Project overview
The onset of emotional problems is associated with a variety of risk factors including experiences of abuse and neglect (Li et al., 2016, Golm et al., 2020), neurodevelopmental problems (Erskine et al., 2016), loneliness (Wang et al., 2018) and emotion regulation difficulties (Berking et al., 2014). About 30% of first-year university students report emotional problems upon entering university which in turn predict lower academic achievement, lower school connectedness and higher suicidal ideation (Duffy et al., 2020). Other factors are associated with positive outcomes, for instance social support is a protective factor against emotional problems (Zimmermann et al., 2020), while school connectedness is a protective factor against suicidal ideation. It is currently unclear how different risk and protective factors interact to determine the level of risk.
The current project will use an accelerated longitudinal design to assess risk and protective factors for low academic achievement, poor mental health and suicidal ideation in university students with a special interest in modifiable predictors and mediators of poor and positive outcomes.
The current project will use an accelerated longitudinal design to assess risk and protective factors for low academic achievement, poor mental health and suicidal ideation in university students with a special interest in modifiable predictors and mediators of poor and positive outcomes.
