School of Public Health

Permanent URI for this communityhttp://hdl.handle.net/1903/1633

The collections in this community comprise faculty research works, as well as graduate theses and dissertations.

Note: Prior to July 1, 2007, the School of Public Health was named the College of Health & Human Performance.

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Now showing 1 - 4 of 4
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    WHAT HAPPENS WHEN STUDENTS KNUCK AND BUCK SYSTEMS OF INJUSTICE? A MULTIMETHOD STUDY EXPLORING THE RELATIONSHIP BETWEEN STUDENT ACTIVISM AND EMOTIONAL WELL-BEING
    (2022) Smith, Samantha Alyce; Arria, Amelia M; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In recent years, college students' declining mental health status has garnered the attention of public health and educational professionals. Mental health is a complex construct influenced by biological, behavioral, social, and environmental factors. One critical dimension of mental health is emotional well-being, representing the positive and negative emotions one experiences. Little research exists regarding the relationship between activism, a possible social influence, and mental health. This multimethod dissertation study focuses on the relationship between college student participation in activism and contemporary social movements, including the Black Lives Matter movement, and different dimensions of emotional well-being, including depressive and anxiety symptoms, level of optimism, and sense of belonging. Framed by the Transactional Theory of Stress and Coping, the qualitative portion of the research involved in-depth interviews among 18 students aged 18-25 who participated in 2020 Black Lives Matter protests. The purpose of these interviews was to examine the short-term impact of protest participation on student emotional well-being and how activism was related to coping. Findings revealed that the sociopolitical climate negatively impacted student emotional well-being, and those associated negative emotions acted as a motivator to participate in protests. Conversely, participating in protests garnered sense of belonging and empowerment. Protest participation appeared to serve as an emotion-focused coping strategy among these students. The quantitative analyses conducted in this dissertation utilized secondary data from the 2019 Wake Forest Well-being Assessment to investigate the motivators (Aim 2) and emotional well-being correlates (Aim 3) of activism participation. For both analyses, two forms of activism were studied – disruptive (e.g., protests) and persuasive tactics (e.g., digital activism). Civic morals identity centrality and discrimination were examined as possible motivators. Multivariate and multinomial logistic regression models developed for Aim 2 held constant other potential confounding variables (i.e., gender, sexual orientation, parental education and race/ethnicity) and revealed positive associations between discrimination experiences and civic moral identity centrality and disruptive activism (p<.001) and persuasive tactics (p<.001). Regression models for Aim 3 that examined the relationship between activism participation and emotional well-being revealed that disruptive activism tactics were positively associated with depressive symptoms (p<.001), anxiety symptoms (p<.001), and sense of belonging (p<.05). A negative association was observed between disruptive activism and optimism (p<.05). All of these associations were robust to the inclusion of demographic covariates. Coping did not appear to moderate any of the relationships observed. Taken together these finding begin to elucidate the nuanced and complex relationship between activism and emotional well-being. Given that a significant proportion of college students studied participated in some form of activism, our understanding of the impact of activism on student emotional well-being is an important area that warrants additional investigation in future studies. The findings of this study can be used to support ongoing intervention development that addresses the mental health needs of college students, specifically those engaged in activism work. Additionally, these findings can be used to support mitigating health disparities that are the result from sociopolitical factors such as racism and discrimination.
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    Understanding Food Label Use by College Students
    (2015) Rouhani, Ayma Martha; Desmond, Sharon; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Researchers have found food labels can be used to promote healthier food choices leading to improved nutrition and decreased risk of chronic disease (Silverglade and Heller, 2010 Drichoutis, Lazaridis, and Nayga, 2006; Kim, Nayga and Capps, 2000; Taylor and Wilkening, 2008; Todd and Variyam, 2008). However, the actual use of food labels by the public must increase (Grunert and Wills, 2007; Ollberding, Wolf, Contento, 2011). One age group important to focus on when promoting label use is college students, given: 1) their overall poor nutrition, 2) that many are making independent decisions about what foods to purchase and eat for the first time (Deshpande, D. Basil, and Z. Basil, 2009; Marietta, Welshimer, and Long Andersons, 1999; Misra, 2007), and 3) they are in the process of establishing lifelong eating habits (Deshpande, D. Basil, and Z. Basil, 2009; Marietta et al., 1999). In this study, in-depth interviews (N=15) were conducted with college students to qualitatively explore reasons why they used or did not use food labels, factors that motivated or inhibited food label use and perceptions regarding the Food and Drug Administration’s (FDA) new proposed food label. Theoretical constructs (social norms, decisional balance, self-efficacy) were used to inform interview items and the data analysis plan. An inductive data analysis approach was used to identify recurring and salient themes and subthemes to draw conclusions about college students’ perceptions related to food label use. The two most salient themes that emerged were issues related to self-efficacy in terms of understanding the current food label, and negative social norms around using food labels. Reactions and perceptions regarding the new food label were positive overall, particularly with the new serving size and percent daily value format. Overall, this study found that among college students there is a need to promote more favorable attitudes towards food labels, address negative social norms, and equip these students with knowledge and tools to better understand and interpret food labels, promoting self-efficacy.
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    Sexuality Education, Sexual Communication, Rape Myth Acceptance, and Sexual Assault Experience among Deaf and Hard of Hearing College Students
    (2009) Francavillo, Gwendolyn Suzanne Roberts; Sawyer, Robin G; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Deaf and Hard of Hearing college students are at an increased risk of sexual assault in comparison to their hearing peers. Previous studies demonstrate that although sexual assault rates among college students are high, among the Deaf community, these rates are nearly double. Data suggest that between 50% and 83% of Deaf and Hard of Hearing individuals will experience sexual assault in their lifetime, with Deaf and Hard of Hearing women more likely to experience sexual assault than Deaf and Hard of Hearing men. There exists only a small amount of published research regarding Deaf and Hard of Hearing individuals and sexuality, and an even smaller amount of research has been conducted with Deaf and Hard of Hearing individuals on the subject of sexual assault. The high sexual assault rates among Deaf and Hard of Hearing students may be partially attributed to their limited sexuality education and knowledge, most often as a result of communication, language, and cultural barriers. The purpose of this study was to 1) examine a possible relationship between levels of sexuality education, sexual communication, rape myth acceptance, and sexual assault experience, along with demographic variables, among Deaf and Hard of Hearing college students; and 2) examine differences between students previously educated in schools for the Deaf versus mainstream schools, with regard to their levels of sexuality education, sexual communication, rape myth acceptance, and sexual assault experience. The instrument was developed incorporating the Sexual Communication Survey (SCS), Rape Myth Acceptance Scale (RMAS), Sexual Experiences Survey (SES), sexuality education and sexual activity components. Two sets of hypotheses were examined via linear regression to ascertain significant relationships among the variables, with Social Cognitive Theory (SCT) constructs being used as the theoretical foundation of the study. Seven analyses were found to be statistically significant, with sexual communication, gender, and consensual sexual activity predictor variables explaining the outcome variable, sexual assault experience, at high percentages. The findings from this research have provided a greater baseline of data for future studies to investigate the factors influencing sexual assault among Deaf and Hard of Hearing college students.
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    Examining evidence of reliability and validity of mental health indicators on a revised national survey measuring college student health
    (2008-05-15) Jackson, Theresa Katherine; Glover, Elbert D; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The American College Health Association-National College Health Assessment (ACHA-NCHA), which began surveying college students in 2001, is currently the only large scale survey available for colleges and universities to measure a variety of health constructs among their student populations. Beginning in December 2005, the survey underwent an extensive revisions process in an effort to improve its measurement quality and to better capture the current health status of college students. Revisions were guided by changing student health priorities, feedback from respondents, literature focused on characteristics of reliable and valid survey questions, and the Model of Survey Response. As mental health concerns continue to rise on campuses today, this content area of the ACHA-NCHA was dramatically expanded, as it now includes constructs such as diagnosis and treatment with multiple mental health conditions, difficult life experiences, stress, and help-seeking. This dissertation, which is a secondary data analysis of data collected from the original and revised ACHA-NCHA surveys during an experimental field pre-test of the modified survey, documents the survey revisions process, provides results from more than 40 mental health indicators by various demographic characteristics, and establishes the reliability and validity of the mental health indicators. The data analyzed in this study were collected from students from 7 U.S. college and universities who were randomized to complete either the original (final N = 6,216) or the revised (final N = 6,110) online ACHA-NCHA from February through May 2007. It was hypothesized that (1) changes to survey indicators designed to measure comparable constructs would result in significant differences in student response patterns across versions of the ACHA-NCHA; (2) mental health indicators on the revised survey would demonstrate evidence of internal consistency reliability, construct-related validity, and criterion-related validity; and (3) modified mental health indicators on the revised ACHA-NCHA would demonstrate greater evidence of reliability and validity than comparable indicators on the original ACHA-NCHA. Findings from this study at least partially support all hypotheses, and the revised ACHA-NCHA demonstrates preliminary evidence that is it a psychometrically sound survey tool to measure college student mental health constructs.