In recent years, screen time has become an integral part of daily life for people of all ages, whether that be using social media, entertainment apps, or engaging in various online activities. However, many researchers worry that too much screen time may have negative impacts on one’s well-being, especially when it comes to adolescents and to young adults. This study analyzed the impacts of screen time on college students’ social well-being. The Social Model of Well-Being Scale (Keyes, 1998) was distributed online through Qualtrics. The survey also asked participants to report their average daily screen time and which category their most used application falls into (social media, entertainment, creativity, information and reading, etc.). We hypothesized that higher screen time would negatively impact college students’ social well-being. Participants were aged 18-64 and were students at a public 2-year college in the Pacific Northwest. Participants were recruited through voluntary sampling via recruitment posters around campus and through several psychology professors offering extra credit for participation in the survey. As data collection is still ongoing through the winter, the preliminary results (N = 166) revealed that the average social well-being score was 41.56 (SD = 7.28) with a range of 18-64, with higher scores indicating a greater sense of social well-being including social integration, acceptance, contribution, and cohesion. Cell phone use ranged from 30 minutes to 20 hours a day, with an average of 5.73 hours per day. 63% of the sample also reported social media as their most used application. Our findings will provide insight into the mental health of 2-year college students as it relates to screen time. This information may aid in the development of on-campus resources to decrease screen time and increase social well-being.      

While research on burnout has focused specifically on service-oriented roles (e.g., healthcare), recent trends indicate a growing prevalence of burnout in academic settings. Burnout syndrome (BS) is a set of psychological symptoms arising from interplay of chronic occupational stress and individual factors. These symptoms often manifest as emotional exhaustion, depersonalization, and diminished professional satisfaction. Academic burnout has become a concern due to its association with poor academic performance, dropout rates and mental health symptoms (e.g., depression & anxiety). This study employed a pre-and post-design, assessing burnout before and after a burnout management workshop. An online survey via Qualtrics gathered data from community college students in the Pacific Northwest (N = 28, primarily women (78%), aged 16-20 (63%), including dual enrolled high school students. The survey employed a revised Purdue Burnout Questionnaire and collected demographic information. The burnout management workshop, facilitated by two psychology faculty members, addressed burnout facets and various management techniques. We hypothesized that participating students would show improvement after attending the workshop. Initial analysis revealed a reduction in total burnout scores before and after the workshop. Despite a noteworthy decrease, the change did not reach statistical significance. This nonsignificant trend suggests a positive direction, and further qualitative data, scheduled for collection in Spring 2024. Understanding and addressing academic burnout is crucial as it directly correlates with students' academic performance and mental health. By examining burnout in the college setting, we hope to contribute valuable insights that can inform policies and interventions to create a more supportive academic environment. 

Are we happier when we experience more comfortable weather, or do we prefer seasons that provide increased social opportunities? Current studies have shown improvement in mood due to warmer, more tolerable climates or spending more quality time with loved ones. There is a gap in the relation of these two factors combined towards an individual's mood. We hypothesized change in relationship between mood and social activity throughout fall and winter. After our second survey period, we will review and organize data points based on temperatures and climates, time in and out of school sessions for students, levels of socialness, and those who changed their answers after reflecting on the social aspects of the questions. In this study, we surveyed 260 Washington State residents aged 18-64 (M = 24.46, SD = 10.03), 56% from Eastern Washington and 44% from Western in the fall prior to the holiday season (September-November 2023) and again in winter (January-February 2024) to measure changes in mood changes. Both surveys, administered through Qualtrics, asked participants about weather types experienced during each season, followed by a Brief Mood Introspection Scale (BMIS) regarding their last two weeks and the Self-Assessment Manikin (SAM) scale of weather tolerance (0°F-104°F). Participants then were asked about socialness during each season and potential seasonal affective diagnoses. We had two target populations: participants under 23 and those who are students and those who are not students or are 23 or older. We expect students to favor periods not in school regardless of socialness, as opposed to those who are not students, who we expect to favor the times they spend with those they care about over periods of isolation as they tend to have more defined schedules.