Effects of physical education classes on well-being of university students Takemune Fukuie* [1] , Koshiro Inoue [2] , Akihiko Yamaguchi [2] + +... +

https://www.academia.edu/2997-9196/3/1/10.20935/MHealthWellB8114 The well-being of first-year university students is a critical factor for success in university life. Thus, increasing physical activity (PA) is essential. However, longitudinal studies examining the effects of combined lecture–practice physical education classes on PA-related well-being remain limited. This study aimed to verify the effects of university classes on the PA-related well-being of freshmen at a paramedical university. The participants were 339 students (183 female) who completed questionnaires at the beginning and end of the exercise science class to assess their perception of PA, perceived PA benefits, regular PA, perceived class format effects, and enjoyable exercise options. Four-month university physical education classes increased the enjoyment of being physically active (p = 0.003, r = 0.27), perceived social bonding through PA (p < 0.001, r = 0.32), regular PA (p < 0.001, r = 0.54), and enjoyable exercise options (p < 0.001, r = 0.78). Lectures and practical classes played an important role in bringing about these changes. There were positive relationships between the change in enjoyment of being physically active and the change in perceived social bonding through PA (p < 0.001, r = 0.19) and enjoyable exercise options through the courses and regular PA (p = 0.02, r = 0.12). Combined lecture–practice physical education classes for first-year paramedical university students could enhance their perception of PA, perceived PA benefits, regular PA, and enjoyable exercise options. To further promote these potential benefits, it is important to incorporate diverse class formats, increase the variety of exercises, and encourage students to exercise with others. Psychological and lifestyle markers of academic performance among first-year university students Takemune Fukuie, Koshiro Inoue, Akihiko Yamaguchi Volume 3, Issue 1 https://www.academia.edu/journals/academia-mental-health-and-well-being/articles?source=journal-top-nav Orthorexia nervosa and psychological distress among nursing, medical, and non-health-related students Aoi Nikaido [1], Miharu Nakanishi* [1,2], Mai Sakai [1], Hatsumi Yoshii [1] https://www.academia.edu/2997-9196/2/4/10.20935/MHealthWellB8081 Orthorexia nervosa, characterized by obsessive healthy eating habits, has been reported in nursing students, implying that extensive health-related knowledge is a risk factor. This study aimed to investigate the difference in level of orthorexia nervosa and its association with psychological distress between students of nursing, medical, and non-health-related departments. This cross-sectional study included Japanese national university students, aged 18–25 years, who responded to an online questionnaire survey conducted in April 2024. Orthorexia nervosa traits were assessed using the Teruel Orthorexia Scale, autistic traits were assessed using the Autism Spectrum Quotient, and psychological distress was assessed using the Kessler 6-item Scale. We performed multiple linear regression analyses. The 211 participants included 54 (25.6%) nursing students, 52 (24.6%) medical students, and 105 (49.8%) students from other departments. After controlling for gender and autistic traits, nursing students did not differ in traits of orthorexia nervosa from either medical students or other students. The between-group difference was also non-significant in level of psychological distress. Students with orthorexia nervosa were more likely to present greater psychological distress; however, the level of strength of association did not vary according to type of department. Extensive health-related knowledge may not always trigger or escalate obsessive healthy eating among university students. Further investigation is warranted to identify risk factors for orthorexia nervosa among nursing students.