Research on suicidal ideation indicates the significant role of adverse childhood experiences (ACEs) and early parental attachment but fails to investigate risk potential in student populations....Show moreResearch on suicidal ideation indicates the significant role of adverse childhood experiences (ACEs) and early parental attachment but fails to investigate risk potential in student populations. This study aimed to research how adverse childhood experiences in a population of university students who report mood and stress problems are related to suicidal ideation and whether the relationship between adverse childhood experiences and suicidal ideation is moderated by attachment style. To target students at risk for suicidal ideation, purposive sampling was employed. An independent samples t-test with consecutive multiple regression (n= 234) showed that adverse childhood experiences, measured with the ACE questionnaire, predicted the presence and severity of suicidal ideation, measured by the BSSI. Consecutive ANCOVA showed that disorganized attachment to the mother and father, measured with the PBI, were found to predict suicidal ideation. Secure attachment was negatively associated with suicidal ideation, whereas for avoidant and anxious attachment there was no association found. A logistic regression analysis showed no moderation effect of insecure attachment styles in the relation between adverse childhood experiences and suicidal ideation. Gender, academic pressure, and nationality were controlled. Findings may be limited due to methodological and performance flaws. The results highlight the importance of early identification of adverse childhood experiences and disorganized attachment for intervention and prevention of later suicidal ideation amongst students.Show less
Background The number of students with an autism diagnosis is increasing at university. Previous research has shown that those students experience lower levels of social support. Previous research...Show moreBackground The number of students with an autism diagnosis is increasing at university. Previous research has shown that those students experience lower levels of social support. Previous research has also shown a positive link between social support and academic performance. However, there is limited research on this topic. Aim To explore the relationship between social support and academic performance in university students, and to check whether this relationship is mediated by stress, perceived self-competence, depression, or anxiety, and moderated by an autism diagnosis. Design and method Online survey. 222 university students (aged 18-56), 59 with an autism diagnosis (aged 18-39), and 163 without an autism diagnosis (aged 18-56), completed multiple questionnaires assessing participants’ academic performance, perception of their competence to do their class work, stress related to studying at university, anxiety, depression, and social support. Participants were recruited at Dutch universities. Results There was no relationship between social support and stress, perceived self-competence, depression or anxiety. There was no relationship between stress, perceived self-competence, depression or anxiety and academic performance. Autism diagnosis moderated the relationship between social support and depression, and the relationship between social support and anxiety. Limitations The results are reliant on self-reports. A snowball procedure was used for recruitment, which may have caused the sample to be unrepresentative. Conclusion Considering the differences in findings to previous research and the limited amount thereof, it remains unclear whether a relationship between social support and academic performance in students with autism is present, and whether the relationship is mediated by stress, perceived self-competence, depression or anxiety. Future research should examine gender differences, as well as a combination of different constructs.Show less
Most research on autism and coping is focused on parents of children with autism. There is a lack of understanding how individuals with autism cope themselves and how it may relate to their mental...Show moreMost research on autism and coping is focused on parents of children with autism. There is a lack of understanding how individuals with autism cope themselves and how it may relate to their mental health. Every year more people with autism enroll into higher education, which calls for a better understanding of the potential difficulties they may face. This study focused on the relationship between autism, primary coping style and depressive symptoms in a sample of university students with and without a diagnosis of autism. A cross-sectional online survey (n = 222) was administered to explore how these factors relate by using multiple questionnaires measuring coping style, depressive symptoms, autism diagnosis and autism symptoms. Results showed that primary coping style was associated with depressive symptoms. Avoidant coping in particular was related to more depressive symptoms. However, there was no significant link between autism diagnosis and depressive symptoms. The study also found that students with autism were more likely to use avoidant and emotion-focused coping styles compared to problem-focused coping. Furthermore, coping style seems to be responsible for higher levels of depressive symptoms in students with autism, and not the autism diagnosis itself. Implications and alternative explanations for these results are discussed, together with suggestions for future research.Show less
Master thesis | Cultural Anthropology and Development Sociology (MSc)
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This research project about the construction of safe space for people of colour and LGBT+ people at Leiden University utilizes the theory of W.E.B. Du Bois (1903) and his metaphor of 'the veil'....Show moreThis research project about the construction of safe space for people of colour and LGBT+ people at Leiden University utilizes the theory of W.E.B. Du Bois (1903) and his metaphor of 'the veil'. Even though there are diversity and inclusion policies in place at Leiden University, it does not necessarily feel like a safe environment for many people. This thesis aims to illustrate that for the diversity practitioners at Leiden University, students and staff, both private and public safe spaces play a role in establishing agency and empowerment under conditions of oppression. Private safe spaces (queer and coloured spaces 'behind the veil') are created by marginalized people for marginalized people – atmospheres where people can process racialized and sexualized experiences together. Public safe spaces (mixed spaces 'beyond the veil') are collaboratively created – atmospheres where people can be themselves and voice their opinions. Ideally, these spaces are experienced as 'brave space', where people feel comfortable enough and confident enough to contribute to the social setting. This thesis aims to explore safe space – both physical and emotional – and desires to contribute to a safe and inclusive learning and working environment at Leiden University.Show less
Once transitioning to University, students have elevated levels of both alcohol consumption and loneliness compared to the rest of the population. Additionally, after the outbreak of Covid-19 in...Show moreOnce transitioning to University, students have elevated levels of both alcohol consumption and loneliness compared to the rest of the population. Additionally, after the outbreak of Covid-19 in 2020, the total population experienced higher loneliness and some were more likely to cope with alcohol. This study examined the associations between Covid-19-related fear, loneliness, alcohol use, and the protective role of virtual communication on loneliness during the Covid-19 pandemic. 141 students from Leiden University in the Netherlands reported their levels of Covid-19-related fear, loneliness, quantity and motives of alcohol consumption, and extent of virtual communication through self-report. Fear of the virus was not associated with loneliness or problematic alcohol consumption, but higher loneliness was associated with reduced drinking. Students that kept more contact with loved ones via digital media experienced lower loneliness. Generally, significant differences emerged between Dutch and international students, the latter of which scored worse on most outcomes. In conclusion, this study’s results suggest that students’ alcohol consumption is high yet differs from adult drinking behaviour in that it has an underlying social, not coping, motive. Moreover, international students seem to be particularly vulnerable suggesting the need for an improved care system. Altogether, the results identified important outlets for future research exploring social components underlying students’ alcohol consumption and the gap between international and native students. Further research may address the protective effect of virtual communication to potentially reduce loneliness in students as well as in the general population during exceptional circumstances like a pandemic.Show less
This thesis aimed to examine to what extent the experiences of the LGBTQ+ community at Sogang University reflect the treatment of LGBTQ+ individuals in South Korea as a whole. This study discovered...Show moreThis thesis aimed to examine to what extent the experiences of the LGBTQ+ community at Sogang University reflect the treatment of LGBTQ+ individuals in South Korea as a whole. This study discovered that LGBTQ+ students at Sogang University, to a certain extent, receive social support from the same sources as the queer community on a national level does, but lack support from online communities and through representation in class and on campus.Show less
