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      Need Satisfaction and Depressive Symptoms Among University Students in Hong Kong During the COVID-19 Pandemic: Moderating Effects of Positive Youth Development Attributes

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          Abstract

          As studies on the mental health status of university students during the COVID-19 pandemic are almost non-existent in Hong Kong, we examined four research questions in this paper: What is the prevalence of depressive symptoms in university students in Hong Kong? What are the socio-demographic correlates of depressive symptoms? Do need satisfaction and positive youth development (PYD) attributes, including beliefs about adversity, psychosocial competence (resilience and emotional competence) and family functioning predict depression? Do PYD attributes moderate the predictive effect of need satisfaction on depression? We examined the above research questions using the Centre for Epidemiologic Studies Depression Scale Revised (CESD-R) in 1,648 university students in Hong Kong. For PYD attributes, we utilized validated measures of Chinese beliefs about adversity, psychosocial competence (resilience and emotional competence), and family functioning. For need satisfaction, we used a measure derived from two focus group interviews involving university students. Results showed that 48.4% of the respondents (95% confidence interval = [45.9%, 51.1%]) scored 16 or above (i.e., “at-risk” for clinical depression). As predicted, age, gender, student status (local vs. international), and family financial hardship were significant socio-demographic correlates of depressive symptoms. Besides, need satisfaction and PYD attributes negatively predicted depression scores. Finally, multiple regression analyses controlling for gender, age, and student status as covariates showed that all PYD attributes moderated the impact of need satisfaction on depression. The findings reinforce the theoretical proposition that PYD attributes serve as important factors in protecting the mental health of university students during the pandemic.

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          Most cited references92

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          The CES-D Scale: A Self-Report Depression Scale for Research in the General Population

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            Self-determination theory: A macrotheory of human motivation, development, and health.

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              The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

              This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
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                Author and article information

                Contributors
                Journal
                Front Psychiatry
                Front Psychiatry
                Front. Psychiatry
                Frontiers in Psychiatry
                Frontiers Media S.A.
                1664-0640
                07 July 2022
                2022
                07 July 2022
                : 13
                : 931404
                Affiliations
                Department of Applied Social Sciences, The Hong Kong Polytechnic University , Hong Kong, Hong Kong SAR, China
                Author notes

                Edited by: Kai Yuan, Peking University Sixth Hospital, China

                Reviewed by: Diego Gomez-Baya, University of Huelva, Spain; Banglin Yang, East China Normal University, China; Shiyu Lu, City University of Hong Kong, Hong Kong SAR, China

                *Correspondence: Daniel T. L. Shek, daniel.shek@ 123456polyu.edu.hk

                This article was submitted to Public Mental Health, a section of the journal Frontiers in Psychiatry

                Article
                10.3389/fpsyt.2022.931404
                9300911
                35873261
                3bd0668e-952a-4eaa-800f-7e46af3b252a
                Copyright © 2022 Shek, Dou, Zhu, Wong and Tan.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 29 April 2022
                : 20 June 2022
                Page count
                Figures: 3, Tables: 5, Equations: 0, References: 92, Pages: 13, Words: 9275
                Categories
                Psychiatry
                Original Research

                Clinical Psychology & Psychiatry
                depression,positive youth development,beliefs about adversity,psychosocial competence,family functioning

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