Little attention has been paid to anxietystigma and to our knowledge there are no validatedmeasures of the public’s personal or perceived levels ofstigma with respect to Generalised Anxiety Disorder(GAD)

people with anxiety disorders ‘can be subject to stigma-tisation in the same way as any other disorder’ [7] andthat such stigma serves as a barrier - at an individuallevel - to receiving effective treatment for anxiety

he goal of this stage was to ensure the readability of the items and to be sure we were not overlooking important constructs.

before the COVID-19 pandemic compared to those who completed the study after the start of the COVID-19 pandemic did not show any significant differences

t is also possible that personality traits influence individuals’ reports of aca-demic stressors.

particularly since experiencing these dis-orders are linked to worse academic outcomes and leaving college

(1) measures only academic stressors (uncombined with nonacademic stressors), and (2) measures stressors independently from appraisals.

(i.e., measuring all the stressors individuals experience at any given time) or specifically (i.e., measuring one type of stressor, such as stressors from adjusting to a new academic environment)

In addition to mental health symptoms, experiencing stressors can derail college students’ studying and academic performance

One implication is that these stu-dents might benefit from interventions that focus on theseacademic factors, such as targeting efforts to maintain orenhance study skills and combat procrastination, andaddress perceived academic competence and self-efficacy, toprevent academic failur

The one unanticipated finding was that symp-tom distress was not associated with campus engagement.

First, as hypothesized, our resultssuggest that college students with SMI experience lower lev-els of self-efficacy compared to other college samples andgreater levels of procrastination in important academicareas

depression

time man-agement, concentration, note-taking, reading comprehen-sion, test preparation and test taking, reading speed, writingskills and test anxiety management

The goals of this brief report are toquantitatively examine these issues among students withschizophrenia-spectrum disorders, bipolar disorder, andmajor depression.

College students with serious mental ill-nesses in one qualitative study reported that mental healthsymptoms impacted their self-confidence, class attendance,and ability to concentrate,

Mental health symptoms can also have a negativeeffect on academic success

Mental health symptoms can also have a negative effect on academic success through their impact on cognitive functions, such as sustained attention and memory, which can undermine study habits and retention of information

For example, greater levels of depression and anxiety could impact academic self-efficacy,

While the increasing numbers of college students with mental illnesses is good news

Even though weshould strive to promote a supportive environment thatmakes individuals feel safe to disclose their mental illness,we should also acknowledge that disclosure may not alwaysbe the best option for everyone

hey may perceivethe situation as threatening to their sense of competenceand self-esteem.

The results suggest that self-imagegoals have the potential to attenuate the positive relationshipbetween mental illness disclosure and self-esteem

Taken together, the data were consistent withthe hypothesis

“Now that Italked about my mental illness to him/her, how do they per-ceive me?”

Self-image goals emphasize provingone’s worth to others to gain validation for desirable qual-ities while avoiding negative social evaluations

This studyexplores how self-image goals moderate the effect of mentalillness disclosure on self-esteem.

Available research produced mixed findings regardingwhether there is a positive association between mental illnessdisclosure and psychological well-being, pointing to theimportance of examining boundary conditions that mayimpact the nature of disclosure outcomes.

Self-image goals refer to individuals’goals to construct and defend a desired self-image

students with a concealable sigma are confrontedwith dilemmas of whether and how much they disclose suchprivate information to others