Jump to content

Mental health of Chinese students

Add links
From Wikipedia, the free encyclopedia

According to the World Health Organization (WHO), Mental health is essential for individuals' well-being and functioning, encompassing cognitive abilities, emotional understanding, and interpersonal interactions.[1] Students worldwide consider psychological well-being, happiness, and contentment as essential life values. Research indicates that students' well-being is greatly influenced by specific needs, including the ability to make choices, express oneself freely, pursue passions and interests, achieve success, and feel psychologically and socially secure.[citation needed] Moreover, global studies suggest that an increased sense of well-being is associated with enhanced academic achievement, interpersonal relationships, and overall health.[2]

Research indicates that despite scoring higher on international tests, Chinese students report lower levels of well-being compared to their counterparts in other countries.[2][3]

Current situation

[edit]

Primary and high school students

[edit]

Adolescence is a critical phase for establishing psychological well-being. Adolescents facing mental health issues may encounter challenges in adulthood and are more likely to continue experiencing mental health difficulties as they mature.[4]

Recent social reforms and rapid economic development in China have significantly impacted the mental health of children and adolescents. This includes heightened social stress, increased labor migration, and shifts in family planning, which have altered traditional family structures and social support systems.[5] Numerous studies have suggested that academic stressors, including academic workload, exam failures, interpersonal conflicts, and family financial issues, are the primary sources of stress in the daily lives of Chinese adolescents.[6]

Students encounter various academic demands in school, including exams, competition with peers, and meeting the expectations of teachers and parents, all of which contribute to academic stress.[7] An empirical study using the Middle School Students’ Academic Stressors Questionnaire (SSA) to explore academic stress among junior high school students in northwestern China's Gansu province (seventh to ninth grade). Their findings revealed that stress often stems from parental and teacher expectations and peer competition. Similar results have been observed among Chinese students in other regions such as Ürümqi.[8]

Besides, financial stress and interpersonal stress were found to have association with Chinese adolescents' wellbeings.[9] However, academic stress seems to be the predominant stressor.[9]

Colleges and universities students

[edit]

The significance of college and university students extends beyond individual development, as their physical and mental health affect both personal growth and the nation's future. Consequently, their mental well-being has garnered attention from families, educational institutions, and society as a whole.[10][11]

A meta-analysis investigated the prevalence of the most common mental health issues among college students in mainland China from 2010 to 2020 via consideration about various moderating factors. Two categories of mental health problems were selected: internalizing disorders encompass anxiety, depression, sleep issues, somatization, and suicidal ideation; externalizing issues include non-suicidal self-harm and suicide attempts.[12] The result suggested that:

  • Over the past decade, there has been a notable rise in the prevalence of anxiety, depression, sleep issues, and suicide attempts among college students.[12][13]
  • The prevalence rates of various disorders among Chinese college students are as follows: sleep issues (23.5%), depression (20.8%), nonsuicidal self-injury (16.2%), anxiety (13.7%), suicidal thoughts (10.8%), somatization (4.5%), and suicide attempts (2.7%). These findings suggest a higher occurrence of internalizing problems compared to externalizing problems among this demographic.[12]
  • Significant regional disparities were observed in the prevalence of sleep issues and suicidal thoughts among college students, indicating poorer mental health in western China and relatively better mental health in northeastern and central regions.[12][14]

International students

[edit]

The influx of Chinese students to the United States surged in the 1980s due to the implementation of the "open-door policy." Since then, China has consistently ranked among the top sources of international students in the United States. As of 2011–2012, Chinese students constituted the largest group of international students in the United States, numbering 194,029.[15]

However, as a result of cultural adjustments and transitions, international students have distinct support requirements that increase their vulnerability to various psychological issues.[16] Moreover, Chinese education system prioritizes effort and excellence while demonstrating less tolerance for underperformance.[17] Chinese students are accustomed to early academic competition and internalize these cultural values, potentially influencing their behavior, interactions in class, and responses to academic stressors.[17][18]

A survey among Chinese international students at Yale University showed that 45% percent experienced signs of depression, while 29% displayed symptoms of anxiety. Additionally, 27% of respondents were unaware of the mental health and counseling services offered on campus. An studies indicated that Chinese students are less inclined to seek formal mental health support compared to local students, preferring instead to rely on informal support from friends.[19] Factors such as self-perceived poor health, a strained relationship with one's advisor, and low physical activity levels were linked to higher rates of depression and anxiety symptoms.[20]

Other Contributing factors

[edit]

Academic stress

[edit]

Chinese adolescents navigate a cultural and educational system distinct from that of Western countries. Students in China contend with rigorous academic competitions, such as the national college entrance examination, which begins in childhood. In Chinese society, there is a widespread belief that attending prestigious schools can lead to lucrative careers and long-term happiness for children.[21] However, many Chinese families currently face the challenge of educational anxiety as they pursue these goals.[22][23] Despite Chinese students' high global rankings in academics, including reading, mathematics, and science, their life satisfaction scores, which are crucial for mental health assessment, are notably low.[24] This trend reflects increasing academic competition, resulting in heightened financial and time investments in education, as well as an upsurge in extracurricular tutoring and a heavy academic workload for students.[21][9]

COVID-19

[edit]

According to several review studies, the prevalence of psychological distress including stress, anxiety, depression and PTSD symptoms has been notably heightened in correlation with the COVID-19 pandemic.[25][26] The likelihood of experiencing increased depressive symptoms was notably higher among Chinese students when compared to individuals in other occupational situations such as employment or retirement.[27] The emotional distress stemming from school closures, social event cancellations, difficulties in adapting to remote learning, and exam postponements has been noted to impact students significantly.[28][29] According to an meta-analysis, approximately 24.9% of Chinese college students experienced symptoms of anxiety during the COVID-19 outbreak.[25] The shift to online learning was reported to bring the challenges, fostering feelings of loneliness, disconnection, and difficulty adapting to new environments. Residing in urban areas, living with parents, and maintaining a stable family income were protective factors against anxiety among college students.[30] Conversely, having a family member or acquaintance infected with COVID-19 significantly increased anxiety risk. Economic impacts also be found to added financial stress for students and families.[26][25]

Rural Area

[edit]

The majority of research indicates that rural children and adolescents experience poorer mental health compared to their urban counterparts. Studies found a higher prevalence of depressive symptoms among adolescents from rural areas compared to those from urban areas. However, some studies produced inconclusive or contradictory results which observed no significant difference in the mental health of college students between rural and urban areas.[31][32]

A research comparing the general well-being of children left behind versus those not left behind revealed that, on average, left-behind children scored lower on the Pediatric Quality of Life Inventory.[33] Although there were no notable variations in mean scores related to physical health, left-behind children exhibited significantly lower scores in areas concerning psychosocial summary, emotional and social functioning, as well as school performance.[33][34] A meta-analysis encompassing 1465 left-behind children and 1401 children from intact family environments, indicates a consistent trend that left-behind children tend to exhibit notably elevated levels of anxiety, loneliness, fear, and self-attribution.[35]

Initiatives and policies

[edit]

In China, the focus on children and adolescents' mental well-being is emphasized through three interconnected policy frameworks: inclusion in national policies, integration into maternal and child health initiatives, and dedicated policies for this demographic.[36] Mental health promotion programs within schools are recognized as effective initiatives.[22] Recent efforts aim to reduce academic stress, notably through the introduction of the "Double Reduction Policy" in July 2021, mandating schools to decrease excessive homework and off-campus training.[37][38][39] Primary schools, under China's nine-year compulsory education program, play a significant role in promoting child mental health, with initiatives aimed at achieving widespread mental health education coverage.[22] Provisions introduced in the revised 'Mental Health Law of the People's Republic of China' emphasize the availability of psychologists and counselors in schools at all levels, alongside the requirement for preschools to conduct mental health education.[40] Additionally, schools are obliged to provide psychological counseling and support to students in need.[40] In 2016, various ministries jointly released the 'Guiding Opinions on Strengthening Mental Health Services,' emphasizing the need for improved mental health services across educational institutions.[41][5]

See also

[edit]

References

[edit]
  1. ^ "Mental health". www.who.int. Retrieved 2024-03-27.
  2. ^ a b Dobosz, Dagmara; Hetmańczyk, Hewilia (January 2023). "Well-being of Chinese students - a review in the context of implications for the educational proces". International Journal of Chinese Education. 12 (1): 2212585X2311633. doi:10.1177/2212585X231163388. ISSN 2212-585X.
  3. ^ Ling, Xiaojun; Chen, Junjun; Chow, Daniel H. K.; Xu, Wendan; Li, Yingxiu (2022). "The "Trade-Off" of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being". Frontiers in Psychology. 13. doi:10.3389/fpsyg.2022.772653. ISSN 1664-1078. PMC 8966134. PMID 35369151.
  4. ^ "Mental health of adolescents". www.who.int. Retrieved 2024-03-27.
  5. ^ a b Zheng, Yi (2020), "Chinese policy and practice in child and adolescent mental health", Starting At the Beginning, Elsevier, pp. 273–293, doi:10.1016/b978-0-12-819749-3.00011-7, ISBN 978-0-12-819749-3
  6. ^ 胡月琴, 甘怡群; HU Yue-Qin, GAN Yi-Qun (2008-08-30). "青少年心理韧性量表的编制和效度验证". 心理学报 (in Chinese). 40 (8): 902. doi:10.3724/sp.j.1041.2008.00902. ISSN 0439-755X.
  7. ^ Ang, Rebecca P.; Klassen, Robert M.; Chong, Wan Har; Huan, Vivien S.; Wong, Isabella Y.F.; Yeo, Lay See; Krawchuk, Lindsey L. (October 2009). "Cross-cultural invariance of the Academic Expectations Stress Inventory: Adolescent samples from Canada and Singapore". Journal of Adolescence. 32 (5): 1225–1237. doi:10.1016/j.adolescence.2009.01.009. ISSN 0140-1971. PMID 19232705.
  8. ^ Zajacova, Anna; Lynch, Scott M.; Espenshade, Thomas J. (2005-09-01). "Self-Efficacy, Stress, and Academic Success in College". Research in Higher Education. 46 (6): 677–706. doi:10.1007/s11162-004-4139-z. hdl:11323/432. ISSN 1573-188X.
  9. ^ a b c Ye, Lin; Posada, Alexandria; Liu, Yangyang (January 2019). "A Review on the Relationship Between Chinese Adolescents' Stress and Academic Achievement: Stress and Academic Achievement". New Directions for Child and Adolescent Development. 2019 (163): 81–95. doi:10.1002/cad.20265. PMID 30614631.
  10. ^ Gao, Li; Xie, Yuanchen; Jia, Chunhua; Wang, Wei (2020-09-28). "Prevalence of depression among Chinese university students: a systematic review and meta-analysis". Scientific Reports. 10 (1): 15897. Bibcode:2020NatSR..1015897G. doi:10.1038/s41598-020-72998-1. ISSN 2045-2322. PMC 7522998. PMID 32985593.
  11. ^ Ibrahim, Ahmed K.; Kelly, Shona J.; Adams, Clive E.; Glazebrook, Cris (March 2013). "A systematic review of studies of depression prevalence in university students". Journal of Psychiatric Research. 47 (3): 391–400. doi:10.1016/j.jpsychires.2012.11.015. ISSN 0022-3956. PMID 23260171.
  12. ^ a b c d Chen, Yumeng; Zhang, Yali; Yu, Guoliang; 俞, 国良 (2022-05-01). "Prevalence of mental health problems among college students in mainland China from 2010 to 2020: A meta-analysis". Advances in Psychological Science. 30 (5): 991–1004. doi:10.3724/SP.J.1042.2022.00991. ISSN 1671-3710.
  13. ^ Acharya, Lala; Jin, Lan; Collins, William (2018-10-03). "College life is stressful today – Emerging stressors and depressive symptoms in college students". Journal of American College Health. 66 (7): 655–664. doi:10.1080/07448481.2018.1451869. ISSN 0744-8481. PMID 29565759.
  14. ^ Chen, Juan; Chen, Shuo; Landry, Pierre F. (August 2015). "Urbanization and Mental Health in China: Linking the 2010 Population Census with a Cross-Sectional Survey". International Journal of Environmental Research and Public Health. 12 (8): 9012–9024. doi:10.3390/ijerph120809012. ISSN 1660-4601. PMC 4555260. PMID 26264013.
  15. ^ "Open Doors". IIE - The Power of International Education. Retrieved 2024-03-27.
  16. ^ Mori, Sakurako Chako (April 2000). "Addressing the Mental Health Concerns of International Students". Journal of Counseling & Development. 78 (2): 137–144. doi:10.1002/j.1556-6676.2000.tb02571.x. ISSN 0748-9633.
  17. ^ a b Turner, Jeannine E.; Li, Banban; Wei, Maipeng (January 2021). "Exploring effects of culture on students' achievement motives and goals, self-efficacy, and willingness for public performances: The case of Chinese students' speaking English in class". Learning and Individual Differences. 85: 101943. doi:10.1016/j.lindif.2020.101943. ISSN 1041-6080.
  18. ^ Wu, Hongyun; Zhang, Lawrence Jun (April 2017). "Effects of different language environments on Chinese graduate students' perceptions of English writing and their writing performance". System. 65: 164–173. doi:10.1016/j.system.2017.02.001. ISSN 0346-251X.
  19. ^ Magnusdottir, Erla; Thornicroft, Graham (2022-10-10). "Mental health of Chinese international students: narrative review of experiences in the UK". NIHR Open Research. 2: 52. doi:10.3310/nihropenres.13268.1. ISSN 2633-4402.
  20. ^ Han, Xuesong; Han, Xuemei; Luo, Qianlai; Jacobs, Selby; Jean-Baptiste, Michel (January 2013). "Report of a Mental Health Survey Among Chinese International Students at Yale University". Journal of American College Health. 61 (1): 1–8. doi:10.1080/07448481.2012.738267. ISSN 0744-8481. PMID 23305539.
  21. ^ a b Guo, Dandan, ed. (2023). The frontier of education reform and development in China: articles from Educational research. Educational research in China. Singapore: Springer Nature Singapore. pp. 211–240. ISBN 978-981-19-6355-1.
  22. ^ a b c Yang, Xu-Hao; Yu, Hong-Jie; Liu, Ming-Wei; Zhang, Jie; Tang, Bo-Wen; Yuan, Shuai; Gasevic, Danijela; Paul, Kelly; Wang, Pei-Gang; He, Qi-Qiang (2020-08-17). "The impact of a health education intervention on health behaviors and mental health among Chinese college students". Journal of American College Health. 68 (6): 587–592. doi:10.1080/07448481.2019.1583659. hdl:20.500.11820/ae0c2e29-8cf4-434f-a6b5-14a4a765d40f. ISSN 0744-8481. PMID 30849021.
  23. ^ Zhao, Xu; Selman, Robert L.; Haste, Helen (2015-12-31). Cheng, May (ed.). "Academic stress in Chinese schools and a proposed preventive intervention program". Cogent Education. 2 (1): 1000477. doi:10.1080/2331186X.2014.1000477. ISSN 2331-186X.
  24. ^ "Students' life satisfaction and meaning in life". PISA 2018 Results (Volume III). 2020. pp. 153–173. doi:10.1787/c414e291-en. ISBN 978-92-64-97042-7.
  25. ^ a b c Xiong, Jiaqi; Lipsitz, Orly; Nasri, Flora; Lui, Leanna M.W.; Gill, Hartej; Phan, Lee; Chen-Li, David; Iacobucci, Michelle; Ho, Roger; Majeed, Amna; McIntyre, Roger S. (December 2020). "Impact of COVID-19 pandemic on mental health in the general population: A systematic review". Journal of Affective Disorders. 277: 55–64. doi:10.1016/j.jad.2020.08.001. ISSN 0165-0327. PMC 7413844. PMID 32799105.
  26. ^ a b Fu, Wenning; Yan, Shijiao; Zong, Qiao; Anderson-Luxford, Dan; Song, Xingyue; Lv, Zhiyue; Lv, Chuanzhu (February 2021). "Mental health of college students during the COVID-19 epidemic in China". Journal of Affective Disorders. 280 (Pt A): 7–10. doi:10.1016/j.jad.2020.11.032. ISSN 0165-0327. PMC 7656159. PMID 33197782.
  27. ^ Cao, Wenjun; Fang, Ziwei; Hou, Guoqiang; Han, Mei; Xu, Xinrong; Dong, Jiaxin; Zheng, Jianzhong (May 2020). "The psychological impact of the COVID-19 epidemic on college students in China". Psychiatry Research. 287: 112934. doi:10.1016/j.psychres.2020.112934. PMC 7102633. PMID 32229390.
  28. ^ Lei, Lei; Huang, Xiaoming; Zhang, Shuai; Yang, Jinrong; Yang, Lin; Xu, Min (2020-04-20). "Comparison of Prevalence and Associated Factors of Anxiety and Depression Among People Affected by versus People Unaffected by Quarantine During the COVID-19 Epidemic in Southwestern China". Medical Science Monitor. 26: e924609. doi:10.12659/MSM.924609. ISSN 1643-3750. PMC 7199435. PMID 32335579.
  29. ^ Gao, Junling; Zheng, Pinpin; Jia, Yingnan; Chen, Hao; Mao, Yimeng; Chen, Suhong; Wang, Yi; Fu, Hua; Dai, Junming (2020-04-16). Hashimoto, Kenji (ed.). "Mental health problems and social media exposure during COVID-19 outbreak". PLOS ONE. 15 (4): e0231924. Bibcode:2020PLoSO..1531924G. doi:10.1371/journal.pone.0231924. ISSN 1932-6203. PMC 7162477. PMID 32298385.
  30. ^ Deng, Sheng-Qun; Peng, Hong-Juan (February 2020). "Characteristics of and Public Health Responses to the Coronavirus Disease 2019 Outbreak in China". Journal of Clinical Medicine. 9 (2): 575. doi:10.3390/jcm9020575. ISSN 2077-0383. PMC 7074453. PMID 32093211.
  31. ^ Zhou, Qin; Fan, Libo; Yin, Zhichao (January 2018). "Association between family socioeconomic status and depressive symptoms among Chinese adolescents: Evidence from a national household survey". Psychiatry Research. 259: 81–88. doi:10.1016/j.psychres.2017.09.072. ISSN 0165-1781. PMID 29032165.
  32. ^ Xu, Honglv; Sun, Ying; Wan, Yuhui; Zhang, Shichen; Xu, Huiqiong; Yang, Rong; Wang, Wei; Zeng, Hanjun; Xu, Shaojun; Hao, Jiahu; Tao, Fangbiao (February 2019). "Eating pattern and psychological symptoms: A cross-sectional study based on a national large sample of Chinese adolescents". Journal of Affective Disorders. 244: 155–163. doi:10.1016/j.jad.2018.10.090. ISSN 0165-0327. PMID 30340102.
  33. ^ a b Jia, Zhaobao; Shi, Lizheng; Cao, Yang; Delancey, James; Tian, Wenhua (2010-08-01). "Health-related quality of life of "left-behind children": a cross-sectional survey in rural China". Quality of Life Research. 19 (6): 775–780. doi:10.1007/s11136-010-9638-0. ISSN 1573-2649. PMID 20333474.
  34. ^ "全国妇联召开未成年人家庭教育和农村留守儿童状况调查发布会 _网上直播_中国网". www.china.com.cn. Retrieved 2024-03-31.
  35. ^ Xiong, Yan; Li, Xiaolin; Li, Han; Qu, Caiwen; Liu, Mengying; Lu, Chunxia; Dong, Weixin (2024-03-01). "A meta-analysis of loneliness among left-behind children in China". Current Psychology. 43 (12): 10660–10668. doi:10.1007/s12144-023-04882-w. ISSN 1936-4733.
  36. ^ Zheng, Yi (2020-01-01), Hodes, Matthew; Gau, Susan Shur-Fen; de Vries, Petrus J. (eds.), "Chapter 11 - Chinese policy and practice in child and adolescent mental health", Starting At the Beginning, Academic Press, pp. 273–293, doi:10.1016/b978-0-12-819749-3.00011-7, ISBN 978-0-12-819749-3, retrieved 2024-03-27
  37. ^ Wang, Dongfang; Chen, Xiao-Yan; Ma, Zijuan; Liu, Xianchen; Fan, Fang (2022-11-28). "Has the "Double Reduction" policy relieved stress? A follow-up study on Chinese adolescents". Child and Adolescent Psychiatry and Mental Health. 16 (1): 91. doi:10.1186/s13034-022-00530-6. ISSN 1753-2000. PMC 9707210. PMID 36443852.
  38. ^ "中国政府网". www.gov.cn. Retrieved 2024-03-27.
  39. ^ Qian, Zijing (2022), Holl, Augustin; Chen, Jun; Guan, Guiyun (eds.), "The Impact of the "Double Reduction" Policy on the Mental Health of Adolescents", Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022), Paris: Atlantis Press SARL, pp. 1402–1408, doi:10.2991/978-2-494069-89-3_161, ISBN 978-2-494069-88-6
  40. ^ a b Chen, H.; Phillips, M.; Cheng, H.; Chen, Q.; Chen, X.; Fralick, D.; Zhang, Y.; Liu, M.; Huang, J.; Bueber, M. (2012-12-12). "Mental Health Law of the People's Republic of China (English translation with annotations) - Shanghai Carchives of Psychiatry". Shanghai Archives of Psychiatry. 24 (6): 305–321. doi:10.3969/j.issn.1002-0829.2012.06.001. PMC 4198897. PMID 25324635. Retrieved 2024-03-27.
  41. ^ Li, Bin, ed. (2020). Tutorial for Outline of the Healthy China 2030 Plan. doi:10.1007/978-981-32-9603-9. ISBN 978-981-32-9602-2.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Mental_health_of_Chinese_students&oldid=1252671787"