annotated Bibliography
Wang, Qing, and Yujie Lu. “Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study.” Psychology in the Schools 57.9 (2020): 1417-1438.
The article “Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study” By Wang and Lu (2020) investigates the effectiveness of coaching in developing positive learning dispositions among college students. The authors employ randomized controlled trials embedded mixed-methods study involving 143 college participants selected randomly to ensure the diversity and accuracy of the expected results. The participants are categorized into two groups; the first is offered coaching, while the second is a control group. The first group is given coaching for six weeks, while the second group does not receive any coaching to compare the two groups.
After analyzing the results, the authors find that when coaching is offered to the coaching group, there is a positive effect on the participants’ learning dispositions, including self-regulation, learning strategies, and motivation. Results showed that the coaching group exhibited significantly improved self-regulation, motivation, and use of learning strategies compared to the control group. On the other hand, the control group does not display any positive improvement in their self-regulation, motivation, and use of learning strategies. Therefore, the study concludes that coaching students help improve their mental well-being and academic performance. Therefore, the authors demonstrate that adopting coaching for college students enhances learning dispositions. However, the article needs to clarify the duration and frequency of the coaching sessions and the ratio of coaching to improving academic performance. According to the authors, “Further research is needed to determine the duration and frequency of coaching sessions that are most effective in promoting positive learning dispositions and improving academic performance” (p. 1434). The article, however, explains the need to coach college students for their mental health and well-being, making them concentrate on their studies.
Bird, Matthew D., Graig M. Chow, and Yanyun Yang. “College students’ attitudes, stigma, and intentions toward seeking online and face‐to‐face counseling.” Journal of Clinical Psychology 76.9 (2020): 1775-1790.
In their article “College students’ attitudes, stigma, and intentions toward seeking online and face-to-face counselling,” Mathew et al. (2020) use a survey design to explore college students’ attitudes, stigma, and intentions toward seeking either online or face-to-face counselling. The authors deploy 421 college students as participants in both online and face-to-face counseling. The study results reveal that college students hold more positive attitudes toward online counseling than face-to-face counseling. This is because they feel more comfortable opening up when communicating with a counselor online than in person; “Online counseling was significantly less stigmatizing than face-to-face counselling” (p. 1779). The study also shows that students have fewer stigmas toward online counseling than face-to-face counseling. However, the study also finds that college students who have previously experienced mental health episodes are equally likely to seek online and face-to-face counseling.
Additionally, the study finds that students with extreme anxiety and depression symptoms are more likely to seek counseling. Conversely, students who have experienced higher levels of stigma are more likely to seek both online and face-to-face counseling in the future. The authors conclude that college students generally hold a positive attitude toward seeking online counseling compared to traditional face-to-face counseling. The authors suggest a need for further research to determine how to overcome the barrier of stigma for college students seeking online and physical counseling.
Carrasco, Maria. Colleges Expand Mental Health Services for Students, Iowa State University of Science and Technology, 20 Sept. 2021, https://www.insidehighered.com/news/2021/09/20/colleges-expand-mental-health-services-students.
In her article “Colleges Expand Mental Health Services for Students,” Maria explains how universities are adopting various online platforms to increase mental health awareness among their students. The author reveals that college students face the aftermath of the Covid-19 pandemic and other challenges, such as recent climate changes, racial injustices, and diverse political climates. According to the author,” Colleges and universities nationwide have been grappling with the need to expand mental health services for students, which was already a growing concern before the pandemic but has been exacerbated in the past year and a half” The article illustrates that various universities are adopting various online platforms, such as Timely and Silver Cloud, to enable students to access psychiatric services, counselling, and on-demand support. The article’s findings identify that using these telehealth services enhances the flexibility of access to mental health care. Consequently, students from diverse families and cultural backgrounds can easily access the services. The article concludes that online mental health services have normalized mental health counselling, although the barrier of stigma still exists.
Section Two: Reflection
Mental health and wellness were an important topic of debate even before the Covid 19 period in 2019. Everyone, especially college students, considers mental health an important aspect. The Covid 19 period traumatized many college students as they faced specific problems affecting their daily lives and academic performance. Schools closed, while others switched from regular face-to-face teaching to online learning. Some could not concentrate even with online education due to losing their loved ones or quarantine, hindering access to educational materials. Therefore, after assessing various discussion topics, this paper chose mental health as the backbone of a college education. A college education is no longer how it was, and students need mental counseling. Hence, we must analyze various articles to determine suitable ways mental health and wellness counselling should be offered.
The authors chose the first article, “Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study” by Wang and Lu (2020). This article provides an in-depth explanation of why coaching on mental health is crucial. One group receives six weeks of coaching, while the others do not. The coaching group displays positive learning dispositions, including self-regulation and motivation, which improve academic performance. In contrast, the control group shows no significant change in learning dispositions. This article conforms to the hypothesis of this paper that introducing coaching for college students positively impacts their academic performance. However, the study does not specify which coaching methods are more effective for college students or how different groups of college students identify with coaching methods, creating a gap.
To fill the gap, we chose the second article, “College students’ attitudes, stigma, and intentions toward seeking online and face-to-face counseling,” by Mathew et al., published in the Journal of Clinical Psychology in 2020. The authors utilized a survey design to establish college students’ attitudes, stigma, and intentions towards two counseling methods: online counseling and face-to-face counseling. The study shows that college students have more positive attitudes towards online counseling than face-to-face counseling. Many college students also show less stigma towards online counseling than face-to-face counseling.
The last article to be selected for this paper is “Colleges Expand Mental Health Services for Students.” This paper aims to verify the necessity of mental health coaching for college students, especially in the post-Covid19 era, the appropriate means for offering mental health awareness, and how various institutions are already adopting various methods of offering mental health. Hence, we need a non-scholarly article to explain how one or two methods are employed in offering mental health counselling. This article serves the last purpose. The article mentions that, apart from Covid 19 vagaries on college student’s mental health, there are other insisting challenges that students should grapple with for their mental health. These include racial injustice and various political climate changes. The current climate change has sparked a global food crisis, affecting college students all over, while the Russian-Ukrainian war has affected many college students directly and indirectly. Directly, college buildings have burned down in both Ukraine and Russia, while indirectly, the prices of products have risen globally, raising jobless college students’ living standards. These issues are identifiable with the informal audience; hence, this article serves best for inclusion in the YouTube video due to its simplicity and informal nature.
Why Some Studies are Excluded
We exclude some articles from the YouTube video for various reasons. One excluded article is “You’re Not a Fraud. Here’s How to Recognize and Overcome Imposter Syndrome,” by Frothingham and Mia Belle. This is because the article has a formal tone and serves more to educate on imposter Syndrome, a mental health condition that limits its scope. The article also fails to explain how this condition affects college students and which methods they should use to deal with the situation if it affects them. The article lacks scholarly reviews and scholarly articles, making it biased. Therefore, it may be inappropriate for inclusion. Fjolla’s article, “I Tried a Flip Phone for a Week for My Mental Health and Here’s how it went,” is also excluded from this paper. Fjolla uses self-designed methods to determine whether her mental health can improve. However, the study’s methods are unknown, making it inappropriate for inclusion.
The study had only one participant, making it too small to draw general conclusions. The participant was also not a college student but a journalist, so her mental health problems may differ from those of college students. Therefore, these reasons disqualify the article from being included as a study guide for this paper.
Works Cited
Bird, Matthew D., Graig M. Chow, and Yanyun Yang. “College students’ attitudes, stigma, and intentions toward seeking online and face‐to‐face counseling.” Journal of Clinical Psychology 76.9 (2020): 1775-1790.
Carrasco, Maria. Colleges Expand Mental Health Services for Students, Iowa State University of Science and Technology, 20 Sept. 2021, https://www.insidehighered.com/news/2021/09/20/colleges-expand-mental-health-services-students.
Wang, Qing, and Yujie Lu. “Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study.” Psychology in the Schools 57.9 (2020): 1417-1438.
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