Brain optimization with additional study time: potential brain differences between high- and low-performance college students
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PROVIDER: S-EPMC10566635 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
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Project description:Approximately 4 μg of DNA was isolated from blood of each of 16 subjects using the Qiagen DNEasy Blood and Tissue Kit. Of the 16 samples, 8 were from group 1 (CESD-H/TST-H; 5 female, 3 male) and 8 were from group 2 (CESD-H/TST-L; 5 female, 3 male). All DNA samples were confirmed to be of high purity (A260/280: 1.7-2.0). Pooled samples were prepared for each group by combining approximately 75 ng of DNA from each of the eight subjects. These two samples were submitted to the Yale Genomics Core for epigenome-wide methylation profiling using the Illumina Infinium HumanMethylation450 BeadChip, which measures the level of methylation β (a value ranging from 0 to 1, where 0 represents a completely unmethylated site and 1 a completely methylated site) at each of the 485,577 CpG sites on the array. Illumina’s GenomeStudio software was used to calculate the degree of differential methylation by group for each CpG site on the array, and FDR-adjusted p-values (Q-values) were calculated for each site in order to adjust for multiple comparisons. CESD=depression score; TST=sleep score
2016-08-01 | GSE80559 | GEO
Project description:ObjectiveThe prevalence of anxiety and depressive symptoms for Chinese college students are high. Academic pressure is one of the prominent risk factors of psychological well-beings for Chinese college students. The application of network analysis provides researchers a more comprehensive understanding of symptom-symptom interaction in mental disorders. This study aims to find out whether there is a difference in central symptoms between students with different academic performance.MethodA total sample of 1,291 college students was included in our study. Anxiety and depressive symptoms were measured by PHQ-9 and GAD-7. Central symptoms were identified through centrality indices. Network stability was examined using the case-dropping method.ResultsFor the poor academic group, the most central symptom is PHQ-2 (feeling depressed). The most central symptom of the good academic group is GAD-2 (uncontrolled worry). The least central symptom for both groups is PHQ-9 (suicidal thought). Network structure is statistically different between two groups, global strength is not statistically different between two groups.ConclusionThe pertinent symptom is feeling depressed, followed by uncontrolled worry and poor appetite, and for the good academic group, the pertinent symptom is an uncontrolled worry, theoretical explanation and clinical implications is discussed.
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Project description:Women often complain that their partners are not romantic enough. This raises the question: how romance is recognized and evaluated in a love relationship? However, there has been essentially no empirical research bearing on this issue. The present set of studies examined possible gender differences in perceptions of romance and the associated neural mechanisms in Chinese college students. In Study 1, 303 participants (198 women, 105 men) were administrated a questionnaire consisting of 60 sentences and required to rate the romance level of each sentence. Results showed higher rating scores in males than females for low romance items, but not for high or medium romance items. In Study 2, 69 participants (37 women, 32 men) were recruited to judge the degree of romance in sentences presented on a computer screen one by one. Compared with females, males again showed higher scores and responded more slowly only to low romance items. In Study 3, 36 participants (18 women, 18 men) currently in love with someone were scanned with functional MRI while they did the romance judgment task from Study 2. Compared with females, greater brain activation was found for males in the frontal lobe, precentral gyrus, precuneus and parahippocampal gyrus for low romance items. The results provide the first piece of evidence for gender differences in romance perception, suggesting enhanced cognitive processing in males when evaluating the degree of romance in romantic scenes.
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Project description:BackgroundMany college students register each semester for courses, leading to productive careers and fulfilled lives. During this time, the students have to manage many stressors stemming from academic, personal, and, sometimes, work lives. Students, who lack appropriate stress management skills, may find it difficult to balance these responsibilities.ObjectivesThis study examined stress, coping mechanisms, and gender differences in undergraduate students towards the end of the semester.Design and methodUniversity students (n = 448) enrolled in three different undergraduate exercise science courses were assessed. Two instruments, the Perceived Stress Scale and Brief Cope, were administered during the twelfth week of the semester, four weeks prior to final exams. T-tests were used to detect gender differences for the stress levels and coping strategies.ResultsOverall, females indicated higher levels of stress than their male counterparts. Gender differences were evident in both coping dimensions and individual coping strategies used. Females were found to utilize the emotion-focused coping dimension and endorsed the use of four coping strategies more often than males. These included self-distraction, emotional support, instrumental support, and venting.ConclusionsThis research adds to the existing literature by illuminating the level of perceived stress and different coping strategies used by undergraduate female and male students. In turn, students may need educational interventions to develop effective and healthy coping strategies to last a lifetime. Faculty and other university officials may want to highlight and understand these various factors to protect the students' wellbeing in their classes.
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Project description:Approximately 4 μg of DNA was isolated from blood of each of 16 subjects using the Qiagen DNEasy Blood and Tissue Kit. Of the 16 samples, 8 were from group 1 (CESD-H/TST-H; 5 female, 3 male) and 8 were from group 2 (CESD-H/TST-L; 5 female, 3 male). All DNA samples were confirmed to be of high purity (A260/280: 1.7-2.0). Pooled samples were prepared for each group by combining approximately 75 ng of DNA from each of the eight subjects. These two samples were submitted to the Yale Genomics Core for epigenome-wide methylation profiling using the Illumina Infinium HumanMethylation450 BeadChip, which measures the level of methylation β (a value ranging from 0 to 1, where 0 represents a completely unmethylated site and 1 a completely methylated site) at each of the 485,577 CpG sites on the array. Illuminaâs GenomeStudio software was used to calculate the degree of differential methylation by group for each CpG site on the array, and FDR-adjusted p-values (Q-values) were calculated for each site in order to adjust for multiple comparisons. CESD=depression score; TST=sleep score Blood-derived genomic DNA was isolated from 16 subjects; 8 each with high and low total sleep scores, respectively. DNA was pooled by group and genome-wide methylation profiling was performed.
2016-08-01 | E-GEOD-80559 | biostudies-arrayexpress
Project description:We disentangle the channels through which Covid-19 has affected the performance of university students by setting up an econometric strategy to identify separately changes in both teaching and evaluation modes, and the short and long term effects of mobility restrictions. We exploit full and detailed information from the administrative archives of one among the first universities to be shut down since the virus spread from Wuhan. The results help solving the inconsistencies in the literature by providing evidence of a composite picture where negative effects such as those caused by the sudden shift to remote learning and by the exposure to mobility restrictions, overlap to opposite effects due to a change in evaluation methods and home confinement during the exam's preparation. Such overlap of conflicting effects, weakening the signaling role of tertiary education, would add to the learning loss by further exacerbating future consequences on the "Covid" generation.
| S-EPMC10517930 | biostudies-literature
Project description:This study aims to investigate sex differences in ratings for facial attractiveness (FA) and vocal attractiveness (VA). Participants (60 undergraduates in Study 1 and 111 undergraduates in Study 2) rated the attractiveness of computerized face images and voice recordings of men and women. In Study 1, face images and voice recordings were presented separately. Results indicated that men generally rated voice recordings of women more attractive than those of men, whereas women did not show different attractiveness ratings for voices of men vs. women. In Study 2, face images and voice recordings were paired as multimodal stimuli and presented simultaneously. Results indicated that men rated multimodal stimuli of women as more attractive than those of men, whereas women did not differentiate multimodal stimuli of men vs. women. We found that, compared to VA, FA had a stronger influence on participants' overall evaluations. Finally, we tested the difference between "original multimodal stimuli" (OMS) and "non-original multimodal stimuli" (non-OMS) and found the "OMS-facilitating effect." Taken together, findings indicated some sex differences in FA and VA in the current study, which could be used to interpret behaviors of sexual selection, human mate preferences, and designs and popularization of sex robots.
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Project description:BackgroundAmong the most robust neural abnormalities differentiating individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) from typically developing controls are elevated levels of slow oscillatory activity (e.g., theta) and reduced fast oscillatory activity (e.g., alpha and beta) during resting-state electroencephalography (EEG). However, studies of resting state EEG in adults with ADHD are scarce and yield inconsistent findings.MethodsEEG profiles, recorded during a resting-state with eyes-open and eyes-closed conditions, were compared for college students with ADHD (n?=?18) and a nonclinical comparison group (n?=?17).ResultsThe ADHD group showed decreased power for fast frequencies, especially alpha. This group also showed increased power in the slow frequency bands, however, these effects were strongest using relative power computations. Furthermore, the theta/beta ratio measure was reliably higher for the ADHD group. All effects were more pronounced for the eyes-closed compared to the eyes-open condition. Measures of intra-individual variability suggested that brains of the ADHD group were less variable than those of controls.ConclusionsThe findings of this pilot study reveal that college students with ADHD show a distinct neural pattern during resting state, suggesting that oscillatory power, especially alpha, is a useful index for reflecting differences in neural communication of ADHD in early adulthood.
| S-EPMC3537601 | biostudies-literature
Project description:BackgroundUsing the multiphase optimization strategy (MOST), we previously developed and optimized an online behavioral intervention, itMatters, aimed at reducing the risk of sexually transmitted infections (STI) among first-year college students by targeting the intersection of alcohol use and sexual behaviors.PurposeWe had two goals: (a) to evaluate the optimized itMatters intervention and (b) to determine whether the candidate sexual violence prevention (SVP) component (included at the request of participating universities) had a detectable effect and therefore should be added to create a new version of itMatters. We also describe the hybrid evaluation-optimization trial we conducted to accomplish these two goals in a single experiment.MethodsFirst year college students (N = 3,098) at four universities in the USA were individually randomized in a hybrid evaluation-optimization 2 × 2 factorial trial. Data were analyzed using regression models, with pre-test outcome variables included as covariates in the models. Analyses were conducted separately with (a) immediate post-test scores and (b) 60-day follow-up scores as outcome variables.ResultsExperimental results indicated a significant effect of itMatters on targeted proximal outcomes (norms) and on one distal behavioral outcome (binge drinking). There were no significant effects on other behavioral outcomes, including the intersection of alcohol and sexual behaviors. In addition, there were mixed results (positive short-term effect; no effect at 60-day follow-up) of the SVP component on targeted proximal outcomes (students' self-efficacy to reduce/prevent sexual violence and perceived effectiveness of protective behavioral strategies).ConclusionsThe hybrid evaluation-optimization trial enabled us to evaluate the individual and combined effectiveness of the optimized itMatters intervention and the SVP component in a single experiment, conserving resources and providing greatly improved efficiency.Trial registrationNCT04095065.
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Project description:First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.
| S-EPMC11235104 | biostudies-literature