Mental Health In Relation To Optimism Self Efficacy And Hope Among College Students

This book explores the connections between mental health, optimism, self-efficacy, and hope in college students. It looks at how these factors interact to influence a student's overall well-being and ability to navigate the challenges of higher education. The book may include research, case studies, and practical strategies for promoting positive mental health among college students. It targets researchers, educators, and practitioners in the field of higher education and mental health.

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Optimism can be defined as positive generalised outcome expectancies and has been shown to act as a protective factor against somatic and mental health problems. Numerous studies report an association between optimism and enhanced coping strategies, lower levels of distress and depression, lower risk of mortality, slower disease progression, and better psychological adjustment to a diagnosis and treatment of a severe disorder. Although these findings indicate an important role of optimism on well-being, very little is known about the origins of individual differences in optimism. This book presents research in the study of optimism including the relationship between dispositional optimism and musculoskeletal pain, the phenomenological and statistical relationships between optimism and sense of coherence and self-efficacy and genetic influences on optimism and mental health.

This is an open access book. The 2022 3rd International Conference on Artificial Intelligence and Education(ICAIE 2022) will be held in Chengdu, China during June 24-26, 2022. The meeting focused on the new trends in the development of "artificial intelligence" and "education" under the new situation, and jointly discussed how to empower and promote the high-quality development of "artificial intelligence" and "education". An ideal platform to share views and experiences with industry experts. The conference invites experts and scholars in the field to conduct wonderful exchanges based on their own research results based on the development of the times. The themes are around artificial intelligence technology and applications; intelligent and knowledge-based systems; information-based education; intelligent learning; advanced information theory and neural network technology ; software computing and algorithms; intelligent algorithms and computing and many other topics.

In this Research Topic, our aim is to examine how personal resources related to competencies, skills, and self-perception as well as environmental, contextual, and relational features of the social contexts of diverse youth, directly or indirectly are important to mental health and psychological well-being. As previous research on young people has mainly focused on youth’s weaknesses rather than their strengths, our use of Positive Youth Development (PYD) in working with culturally diverse youth and their well-being in this Research Topic is novel. We invite contributions from researchers that were initially presented their papers in a meeting that was held by research partners of the Cross-National Project on Positive Youth Development (CN-PYD), and who represent an international and multidisciplinary panel of experts on PYD. The CN-PYD was initiated in 2014 at the University of Bergen and has an ongoing data collection that involves approximately 10,000 minority and majority youth and emerging adults (ages 16 to 29) living in Africa, Asia, Australia, Europe, New Zealand, and South America. CN-PYD uses a strengths-based approach to the conceptualization of youth as resources and agentic, which is in opposition to the view of the developmental period of adolescence as being a period inherently fraught with problems and risks. The goal of the cross-national project is to assess personal strengths and contextual resources, considering how these resources come together to facilitate youth thriving and to document how young people make positive and valued contributions to themselves and others. We also advance research on the complex interplay between personal and contextual resources and their connections with risk behaviors and problems, in essence, taking a perspective of the whole child, both in terms of strengths and problems.