2023 - Full Presentation Schedule
Hey, Can We Talk? Examining the Effects of Professors Characteristics on Student Mental Health Disclosure
Abstract
Previous research has indicated that college students may hesitate to disclose their mental health status because of social stigma (Conley et al., 2020; Martin, 2010; Woodhead et al., 2021). While some students may choose to confide in a professor concerning their mental health, Woodhead et al. (2021) found that college students reported better experiences disclosing to peers than professors. It was also found that faculty may be more willing to provide accommodation (e.g., extra time) for text anxiety but less willing to do the same for other conditions like depression.
Although this research has raised questions about improving students' mental health disclosure, more research is needed to identify and understand the factors that contribute to their willingness to disclose to professors. It is unclear whether the gender of the professor and the course the professor teaches influence the likelihood of disclosure.
Past research has revealed that female professors are assumed to be more nurturing toward students compared to male professors (Meltzer & McNulty, 2011). Thus, it seems plausible that students may be more likely to disclose their mental health problems to a female professor. In addition, it has been reported that students tend to anticipate more negative psychological experiences in courses taught by science, technology, engineering, or math (STEM) professors, especially if the professor held a fixed mindset belief (LaCosse et al., 2021).
Given these findings, it seems likely that the professor’s teaching discipline may also influence whether students choose to disclose any mental health problems. In the current study, we examined whether the gender of the professor (male vs. female) and teaching discipline (STEM vs. Humanities) affects students' likelihood to disclose a mental health problem. Participants read a fictitious syllabus where the professor was either male or female and taught a Chemistry or English course.
After reading the syllabus, participants were asked to respond to a series of questions concerning whether they would disclose their mental health problems to the professor of the course described in the syllabus. Preliminary results indicated that students believed that humanities professors would be more understanding towards their mental health situation. It was also found that students with higher self-disclosure believed that professors would be more understanding, however this effect was only found for the humanities professor.
These findings could have implications for our understanding of the relationships between students and professors concerning mental health.
Hey, Can We Talk? Examining the Effects of Professors Characteristics on Student Mental Health Disclosure
CASB 105 - Psychology
Previous research has indicated that college students may hesitate to disclose their mental health status because of social stigma (Conley et al., 2020; Martin, 2010; Woodhead et al., 2021). While some students may choose to confide in a professor concerning their mental health, Woodhead et al. (2021) found that college students reported better experiences disclosing to peers than professors. It was also found that faculty may be more willing to provide accommodation (e.g., extra time) for text anxiety but less willing to do the same for other conditions like depression.
Although this research has raised questions about improving students' mental health disclosure, more research is needed to identify and understand the factors that contribute to their willingness to disclose to professors. It is unclear whether the gender of the professor and the course the professor teaches influence the likelihood of disclosure.
Past research has revealed that female professors are assumed to be more nurturing toward students compared to male professors (Meltzer & McNulty, 2011). Thus, it seems plausible that students may be more likely to disclose their mental health problems to a female professor. In addition, it has been reported that students tend to anticipate more negative psychological experiences in courses taught by science, technology, engineering, or math (STEM) professors, especially if the professor held a fixed mindset belief (LaCosse et al., 2021).
Given these findings, it seems likely that the professor’s teaching discipline may also influence whether students choose to disclose any mental health problems. In the current study, we examined whether the gender of the professor (male vs. female) and teaching discipline (STEM vs. Humanities) affects students' likelihood to disclose a mental health problem. Participants read a fictitious syllabus where the professor was either male or female and taught a Chemistry or English course.
After reading the syllabus, participants were asked to respond to a series of questions concerning whether they would disclose their mental health problems to the professor of the course described in the syllabus. Preliminary results indicated that students believed that humanities professors would be more understanding towards their mental health situation. It was also found that students with higher self-disclosure believed that professors would be more understanding, however this effect was only found for the humanities professor.
These findings could have implications for our understanding of the relationships between students and professors concerning mental health.