A Thematic Analysis of the Reported Effect Anxiety Has on University Students

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2021-12-09 DOI:10.1177/00131245211062512

Jacquelyne Ladejo

引用次数: 7

Abstract

The number of university students experiencing mental health issues in the UK is increasing and a high number of students are dropping out of university as a result. Literature highlights a lack of knowledge regarding this topic and the significance in educating society. The aim of this qualitative study was to provide further insights as to why students are experiencing anxiety and into help-seeking behavior amongst university students. A thematic analysis was used to analyze a total of 118 blog entries of students discussing the impact of university on mental health. Findings highlighted three main themes: Balancing priorities, Fear of failure, and Critical incidents. These themes are discussed in terms of possible risk factors contributing to students experiencing anxiety while at university. Findings together with recommendations listed in this study offer higher education staff and institutions the opportunity to explore areas of focus and improve university students’ mental health.

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焦虑对大学生影响的专题分析

在英国，有心理健康问题的大学生人数正在增加，因此有大量学生辍学。文献强调了对这一主题的认识不足以及对社会教育的意义。这项定性研究的目的是进一步了解学生为什么会感到焦虑，以及大学生的求助行为。采用主题分析法，共分析了118篇学生博客文章，讨论大学对心理健康的影响。调查结果突出了三个主要主题：平衡优先事项、对失败的恐惧和重大事件。这些主题是根据可能导致学生在大学期间经历焦虑的风险因素进行讨论的。研究结果和本研究中列出的建议为高等教育工作人员和机构提供了探索重点领域和改善大学生心理健康的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.