View in EDS HTML Full Text PDF Full Text

Examining Help-Seeking Intentions among Generation Z College Students

Saved in:
Bibliographic Details
Title: Examining Help-Seeking Intentions among Generation Z College Students
Language: English
Authors: Afroze N. Shaikh, Jordan B. Westcott, Sebastian Franck Love, Lauren Flynn, Catherine Y. Chang, Mary Chase Mize
Source: Journal of College Student Mental Health. 2024 38(3):500-518.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Age Groups, Stress Variables, COVID-19, Pandemics, Suicide, Help Seeking, Student Behavior, Generational Differences, Emotional Problems, Gender Differences, Racial Differences, Mental Health, Undergraduate Students, Professional Services, Social Support Groups
DOI: 10.1080/87568225.2023.2198155
ISSN: 8756-8225
1540-4730
Abstract: Generation Z has been impacted by various stressors, such as the COVID-19 pandemic, which have contributed to detrimental health outcomes, including elevated rates of suicide. The majority of current U.S. college students encompass members of Gen Z, who have reported more stress than other generations. College students among other generations have demonstrated low rates of help-seeking behaviors, though these older generations were less racially diverse. Hierarchical regression analyses were conducted to assess gender and racial differences in help-seeking intentions for personal and emotional problems and suicidal thoughts among a racially diverse sample of 160 college students. Participants with greater thwarted belongingness (a component of suicide desire) were less likely to seek help for personal or emotional problems, with no significant differences across race or gender. These findings suggest college counselors attend to increasing social connections; programming efforts specific to this generation; and ensuring knowledge of life-saving resources across social networks.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432314
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEyHDsTOvtCtXJbJeN9ljPzAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDMylUVSyTGp6t1I2QQIBEICBm6ZNad2x47zFTb420uJro3-zzm6UfVF7_TryVRy0IBzV_LvjKIZje-4DKa7eNM9g2tg41wHvWjBEIuTTKOKwchYZrwBOWOGeDvplQzxqKWLlFx6o5Fvi4-AWjWEMMh63GI38aXaH304RY7C8p-DHNI0MgliMQvbcJrM_eQ4jFSLi1jbGR0onlM6Q1AqP2B7ecGJUeHS7He1BGqcr
Text:
  Availability: 1
  Value: <anid>AN0178559266;[nm80]01jul.24;2024Jul24.05:35;v2.2.500</anid> <title id="AN0178559266-1">Examining Help-Seeking Intentions Among Generation Z College Students </title> <p>Generation Z has been impacted by various stressors, such as the COVID-19 pandemic, which have contributed to detrimental health outcomes, including elevated rates of suicide. The majority of current U.S. college students encompass members of Gen Z, who have reported more stress than other generations. College students among other generations have demonstrated low rates of help-seeking behaviors, though these older generations were less racially diverse. Hierarchical regression analyses were conducted to assess gender and racial differences in help-seeking intentions for personal and emotional problems and suicidal thoughts among a racially diverse sample of 160 college students. Participants with greater thwarted belongingness (a component of suicide desire) were less likely to seek help for personal or emotional problems, with no significant differences across race or gender. These findings suggest college counselors attend to increasing social connections; programming efforts specific to this generation; and ensuring knowledge of life-saving resources across social networks.</p> <p>Keywords: College counseling; Generation Z; help-seeking; suicide; support</p> <p>Mental health concerns, including suicide, are a pressing health concern for people born between 1997 and 2012, or Generation Z (Gen Z; Dimock, [<reflink idref="bib19" id="ref1">19</reflink>]). For example, suicide was the third leading cause of death among people aged 15 to 24 in the United States in 2020 (Garnett et al., [<reflink idref="bib26" id="ref2">26</reflink>]). Among current college students, most of whom are Gen Z, the Coronavirus (COVID-19) pandemic led to elevated rates of depression and anxiety (Fruehwirth et al., [<reflink idref="bib25" id="ref3">25</reflink>]; Son et al., [<reflink idref="bib55" id="ref4">55</reflink>]; U.S. Census Bureau, [<reflink idref="bib61" id="ref5">61</reflink>]), as well as substance use (Firkey et al., [<reflink idref="bib24" id="ref6">24</reflink>]). Members of Gen Z experience more stress than other generations; adults in Gen Z report greater stress related to finances and work (Morin, [<reflink idref="bib46" id="ref7">46</reflink>]), as well as being more impacted by stress related to mass shootings, the rise in suicide rates, climate change, and sexual harassment compared with all other adults (American Psychological Association [APA], [<reflink idref="bib2" id="ref8">2</reflink>]). Members of this generation were also less likely than any other generation to report very good or excellent mental health (APA, [<reflink idref="bib2" id="ref9">2</reflink>]).</p> <p>Some scholars suggest that these trends result from Gen Z members' willingness to engage in mental health discussions more openly (APA, [<reflink idref="bib2" id="ref10">2</reflink>]); however, others argue for additional contributing factors, such as the use of social media (Riehm et al., [<reflink idref="bib52" id="ref11">52</reflink>]; Twenge et al., [<reflink idref="bib60" id="ref12">60</reflink>]) and access to mental health care (Whitney & Peterson, [<reflink idref="bib65" id="ref13">65</reflink>]). Although multiple studies have explored help-seeking intentions among college students (Chen et al., [<reflink idref="bib10" id="ref14">10</reflink>]; Li et al., [<reflink idref="bib42" id="ref15">42</reflink>]; Wilson et al., [<reflink idref="bib67" id="ref16">67</reflink>]), these studies reflect experiences among previous generations of college students. As members of Gen Z increasingly comprise college student populations, it is imperative to understand help-seeking intentions among this generation, given the unique challenges they face. Greater insight into the sources of support sought by this generation may allow for greater intention on part of providers (i.e., trainings, policy change) to support current Gen Z students and the next wave of Gen Z as they transition into college.</p> <hd id="AN0178559266-2">Generation Z and mental health</hd> <p>Studying generational cohorts allows researchers to understand developmental considerations based on age, as well as the impacts of specific temporal events (Dimock, [<reflink idref="bib19" id="ref17">19</reflink>]). For example, whereas Millennial experiences are often characterized by 9/11 (Dimock, [<reflink idref="bib19" id="ref18">19</reflink>]), defining experiences for Gen Z include the COVID-19 pandemic and the resulting education and health challenges (de Figueiredo et al., [<reflink idref="bib18" id="ref19">18</reflink>]; Jones et al., [<reflink idref="bib33" id="ref20">33</reflink>]; Lee, [<reflink idref="bib38" id="ref21">38</reflink>]; Lessard & Puhl, [<reflink idref="bib39" id="ref22">39</reflink>]), increasing gun violence (APA, [<reflink idref="bib2" id="ref23">2</reflink>]), climate change (APA, [<reflink idref="bib2" id="ref24">2</reflink>]), and immigration reform (Dimock, [<reflink idref="bib19" id="ref25">19</reflink>]). These experiences may be exacerbated by increased exposure to news related to such events for the "digital natives" (Parker & Igielnik, [<reflink idref="bib50" id="ref26">50</reflink>], para. 4) of Gen Z, who grew up accessing technology and are more likely to encounter stressful information online.</p> <p>There is evidence that Gen Zs in the U.S. experience more stress than their generational counterparts, perhaps as a result of these generation-defining events. For example, the oldest members of Gen Z, aged 18 to 23, reported substantial impacts from the COVID-19 pandemic, with many reporting job losses and pay cuts (Parker & Igielnik, [<reflink idref="bib50" id="ref27">50</reflink>]). Gen Z high school students reported feeling sad and hopeless, experiencing emotional and physical abuse at home, and poor mental health during the pandemic (Centers for Disease Control and Prevention [CDC], [<reflink idref="bib9" id="ref28">9</reflink>]). In the APA ([<reflink idref="bib2" id="ref29">2</reflink>]) Stress in American Survey, members of Gen Z were more likely than any other generation to report stress related to concerns such as mass shootings, rises in suicide rates, global warming, sexual harassment and assault, and the separation and deportation of immigrant families. Further, school shootings, the opioid crisis, money, work, and health-related concerns all served as significant sources of stress for Gen Z respondents. Stressors also varied depending on the racial and ethnic identities of members of Gen Z, with people of color identifying more stress related to personal debt, as well as food and housing insecurities, as compared to their White peers (APA, [<reflink idref="bib2" id="ref30">2</reflink>]).</p> <p>These stressors may have a disproportionately negative impact on mental health among members of Gen Z. In fact, 46% of people under the age of 35 reported they were so stressed they could not function (American Psychological Association, [<reflink idref="bib3" id="ref31">3</reflink>]), providing evidence that stress continues to negatively impact mental health among young adults, including members of Gen Z. Gen Z was also more likely to say their mental health was fair or poor (27%) compared with Millennials (15%), Gen X (13%), or Baby Boomers (7%; APA, [<reflink idref="bib2" id="ref32">2</reflink>]). APA ([<reflink idref="bib2" id="ref33">2</reflink>]) found female members of Gen Z were twice as likely (35%) to report these outcomes as compared to their male counterparts (18%). It is unclear, however, if female and male respondents experience poor mental health outcomes at varying rates or if female respondents are more likely to report this experience than their male counterparts. Gen Z respondents aged 18 to 21 also identified experiencing stress symptoms such as depression or sadness (58%) and nervousness or anxiety (54%), and were the most likely generation to report diagnoses of depression (APA, [<reflink idref="bib2" id="ref34">2</reflink>]). Similarly, 62% of women and 51% of men aged 18 to 34 reported that they are completely overwhelmed by stress, which is a higher proportion than any other age group (APA, [<reflink idref="bib3" id="ref35">3</reflink>]).</p> <p>Another concern among Gen Z is elevated suicide risk (Garnett et al., [<reflink idref="bib26" id="ref36">26</reflink>]). According to the CDC, provisional data suggest increases in suicide rates in 2021, with statistically significant increases occurring among Gen Z males (Curtin et al., [<reflink idref="bib14" id="ref37">14</reflink>]). The Interpersonal Theory of Suicide (IPTS; Joiner, 2005) suggests death by suicide occurs when an individual experiences both desire for suicide and capability to enact suicidal behavior. Suicide desire encompasses two key constructs: thwarted belongingness and perceived burdensomeness (Van Orden et al., [<reflink idref="bib63" id="ref38">63</reflink>]). Thwarted belongingness involves loneliness and lack of reciprocally caring relationships (Van Orden et al., [<reflink idref="bib63" id="ref39">63</reflink>]), which may have worsened among Gen Z due to the negative impact of the pandemic on their social lives (Aucejo et al., [<reflink idref="bib4" id="ref40">4</reflink>]; Lee, [<reflink idref="bib38" id="ref41">38</reflink>]; Lessard & Puhl, [<reflink idref="bib39" id="ref42">39</reflink>]). Perceived burdensomeness consists of liability and self-hate (Van Orden et al., [<reflink idref="bib63" id="ref43">63</reflink>]), which may also be elevated among Gen Z due to stressors including debt and housing insecurity (APA, [<reflink idref="bib3" id="ref44">3</reflink>]). Suicide desire may escalate to suicidal behaviors as individuals develop capacity for suicide, which includes fearlessness of death and pain insensitivity (Van Orden et al., [<reflink idref="bib63" id="ref45">63</reflink>]). According to the IPTS, suicide interventions that target an individual's suicide <emph>desire</emph> are highly effective (Joiner, 2005). Though Calear et al. ([<reflink idref="bib8" id="ref46">8</reflink>]) found predictors of help-seeking for suicide ideation in the community (such as high literacy around suicide prevention and low stigma), much remains unknown about the relationship between help-seeking behavior and suicide (Heinsch et al., [<reflink idref="bib30" id="ref47">30</reflink>]). For the purposes of this study, we will focus on suicide desire as it pertains to the mental health status of Gen Z and their help-seeking intentions.</p> <hd id="AN0178559266-3">Help-seeking intentions</hd> <p>Given the evidence of worse mental health among members of Gen Z (APA, [<reflink idref="bib2" id="ref48">2</reflink>]; Curtin et al., [<reflink idref="bib14" id="ref49">14</reflink>]), understanding how this generation accesses support is critical to developing interventions to address their mental health concerns. One approach is the Theory of Planned Behavior (TPB; Ajzen, [<reflink idref="bib1" id="ref50">1</reflink>]), which posits human behavior is goal-directed, with actions controlled by one's intentions. The greater the intention, or motivation, to perform a behavior, the more likely the behavior will occur (Ajzen, [<reflink idref="bib1" id="ref51">1</reflink>]); in this case, a student's action to seek help will be determined based on their intention to seek it. Previous research indicated undergraduate college students had low levels of help-seeking behavior (Eisenberg et al., [<reflink idref="bib22" id="ref52">22</reflink>]), with barriers such as stigma (Downs & Eisenberg, [<reflink idref="bib21" id="ref53">21</reflink>]; Lally et al., [<reflink idref="bib37" id="ref54">37</reflink>]), lack of perceived need (Czyz et al., [<reflink idref="bib15" id="ref55">15</reflink>]; Downs & Eisenberg, [<reflink idref="bib21" id="ref56">21</reflink>]; Eisenberg et al., [<reflink idref="bib22" id="ref57">22</reflink>]), and skepticism in regard to treatment effectiveness (Downs & Eisenberg, [<reflink idref="bib21" id="ref58">21</reflink>]; Eisenberg et al., [<reflink idref="bib22" id="ref59">22</reflink>]) influencing whether they sought help. Given that most of these studies assess the behaviors and attitudes of earlier generations, less is known about help-seeking intentions among Gen Z college students.</p> <p>Emerging research has provided preliminary data about how Gen Z engages support. Previous findings indicated younger generations (e.g., Gen Z, Millennials) were more likely to receive treatment from a mental health professional, as compared to Gen X, Baby Boomers, and older adults (APA, [<reflink idref="bib2" id="ref60">2</reflink>]). Alongside professional support, members of Gen Z have also found social media to provide a sense of support (APA, [<reflink idref="bib2" id="ref61">2</reflink>]). Additionally, given the frequent use of technology among this generation (Parker & Igielnik, [<reflink idref="bib50" id="ref62">50</reflink>]) and the transition to telehealth during the pandemic (Burgoyne & Cohn, [<reflink idref="bib7" id="ref63">7</reflink>]), Gen Z college students may be more likely to self-refer to online resources, such as mobile applications (Levin et al., [<reflink idref="bib40" id="ref64">40</reflink>]).</p> <p>Help-seeking may be influenced by characteristics beyond the generational cohort. For example, sex differences in relation to predictors of help-seeking (Liddon et al., [<reflink idref="bib41" id="ref65">41</reflink>]) and help-seeking behaviors emerged in previous research, including female respondents endorsing more positive attitudes compared with their male counterparts while controlling for racial demographics (Nam et al., [<reflink idref="bib47" id="ref66">47</reflink>]). Among members of Gen Z, however, male and female respondents reported similar behaviors related to seeking help from a psychologist or mental health professional (APA, [<reflink idref="bib2" id="ref67">2</reflink>]), raising the question of potential sex and gender differences in help-seeking intentions across generations. In addition, gender was not significantly associated with mental health treatment use among suicidal college students (Downs & Eisenberg, [<reflink idref="bib21" id="ref68">21</reflink>]). Asian college students with suicidal ideation also had a significantly lower likelihood of receiving treatment compared to their White peers, whereas there was no significant difference among Black and White students (Downs & Eisenberg, [<reflink idref="bib21" id="ref69">21</reflink>]). Nam et al. ([<reflink idref="bib47" id="ref70">47</reflink>]) also found undergraduate and graduate students from Western cultures had more positive attitudes than students from non-Western cultures in regard to seeking professional mental health support. As the COVID-19 pandemic has greatly impacted members of Gen Z, as well as disproportionately impacted racial and ethnic minorities (Boehmmer, [<reflink idref="bib6" id="ref71">6</reflink>]), it is imperative to understand if there are differences among racial and ethnic groups in regard to their intention to seek help from different sources. Therefore, we sought to understand the help-seeking intentions of Gen Z college students and differences in intentions based on relevant demographic information, including race/ethnicity and gender, using the following research questions:</p> <p></p> <ulist> <item> Who will Generation Z college students refer to in order to receive help for emotional problems and suicidal thoughts?</item> <p></p> <item> Are there differences in intentions to seek help for emotional problems and suicidal thoughts among Generation Z college students based on race?</item> <p></p> <item> Are there differences in intentions to seek help for emotional problems and suicidal thoughts among Generation Z college students who identify as men and women?</item> </ulist> <hd id="AN0178559266-4">Methods</hd> <p></p> <hd id="AN0178559266-5">Procedures</hd> <p>Data was obtained from a larger research project assessing help-seeking intentions and suicide among 205 college students. The entire data collection process was conducted online using the SONA system (a research management system for study recruitment and data collection) and Qualtrics (an online survey system). All participants were voluntarily selected to participate in the research study and were compensated with course credit upon completion of the study. To meet eligibility requirements, participants a) were aged 18 years and older, b) were English-speaking, and c) identified as undergraduate college students. Participants were presented with basic information about the project, as well as the potential risks and benefits associated with their participation. Participants were asked to provide informed consent online before initiating the survey. Participants who did not provide consent were redirected and were not permitted to participate in the study. In order to ensure accurate reporting, participants were required to complete manipulation checks. At the end of the survey, participants were provided with a list of crisis resources given the nature of the topic. No identifying information was collected from participants and all study procedures were approved by the Institutional Review Board (Georgia State University IRB #H23165).</p> <hd id="AN0178559266-6">Participants</hd> <p>From the main study, 160 participants met Gen Z eligibility criteria, aged 18 to 25 (<emph>M</emph> = 21.2, <emph>SD</emph> = 1.37). The participant sample included undergraduate college students from an urban-based public university located in the Southeastern region of the United States. Participants identified as Black or African American (39.2%, <emph>n</emph> = 62); Asian (25.3%, <emph>n</emph> = 40); White (17.7%, <emph>n</emph> = 28); Hispanic, Latino/a, or Spanish origin (4.4%, <emph>n</emph> = 7); Middle Eastern (1.90%, <emph>n</emph> = 3); more than one race (10.1%, <emph>n</emph> = 16); and another racial/ethnic identity (0.63%, <emph>n</emph> = 1). Participants largely identified as women (59.4%, <emph>n</emph> = 95; 39.4%, <emph>n</emph> = 63 men; 0.6%, <emph>n</emph> = 1 non-binary; 0.6%, <emph>n</emph> = 1 genderqueer or gender nonconforming) and heterosexual (88.8%, <emph>n</emph> = 142; 6.3%, <emph>n</emph> = 10 bisexual; 1.3%, <emph>n</emph> = 2 gay; 1.9%, <emph>n</emph> = 3 lesbian; 0.6%, <emph>n</emph> = 1 asexual). The majority of participants were juniors (40.6%, <emph>n</emph> = 65) and seniors (46.9%, <emph>n</emph> = 75).</p> <hd id="AN0178559266-7">Measures</hd> <p></p> <hd id="AN0178559266-8">Help-seeking intention</hd> <p>The General Help-Seeking Questionnaire (GHSQ; Wilson et al., [<reflink idref="bib66" id="ref72">66</reflink>]) was used to assess participants' help-seeking intentions for both informal (e.g., friend, parent) and formal sources of support (e.g., mental health professional, phone helpline). This 20-item survey assesses help-seeking intentions across two sub-scales: personal or emotional problems and suicidal thoughts. Whereas Wilson et al. ([<reflink idref="bib66" id="ref73">66</reflink>]) validated the original GHSQ in a population of Australian high school students, researchers have since validated it in a wide range of populations, including community-dwelling adults in the United States (Hammer & Spiker, [<reflink idref="bib29" id="ref74">29</reflink>]), Filipino college students (Tuliao et al., [<reflink idref="bib59" id="ref75">59</reflink>]), and adolescents in Chile (Olivari & Guzmán-González, [<reflink idref="bib48" id="ref76">48</reflink>]). The GHSQ has been used in numerous studies with college students in the United States (e.g., McDermott et al., [<reflink idref="bib44" id="ref77">44</reflink>]; Pasupuleti, [<reflink idref="bib51" id="ref78">51</reflink>]) with acceptable internal consistency. Hammer and Spiker ([<reflink idref="bib29" id="ref79">29</reflink>]) found acceptable predictive validity of the GHSQ among a community-dwelling sample of adults in the United States.</p> <p>This questionnaire is scored on a 7-point Likert-type scale ranging from 1 (Extremely unlikely) to 7 (Extremely likely). A sample item would include <emph>"If you were having a personal or emotional problem, how likely is it that you would seek help from a parent?"</emph>. Subscale scores were calculated by creating a summed score across eight sources of support, with higher scores indicating greater help-seeking intentions. In the present study, the GHSQ subscales had internal consistencies of 0.70 for personal or emotional problems and 0.83 for suicidal thoughts.</p> <hd id="AN0178559266-9">Suicide desire</hd> <p>The Interpersonal Needs Questionnaire (INQ-15; Van Orden et al., [<reflink idref="bib62" id="ref80">62</reflink>]) was used to measure two subscales that assess suicide desire: perceived burdensomeness (PB; 6-item) and thwarted belongingness (TB; 9-item). Each of the 15 items is scored on a 7-point Likert-type scale ranging from 1 (Not true at all for me) to 7 (Very true for me), with higher scores indicating greater suicide desire. Several items are reverse-coded. Sample items include <emph>"These days, the people in my life would be happier without me,"</emph> (PB) and <emph>"These days I feel disconnected from other people."</emph> (TB). The scales have yielded internal consistencies of.95 and.88 in college samples for PB and TB, respectively (Hagan et al., [<reflink idref="bib28" id="ref81">28</reflink>]). In the present study, the INQ-15 had good internal consistency (α = 0.84).</p> <hd id="AN0178559266-10">Statistical analysis</hd> <p>Statistical analyses were conducted using IBM SPSS Statistics Version 27. A hierarchical multiple regression analysis was conducted using PB, TB, race, and gender to predict help-seeking intentions. A power analysis conducted using G*Power (Faul et al., [<reflink idref="bib23" id="ref82">23</reflink>]) revealed 77 participants were sufficient to detect a medium effect size (0.15) with a Type I error rate of.05. Less than 5% of data was missing, which is generally considered negligible (Dong & Peng, [<reflink idref="bib20" id="ref83">20</reflink>]). A Little's MCAR test was conducted to determine if data were missing completely at random. For the GHSQ subscale related to emotional problems, data were missing completely at random (<emph>χ<sups>2</sups></emph> (<reflink idref="bib39" id="ref84">39</reflink>, 205) = 42.27, <emph>p</emph> =.33). For the GHSQ related to suicidal ideation, data were also missing completely at random (<emph>χ<sups>2</sups></emph> (<reflink idref="bib62" id="ref85">62</reflink>, 205) = 51.85, <emph>p</emph> =.82). Given the negligible amount of missing data, as well as evidence that data was missing completely at random, we elected not to impute data and calculated composite scores for respondents for whom no more than 2 items were missing.</p> <hd id="AN0178559266-11">Results</hd> <p>Correlations, means, and standard deviations for study variables are reported in Table 1. Participants presented with low PB (<emph>M</emph> = 10.39) and varied TB scores (<emph>M</emph> = 27.55). Overall, Gen Z college students reported they would be most likely to seek help from an intimate partner or a friend for both personal or emotional problems (<emph>M</emph> = 5.60, <emph>SD</emph> = 1.38) and suicidal thoughts (<emph>M</emph> = 5.25, <emph>SD</emph> = 1.76) (Table 2). Participants were more likely not to seek help from anyone (<emph>M</emph> = 3.01, <emph>SD</emph> = 1.81; <emph>M</emph> = 2.67, <emph>SD</emph> = 1.82) than to refer to a minister or religious leader (<emph>M</emph> = 2.55, <emph>SD</emph> = 1.69; <emph>M</emph> = 2.66, <emph>SD</emph> = 1.87) for both personal or emotional problems and suicidal thoughts. Participants were also very unlikely to refer to a phone helpline (<emph>M</emph> = 2.51, <emph>SD</emph> = 1.68; <emph>M</emph> = 3.21, <emph>SD</emph> = 1.93) or doctor (<emph>M</emph> = 3.16, <emph>SD</emph> = 1.78; <emph>M</emph> = 3.33, <emph>SD</emph> = 1.93) for both personal or emotional problems and suicidal thoughts.</p> <p>Table 1. Descriptive statistics and correlations.</p> <p> <ephtml> <table><thead><tr><td /><td><italic>M</italic></td><td><italic>SD</italic></td><td>Range</td><td>1</td><td>2</td><td>3</td><td>4</td></tr></thead><tbody><tr><td><italic>Help-seeking intentions</italic></td><td>61.16</td><td>16.24</td><td>26–102</td><td /><td /><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Personal or emotional problems</p></list-item></list></td><td>30.47</td><td>7.39</td><td>12–50</td><td>–</td><td /><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Suicidal thoughts</p></list-item></list></td><td>30.97</td><td>10.58</td><td>8–56</td><td>.681*</td><td>–</td><td /><td /></tr><tr><td><italic>Suicide desire</italic></td><td>37.46</td><td>15.89</td><td>15–88</td><td /><td /><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Perceived burdensomeness</p></list-item></list></td><td>10.08</td><td>6.53</td><td>6–34</td><td>−.151</td><td>−.237*</td><td>–</td><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Thwarted belongingness</p></list-item></list></td><td>27.41</td><td>11.44</td><td>9–59</td><td>−.275*</td><td>−.411*</td><td>.524*</td><td>–</td></tr></tbody></table> </ephtml> </p> <p>1 Note: * <emph>p</emph> <.01.</p> <p>Table 2. Help-seeking intentions for personal or emotional problems and suicidal thoughts.</p> <p> <ephtml> <table><thead><tr><td /><td>Personal or emotional problems</td><td>Suicidal thoughts</td></tr><tr><td>Help source</td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody><tr><td>Intimate partner</td><td>5.60</td><td>1.38</td><td>5.25</td><td>1.76</td></tr><tr><td>Friend</td><td>5.10</td><td>1.53</td><td>4.79</td><td>1.85</td></tr><tr><td>Parent</td><td>4.43</td><td>1.79</td><td>4.25</td><td>2.19</td></tr><tr><td>Other relative/family member</td><td>3.71</td><td>1.74</td><td>3.56</td><td>2.05</td></tr><tr><td>Mental health professional</td><td>3.89</td><td>1.76</td><td>4.52</td><td>1.90</td></tr><tr><td>Phone helpline</td><td>2.51</td><td>1.68</td><td>3.21</td><td>1.93</td></tr><tr><td>Doctor</td><td>3.16</td><td>1.78</td><td>3.33</td><td>1.93</td></tr><tr><td>Minister or religious leader</td><td>2.55</td><td>1.69</td><td>2.66</td><td>1.87</td></tr><tr><td>I would not seek help from anyone</td><td>3.01</td><td>1.81</td><td>2.67</td><td>1.82</td></tr></tbody></table> </ephtml> </p> <p>To answer RQ2 and RQ3, two hierarchical multiple regression models regressed help-seeking intentions on antecedents of suicide risk (e.g., PB and TB), racial identity, and gender. In the first, the GHSQ subscale for personal/emotional problems was regressed on PB and TB, dummy variables representing Black and Asian identity, and a dummy variable representing that the respondent identified as a woman. The final model was significant, indicating the predictor variables accounted for roughly 8.3% of the variance in GHSQ Personal/Emotional Problem subscale scores, <emph>R</emph><sups><emph>2</emph></sups> =.083, <emph>F</emph>(<reflink idref="bib5" id="ref86">5</reflink>, 142) = 2.579, <emph>p</emph> =.029. The model had a small effect size (<emph>f</emph><sups><emph>2</emph></sups> =.091; Cohen, [<reflink idref="bib11" id="ref87">11</reflink>]). TB emerged as the only significant predictor in the model (see Tables 3 and 4 for model summary and regression coefficients), such that respondents with greater TB were less likely to seek help for personal or emotional problems. Therefore, controlling for antecedents of suicide, neither Black nor Asian respondents were more or less likely to seek help for personal or emotional problems compared with White respondents. Similarly, women were not more or less likely to seek help for personal or emotional problems compared with men, controlling for both suicide antecedents and racial identity.</p> <p>Table 3. Hierarchical multiple regression model summaries.</p> <p> <ephtml> <table><thead><tr><td>Model</td><td>R</td><td>R<sup>2</sup></td><td>Adj. R<sup>2</sup></td><td>S.E. of Estimate</td><td>R<sup>2</sup> Change</td><td>F Change</td><td>Sig. F Change</td></tr></thead><tbody><tr><td>GHSQ Personal/Emotional Problem<sup>a</sup></td></tr><tr><td>1<sup>a</sup></td><td>.282<sup>b</sup></td><td>.080</td><td>.067</td><td>7.197</td><td>.080</td><td>6.278</td><td>.002</td></tr><tr><td>2<sup>a</sup></td><td>.288<sup>c</sup></td><td>.083</td><td>.057</td><td>7.234</td><td>.003</td><td>.267</td><td>.766</td></tr><tr><td>3<sup>a</sup></td><td>.289<sup>d</sup></td><td>.083</td><td>.051</td><td>7.259</td><td>.000</td><td>.021</td><td>.885</td></tr><tr><td>GHSQ Suicidal Ideation<sup>e</sup></td></tr><tr><td>1<sup>e</sup></td><td>.418<sup>b</sup></td><td>.175</td><td>.163</td><td>9.786</td><td>.175</td><td>15.126</td><td><.001</td></tr><tr><td>2<sup>e</sup></td><td>.419<sup>c</sup></td><td>.176</td><td>152</td><td>9.850</td><td>.001</td><td>.076</td><td>.927</td></tr><tr><td>3<sup>e</sup></td><td>.426<sup>d</sup></td><td>.181</td><td>.152</td><td>9.851</td><td>.006</td><td>.964</td><td>.328</td></tr></tbody></table> </ephtml> </p> <ulist> <item>2 Note: a. Dependent Variable: GHSQ Personal/Emotional Problem subscale, <emph>n</emph> = 148.</item> <item>3 b. Predictors: (Constant), PB, TB.</item> <item>4 c. Predictors: (Constant), PB, TB, Black identity, Asian identity.</item> <item>5 d. Predictors: (Constant), PB, TB, Black identity, Asian identity, Woman.</item> <item>6 e. Dependent Variable: GHSQ Suicidal Ideation subscale, <emph>n</emph> = 146.</item> </ulist> <p>Table 4. Hierarchical multiple regression Coefficients<sups>a</sups>.</p> <p> <ephtml> <table><thead><tr><td /><td /><td>Unstandardized Coeff.</td><td>Stand. Coeff.</td><td /><td /><td>Correlations</td></tr><tr><td>Model</td><td /><td>β</td><td>S.E.</td><td>β</td><td>t</td><td>Sig.</td><td>95% C.I.</td><td>0-Order</td><td>Part</td><td>Partial</td></tr></thead><tbody><tr><td>1</td><td>Constant</td><td>35.743</td><td>1.569</td><td /><td>22.786</td><td><.001</td><td>[32.642, 38.843]</td><td /><td /><td /></tr><tr><td /><td>PB</td><td>−.015</td><td>.106</td><td>−.013</td><td>−.143</td><td>.887</td><td>[−0.225, 0.195]</td><td>−.161</td><td>−.012</td><td>−.011</td></tr><tr><td /><td>TB</td><td>−.182</td><td>.063</td><td>−.275</td><td>−2.915</td><td>.004</td><td>[−0.306, −0.059]</td><td>−.282</td><td>−.235</td><td>−.232</td></tr><tr><td>2</td><td>Constant</td><td>36.110</td><td>1.796</td><td /><td>20.104</td><td><.001</td><td>[32.56, 39.661]</td><td /><td /><td /></tr><tr><td /><td>PB</td><td>−.040</td><td>.113</td><td>−.036</td><td>−.355</td><td>.723</td><td>[−0.265, 0.184]</td><td>−.161</td><td>−.030</td><td>−.028</td></tr><tr><td /><td>TB</td><td>−.175</td><td>.064</td><td>−.264</td><td>−2.749</td><td>.007</td><td>[−0.301, −0.049]</td><td>−.282</td><td>−.224</td><td>−.220</td></tr><tr><td /><td>Black Identity</td><td>−.802</td><td>1.422</td><td>−.054</td><td>−.564</td><td>.574</td><td>[−3.613, 2.009]</td><td>−.052</td><td>−.047</td><td>−.045</td></tr><tr><td /><td>Asian Identity</td><td>.212</td><td>1.620</td><td>.013</td><td>.131</td><td>.896</td><td>[−2.991, 3.415]</td><td>.012</td><td>.011</td><td>.010</td></tr><tr><td>3</td><td>Constant</td><td>36.145</td><td>1.818</td><td /><td>19.877</td><td><.001</td><td>[32.551, 39.74]</td><td /><td /><td /></tr><tr><td /><td>PB</td><td>−.040</td><td>.114</td><td>−.036</td><td>−.352</td><td>.725</td><td>[−0.265, 0.185]</td><td>−.161</td><td>−.030</td><td>−.028</td></tr><tr><td /><td>TB</td><td>−.176</td><td>.064</td><td>−.266</td><td>−2.737</td><td>.007</td><td>[−0.304, −0.049]</td><td>−.282</td><td>−.224</td><td>−.220</td></tr><tr><td /><td>Black Identity</td><td>−.843</td><td>1.454</td><td>−.057</td><td>−.580</td><td>.563</td><td>[−3.717, 2.032]</td><td>−.052</td><td>−.049</td><td>−.047</td></tr><tr><td /><td>Asian Identity</td><td>.189</td><td>1.634</td><td>.011</td><td>.116</td><td>.908</td><td>[−3.04, 3.418]</td><td>.012</td><td>.010</td><td>.009</td></tr><tr><td /><td>Woman</td><td>.092</td><td>.632</td><td>.012</td><td>.146</td><td>.885</td><td>[−1.158, 1.342]</td><td>−.037</td><td>.012</td><td>.012</td></tr></tbody></table> </ephtml> </p> <p>7 Note: <emph>n</emph> = 148. a. Dependent Variable: GHSQ Personal/Emotional Problem subscale.</p> <p>In the second, the GHSQ subscale for suicidal ideation was regressed on PB and TB, dummy variables representing Black and Asian identity, and a dummy variable representing that the respondent identified as a woman. The final model was significant, indicating the predictor variables accounted for roughly 18.1% of the variance in GHSQ Suicidal Ideation subscale scores, <emph>R</emph><sups><emph>2</emph></sups> =.181, <emph>F</emph>(<reflink idref="bib5" id="ref88">5</reflink>, 140) = 6.194, <emph>p</emph> <.001. The model had a medium effect size (<emph>f</emph><sups><emph>2</emph></sups> =.221; Cohen, 1988). TB again emerged as the only significant predictor in the model (see Tables 3 and 5 for model summary and regression coefficients), such that respondents with greater TB were less likely to seek help for suicidal ideation. Therefore, controlling for antecedents of suicide, neither Black nor Asian respondents were more or less likely to seek help for suicidal ideation compared with White respondents. Similarly, women were not more or less likely to seek help for suicidal ideation compared with men, controlling for both suicide antecedents and racial identity.</p> <p>Table 5. Hierarchical multiple regression Coefficients<sups>b</sups>.</p> <p> <ephtml> <table><thead><tr><td /><td /><td>Unstandardized Coeff.</td><td>Stand. Coeff.</td><td /><td /><td>Correlations</td></tr><tr><td>Model</td><td /><td>β</td><td>S.E.</td><td>β</td><td>t</td><td>Sig.</td><td>95% C.I.</td><td>0-Order</td><td>Part</td><td>Partial</td></tr></thead><tbody><tr><td>1</td><td>Constant</td><td>41.712</td><td>2.134</td><td /><td>19.547</td><td><.001</td><td>[37.494, 45.931]</td><td /><td /><td /></tr><tr><td /><td>PB</td><td>−.068</td><td>.149</td><td>−.041</td><td>−.458</td><td>.648</td><td>[−0.362, 0.226]</td><td>−.246</td><td>−.038</td><td>−.035</td></tr><tr><td /><td>TB</td><td>−.374</td><td>.084</td><td>−.395</td><td>−4.446</td><td><.001</td><td>[−0.541, −0.208]</td><td>−.416</td><td>−.349</td><td>−.338</td></tr><tr><td>2</td><td>Constant</td><td>42.075</td><td>2.418</td><td /><td>17.398</td><td><.001</td><td>[37.294, 46.856]</td><td /><td /><td /></tr><tr><td /><td>PB</td><td>−.083</td><td>.159</td><td>−.049</td><td>−.520</td><td>.604</td><td>[−0.397, 0.232]</td><td>−.246</td><td>−.044</td><td>−.040</td></tr><tr><td /><td>TB</td><td>−.369</td><td>.086</td><td>−.390</td><td>−4.304</td><td><.001</td><td>[−0.539, −0.2]</td><td>−.416</td><td>−.341</td><td>−.329</td></tr><tr><td /><td>Black Identity</td><td>−.706</td><td>1.911</td><td>−.033</td><td>−.369</td><td>.712</td><td>[−4.483, 3.072]</td><td>−.023</td><td>−.031</td><td>−.028</td></tr><tr><td /><td>Asian Identity</td><td>−.124</td><td>2.212</td><td>−.005</td><td>−.056</td><td>.955</td><td>[−4.497, 4.248]</td><td>−.027</td><td>−.005</td><td>−.004</td></tr><tr><td>3</td><td>Constant</td><td>41.724</td><td>2.445</td><td /><td>17.066</td><td><.001</td><td>[36.891, 46.558]</td><td /><td /><td /></tr><tr><td /><td>PB</td><td>−.088</td><td>.159</td><td>−.052</td><td>−.551</td><td>.582</td><td>[−0.402, 0.227]</td><td>−.246</td><td>−.047</td><td>−.042</td></tr><tr><td /><td>TB</td><td>−.356</td><td>.087</td><td>−.376</td><td>−4.093</td><td><.001</td><td>[−0.528, −0.184]</td><td>−.416</td><td>−.327</td><td>−.313</td></tr><tr><td /><td>Black Identity</td><td>−.377</td><td>1.940</td><td>−.018</td><td>−.195</td><td>.846</td><td>[−4.213, 3.458]</td><td>−.023</td><td>−.016</td><td>−.015</td></tr><tr><td /><td>Asian Identity</td><td>.059</td><td>2.220</td><td>.002</td><td>.027</td><td>.979</td><td>[−4.33, 4.448]</td><td>−.027</td><td>.002</td><td>.002</td></tr><tr><td /><td>Woman</td><td>−.848</td><td>.864</td><td>−.078</td><td>−.982</td><td>.328</td><td>[−2.556, 0.86]</td><td>−.147</td><td>−.083</td><td>−.075</td></tr></tbody></table> </ephtml> </p> <p>8 Note: <emph>n</emph> = 146. a. Dependent Variable: GHSQ Suicidal Ideation subscale.</p> <hd id="AN0178559266-12">Discussion</hd> <p>Members of Gen Z make up a large proportion of college students in the U.S. at present, yet little is known about their help-seeking behaviors or intentions. This is particularly concerning given the elevated risk of suicide (Curtin et al., [<reflink idref="bib14" id="ref89">14</reflink>]) and poorer mental health (APA, [<reflink idref="bib2" id="ref90">2</reflink>]) among Gen Z compared with earlier generations. Our study sought to understand the potential for suicide risk and help-seeking intentions among college students who are members of Gen Z, as well as explore the influence of sociodemographic characteristics on help-seeking intentions among college students in this generation.</p> <p>Although respondents in our study had low PB, their scores related to TB were less homogenous, reflecting some participants had higher risk related to suicide. Although social isolation is a longstanding concern among college students (Molidor et al., [<reflink idref="bib45" id="ref91">45</reflink>]), researchers have identified specific concerns among Gen Z. More than half of Gen Z respondents in the American National Family Life Survey (Cox, [<reflink idref="bib12" id="ref92">12</reflink>]) indicated that they were lonely at least once or twice a month during childhood, more than any earlier generation. Beam and Kim ([<reflink idref="bib5" id="ref93">5</reflink>]) argued that social isolation and loneliness are significant concerns among adolescents and young adults, most of whom are presently Gen Z; they also suggest these concerns were exacerbated by the COVID-19 pandemic. Given that our survey followed the pandemic, the variation in TB scores may reflect differing degrees to which respondents have recovered from increased isolation resulting from the pandemic.</p> <p>In general, respondents in this study were equally likely to seek help for emotional problems and suicidal ideation, whereas there is evidence that older generations would be more likely to seek help for suicidal ideation than personal problems (Deane & Todd, [<reflink idref="bib17" id="ref94">17</reflink>]). This may reflect the destigmatization of mental health difficulties and help-seeking among Gen Z compared with other generations (APA, [<reflink idref="bib2" id="ref95">2</reflink>]), although members of Gen Z may still experience stigma as a barrier to accessing care (Kemp et al., [<reflink idref="bib34" id="ref96">34</reflink>]). For personal or emotional problems, respondents were most likely to seek help from an intimate partner or friend and least likely to seek help from a phone helpline or religious leader. This differs from previous generations, who were relatively likely to seek support from religious organizations (e.g., Stewart et al., [<reflink idref="bib57" id="ref97">57</reflink>]); a potential explanation is Gen Z has the largest proportion of any generation in the U.S. that identifies as unaffiliated with any religion (Cox, [<reflink idref="bib13" id="ref98">13</reflink>]). Although respondents were still most likely to seek help from an intimate partner or friend for suicidal thoughts, they were least likely to seek help from a religious leader, which may reflect the same trend identified above.</p> <p>Respondents also indicated it was unlikely that they would not seek help at all for suicidal thoughts. This was also reflected in the findings that demonstrated they were more likely to seek help for suicidal thoughts than for personal problems from mental health professionals, phone helplines, doctors, and religious leaders as compared with other, less formal support types, as evidenced by a higher mean scores on associated items. This may reflect perceived seriousness of suicidality, which is aligned with destigmatization of mental health concerns and treatment among Gen Z (McDermott et al., [<reflink idref="bib44" id="ref99">44</reflink>]). Given the elevated suicide risk in this population (Curtin et al., [<reflink idref="bib14" id="ref100">14</reflink>]), it is encouraging that respondents were generally willing to seek help for suicidal ideation, although they indicated they were still less likely to use phone helplines compared with other sources of support. Because the 988 helpline is one of the primary public health approaches for addressing suicide risk in the U.S. (Substance Abuse and Mental Health Services Administration [SAMHSA], [<reflink idref="bib58" id="ref101">58</reflink>]), it is even more important that college campuses provide resources for college students who may be at risk of suicide.</p> <p>Given differences based on gender (Liddon et al., [<reflink idref="bib41" id="ref102">41</reflink>]) and race (Nam et al., [<reflink idref="bib47" id="ref103">47</reflink>]) among previous generations of college students in regard to help-seeking behaviors, we also explored whether race or gender predicted variance in help-seeking intentions among Gen Z college students. Neither gender nor race was a significant predictor in the model for our sample. This may reflect shifting gender norms among Gen Z, as there is evidence that members of Gen Z are more accepting of gender diversity and less likely to ascribe to traditional gender roles (Parker & Igielnik, [<reflink idref="bib50" id="ref104">50</reflink>]). McDermott et al. ([<reflink idref="bib44" id="ref105">44</reflink>]) found conformity to masculine role norms, particularly self-reliance and emotional control, were help-seeking barriers among college men; if these masculine roles are less highly valued in members of Gen Z, alongside destigmatization of mental health services, the gender gap in help-seeking intentions may decrease. There is also evidence that race-related stress and stigma influence whether students of color seek help (Pasupuleti, [<reflink idref="bib51" id="ref106">51</reflink>]); therefore, racial or ethnic identity alone may not adequately explain differences in help-seeking intentions.</p> <p>Indeed, contrary to our findings, other researchers have found evidence that there are racial differences in help-seeking in Gen Z. Kemp et al. ([<reflink idref="bib34" id="ref107">34</reflink>]) found that White respondents were more likely than Black respondents to seek help for a mental health condition, although their sample included both Gen Z and Millennial participants. Other findings suggest Asian American college students in mental health treatment may have greater psychological distress compared with White college students (Sorkhou et al., [<reflink idref="bib56" id="ref108">56</reflink>]), although this study did not reveal differences in treatment-seeking behaviors. Sorkhou et al. ([<reflink idref="bib56" id="ref109">56</reflink>]) also found a significant interaction between race and gender, which may indicate the intersectional experiences of race and gender are more influential on help-seeking intentions than either social identity on its own.</p> <p>College mental health professionals may also consider other factors that influence help-seeking intentions among members of this generation, rather than only race or gender. For example, Jeong et al. ([<reflink idref="bib31" id="ref110">31</reflink>]) found that first-generation college students were less likely to seek help than non-first-generation college students, despite reporting higher anxiety and lower life satisfaction. Similarly, connectedness to campus and social connection with peers may also better explain help-seeking intentions on college campuses (Samuolis et al., [<reflink idref="bib53" id="ref111">53</reflink>]), which is aligned with our finding that TB was the only significant predictor of help-seeking intentions in our sample. Student status (e.g., undergraduate vs. graduate), as well as discipline, may also impact help-seeking intentions (Lipson et al., [<reflink idref="bib35" id="ref112">35</reflink>]). These factors may intersect with social and cultural identities, such as race and gender, in ways that reveal trends related to culture and help-seeking among college students in Gen Z.</p> <hd id="AN0178559266-13">Implications for college mental health professionals</hd> <p>Participants in this study endorsed relative likelihood of seeking help for both emotional problems and suicidal ideation. Openness to help-seeking is encouraging, and mental health services on campus should be made visible and accessible to take advantage of this attitude. Innovative approaches, such as telehealth interventions (Gonzalez et al., [<reflink idref="bib27" id="ref113">27</reflink>]), mobile apps (Palesh et al., [<reflink idref="bib49" id="ref114">49</reflink>]), and interactive modules (MacDonald & Neville, [<reflink idref="bib43" id="ref115">43</reflink>]), show promise within this population and may take advantage of this willingness to seek help.</p> <p>TB, which represents social isolation and lack of reciprocal meaningful relationships, was the only significant predictor in the model, such that respondents who felt less belonging were significantly less likely to seek help for both emotional problems and suicidal ideation. Therefore, interventions aimed at fostering relational connections may be especially important. This is supported by past research, which demonstrated that factors such as campus connectedness (Samuolis et al., [<reflink idref="bib53" id="ref116">53</reflink>]) and social support (Schwitzer, [<reflink idref="bib54" id="ref117">54</reflink>]) may help students seek formal and informal help when needed. Programming such as peer support groups (Johnson & Riley, [<reflink idref="bib32" id="ref118">32</reflink>]) and peer-to-peer mental health awareness programming (Walther et al., [<reflink idref="bib64" id="ref119">64</reflink>]) may benefit students in need of social connections and relational support.</p> <p>Although we did not find significant relationships between gender or race and help-seeking, that does not mean that these relationships do not exist. Attending to the intersectional experiences of students when designing services may make mental health supports more accessible for this population. For example, providers may consider offering embedded services in cultural and community centers (e.g., Black student caucuses on campus) to bring mental health services to accessible locations. Broaching cultural differences (Day-Vines et al., [<reflink idref="bib16" id="ref120">16</reflink>]) in group and individual mental health treatment may also help college mental health professionals address salient social and cultural identities when students access services.</p> <p>Some students may not access formal campus supports despite these efforts. Therefore, it is important to consider other means of help-seeking, such as connecting with phone lines or using friends and family as support sources. Despite low help-seeking intentions in relation to helplines, the 988 Suicide and Crisis Lifeline provides promise to increase ease in access to free, 24/7, life-saving resources through the use of a 3-digit dialing code. College counseling centers may therefore consider implementing intentional public messaging strategies that increase awareness of crisis services, including the 988 number (Klimes-Dougan et al., [<reflink idref="bib36" id="ref121">36</reflink>]). Additional messaging may focus on increasing public awareness on the signs and symptoms of emotional distress and suicide behavior, as well as crisis interventions than can be used by friends and family during critical moments.</p> <hd id="AN0178559266-14">Limitations and recommendations for future research</hd> <p>This study is not without limitations. Although the sample size was adequate for the analyses conducted, a larger sample size may have allowed for exploration of interactions between different social and cultural identities, which may have explained variance in help-seeking intentions. Similarly, the analytic structure did not allow respondents to be categorized into multiple racial categories, erasing some nuance in their experiences related to racial identity and structural racism. A larger sample may also have allowed for the exploration of additional demographic variables which may influence help-seeking intentions in Gen Z, including first-generation status, field of study, social class or socioeconomic background, and sexual orientation, among others.</p> <p>Relatedly, including students from only one institution in the sample may impact the generalizability of the results. This limitation may also indicate concerns related to this specific university and their available resources, rather than mental health resources available to Gen Z college students broadly. These results should be compared with new research related to Gen Z college students as it emerges to determine whether the results generalize to a broader cohort of Gen Z college students. Another challenge in studying generational cohorts is the risk of erasing individual differences within the group. Although generations have distinct experiences and characteristics that differentiate them from one another (Dimock, [<reflink idref="bib19" id="ref122">19</reflink>]), there is still significant variation within each generation; the conclusions drawn here may not apply to all members of Gen Z.</p> <p>From these limitations emerge several future directions of research. Additional study is needed to understand help-seeking intentions among college students as members of Gen Z increasingly make up a larger proportion of that population. Much of the current research related to help-seeking in university contexts is focused on earlier generations; therefore, there is a need to better understand what influences help-seeking in order to design effective outreach programs to support Gen Z college students. Similarly, future research should continue to explore how social and cultural factors influence help-seeking intentions in this population. Rather than exploring social identities, it may be beneficial to examine experiences related to marginalization to determine how structural factors influence help-seeking. Finally, as the national suicide hotline emerges as an emergency response resource via the new 988 number (SAMHSA, [<reflink idref="bib58" id="ref123">58</reflink>]), studying how members of Gen Z on college campuses utilize this resource will be important. Similarly, given the degree to which Gen Z utilizes technology (Parker & Igielnik, [<reflink idref="bib50" id="ref124">50</reflink>]), including items related to other virtual helpline options may better illustrate additional sources of support.</p> <hd id="AN0178559266-15">Conclusion</hd> <p>This study sought to provide initial data related to help-seeking intentions among Gen Z college students, such as whether antecedents of suicide desire (e.g., PB and TB) and social and cultural identities (e.g., race and gender) influenced the perceived likelihood of help-seeking. These findings provide a deeper understanding of what factors may influence if Gen Z college students will seek help for emotional problems or suicidal ideation. Although gender and race did not emerge as significant predictors of help-seeking, lack of belonging did, suggesting that programming targeting social connection, relationships, and campus connectedness may be influential in supporting help-seeking among Gen Z college students.</p> <hd id="AN0178559266-16">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0178559266-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref50" type="bt">1</bibl> <bibtext> Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11 – 39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2</bibtext> </blist> <blist> <bibl id="bib2" idref="ref8" type="bt">2</bibl> <bibtext> American Psychological Association. (2018). Stress in America TM Generation Z. 11.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref31" type="bt">3</bibl> <bibtext> American Psychological Association. (2022). Stress in America 2022: Concerned for the future, beset by inflation. https://<ulink href="http://www.apa.org/news/press/releases/stress/2022/concerned-future-inflation">www.apa.org/news/press/releases/stress/2022/concerned-future-inflation</ulink></bibtext> </blist> <blist> <bibl id="bib4" idref="ref40" type="bt">4</bibl> <bibtext> Aucejo, E. M., French, J., Ugalde Araya, M. P., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics, 191, 104271. https://doi.org/10.1016/j.jpubeco.2020.104271</bibtext> </blist> <blist> <bibl id="bib5" idref="ref86" type="bt">5</bibl> <bibtext> Beam, C. R., & Kim, A. J. (2020). Psychological sequelae of social isolation and loneliness might be a larger problem in young adults than older adults. Psychological Trauma: Theory, Research, Practice, and Policy, 12 (S1), S58 – 60. https://doi.org/10.1037/tra0000774</bibtext> </blist> <blist> <bibl id="bib6" idref="ref71" type="bt">6</bibl> <bibtext> Boehmer T. K. (2022). Racial and Ethnic Disparities in Outpatient Treatment of COVID-19 ― United States, January–July 2022. MMWR Morb. Mortal. Wkly. Rep., 71 (43), 1359 – 1365. https://doi.org/10.15585/mmwr.mm7143a2</bibtext> </blist> <blist> <bibl id="bib7" idref="ref63" type="bt">7</bibl> <bibtext> Burgoyne, N., & Cohn, A. S. (2020). Lessons from the transition to relational teletherapy during COVID-19. Family Process, 59 (3), 974 – 988. https://doi.org/10.1111/famp.12589</bibtext> </blist> <blist> <bibl id="bib8" idref="ref46" type="bt">8</bibl> <bibtext> Calear, A. L., Batterham, P. J., & Christensen, H. (2014). Predictors of help-seeking for suicidal ideation in the community: Risks and opportunities for public suicide prevention campaigns. Psychiatry Research, 219 (3), 525 – 530. https://doi.org/10.1016/j.psychres.2014.06.027</bibtext> </blist> <blist> <bibl id="bib9" idref="ref28" type="bt">9</bibl> <bibtext> Centers for Disease Control and Prevention. (2022, September 9). Coronavirus Disease 2019. https://<ulink href="http://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html">www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html</ulink></bibtext> </blist> <blist> <bibtext> Chen, J. I., Romero, G. D., & Karver, M. S. (2016). The relationship of perceived campus culture to mental health help-seeking intentions. Journal of Counseling Psychology, 63 (6), 677 – 684. https://doi.org/10.1037/cou0000095</bibtext> </blist> <blist> <bibtext> Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.</bibtext> </blist> <blist> <bibtext> Cox, D. (2022). The Childhood Loneliness of Generation Z. https://<ulink href="http://www.americansurveycenter.org/the-lonely-childhood-of-generation-z/">www.americansurveycenter.org/the-lonely-childhood-of-generation-z/</ulink></bibtext> </blist> <blist> <bibtext> Cox, D. A. (2022). Generation Z and the Future of Faith in America. The Survey Center on American Life. https://<ulink href="http://www.americansurveycenter.org/research/generation-z-future-of-faith/">www.americansurveycenter.org/research/generation-z-future-of-faith/</ulink></bibtext> </blist> <blist> <bibtext> Curtin, S., Garnett, M., & Ahmad, F. (2022). Provisional numbers and rates of suicide by month and demographic characteristics: United States, 202 (No. 24; Vital Statistics Rapid Release). U.S. Department of Health and Human Services.</bibtext> </blist> <blist> <bibtext> Czyz, E. K., Horwitz, A. G., Eisenberg, D., Kramer, A., & King, C. A. (2013). Self-reported barriers to professional help seeking among college students at elevated risk for suicide. Journal of American College Health, 61 (7), 398 – 406. https://doi.org/10.1080/07448481.2013.820731</bibtext> </blist> <blist> <bibtext> Day-Vines, N. L., Cluxton-Keller, F., Agorsor, C., Gubara, S., & Otabil, N. A. A. (2020). The multidimensional model of broaching behavior. Journal of Counseling & Development, 98 (1), 107 – 118. https://doi.org/10.1002/jcad.12304</bibtext> </blist> <blist> <bibtext> Deane, F. P., & Todd, D. M. (2008). Attitudes and intentions to seek professional psychological help for personal problems or suicidal thinking. Journal of College Student Psychotherapy, 10 (4), 45 – 59. https://doi.org/10.1300/J035v10n04_06</bibtext> </blist> <blist> <bibtext> De Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala de Oliveira, T., da Silva Chagas, L., Raony, Í., Ferreira, E. S., Giestal de Araujo, E., dos Santos, A. A., & Bomfim, P.O. -S. (2021). COVID-19 pandemic impact on children and adolescents' mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 106, 110171. https://doi.org/10.1016/j.pnpbp.2020.110171</bibtext> </blist> <blist> <bibtext> Dimock, M. (2019). Defining generations: Where millennials end and generation Z begins. Pew Research Center. https://<ulink href="http://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/">www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/</ulink></bibtext> </blist> <blist> <bibtext> Dong, Y., & Peng, C. -Y.J. (2013). Principled missing data methods for researchers. SpringerPlus, 2 (1), 222. https://doi.org/10.1186/2193-1801-2-222</bibtext> </blist> <blist> <bibtext> Downs, M. F., & Eisenberg, D. (2012). Help seeking and treatment use among suicidal college students. Journal of American College Health, 60 (2), 104 – 114. https://doi.org/10.1080/07448481.2011.619611</bibtext> </blist> <blist> <bibtext> Eisenberg, D., Golberstein, E., & Gollust, S. E. (2007). Help-seeking and access to mental health care in a university student population. Medical Care, 45 (7), 594 – 601. https://doi.org/10.1097/MLR.0b013e31803bb4c1</bibtext> </blist> <blist> <bibtext> Faul, F., Erdfelder, E., Lang, A. -G., & Buchner, A. (2007). G*power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39 (2), 175 – 191. https://doi.org/10.3758/BF03193146</bibtext> </blist> <blist> <bibtext> Firkey, M. K., Sheinfil, A. Z., & Woolf-King, S. E. (2021). Substance use, sexual behavior, and general well-being of U.S. college students during the COVID-19 pandemic: A brief report. Journal of American College Health, 70 (8), 1 – 7. https://doi.org/10.1080/07448481.2020.1869750</bibtext> </blist> <blist> <bibtext> Fruehwirth, J. C., Biswas, S., Perreira, K. M., & Lin, C. -Y. (2021). The Covid-19 pandemic and mental health of first-year college students: Examining the effect of Covid-19 stressors using longitudinal data. Plos One, 16 (3), e0247999. https://doi.org/10.1371/journal.pone.0247999</bibtext> </blist> <blist> <bibtext> Garnett, M., Curtin, S., & Stone, D. (2022). NCHS Data Brief: Suicide Mortality in the United States, 2000–2020, No. 433. Centers for Disease Control and Prevention. https://doi.org/10.15620/cdc:114217</bibtext> </blist> <blist> <bibtext> Gonzalez, J. E., Ramclam, A., Moelbak, R., & Roche, M. (2022). The transition to telepsychology during the COVID-19 pandemic: College student and counselor acceptability perceptions and attitudes. Journal of College Student Psychotherapy, 1 – 17. https://doi.org/10.1080/87568225.2022.2029688</bibtext> </blist> <blist> <bibtext> Hagan, C. R., Podlogar, M. C., Chu, C., & Joiner, T. E. (2015). Testing the Interpersonal Theory of Suicide: The moderating role of hopelessness. International Journal of Cognitive Therapy, 8 (2), 99 – 113. https://doi.org/10.1521/ijct.2015.8.2.99</bibtext> </blist> <blist> <bibtext> Hammer, J. H., & Spiker, D. A. (2018). Dimensionality, reliability, and predictive evidence of validity for three help-seeking intention instruments: ISCI, GHSQ, and MHSIS. Journal of Counseling Psychology, 65 (3), 394 – 401. https://doi.org/10.1037/cou0000256</bibtext> </blist> <blist> <bibtext> Heinsch, M., Sampson, D., Huens, V., Handley, T., Hanstock, T., Harris, K., Kay Lambkin, F., & De Luca, V. (2020). Understanding ambivalence in help-seeking for suicidal people with comorbid depression and alcohol misuse. Plos One, 15 (4), e0231647. https://doi.org/10.1371/journal.pone.0231647</bibtext> </blist> <blist> <bibtext> Jeong, H. J., Kim, S., & Lee, J. (2021). Mental health, life satisfaction, supportive parent communication, and help-seeking sources in the wake of COVID-19: First-generation college students (FGCS) Vs. Non-first-generation college students (non-FGCS). Journal of College Student Psychotherapy, 0 (0), 1 – 16. https://doi.org/10.1080/87568225.2021.1906189</bibtext> </blist> <blist> <bibtext> Johnson, B. A., & Riley, J. B. (2021). Psychosocial impacts on college students providing mental health peer support. Journal of American College Health, 69 (2), 232 – 236. https://doi.org/10.1080/07448481.2019.1660351</bibtext> </blist> <blist> <bibtext> Jones, H. E., Manze, M., Ngo, V., Lamberson, P., & Freudenberg, N. (2021). The impact of the COVID-19 pandemic on college students' health and financial stability in New York City: Findings from a population-based sample of City University of New York (CUNY) Students. Journal of Urban Health, 98 (2), 187 – 196. https://doi.org/10.1007/s11524-020-00506-x</bibtext> </blist> <blist> <bibtext> Kemp, E., Porter, M., Davis, C., & Williams, K. M. (2022). Awareness as wellness: Examining disparities in mental health care. Journal of Cultural Marketing Strategy, 6 (2), 102 – 114.</bibtext> </blist> <blist> <bibtext> Ketchen Lipson, S., Gaddis, S., Heinze, J., Beck, K., & Eisenberg D. (2015). Variations in student mental health and treatment utilization across US colleges and universities. Journal of American College Health, 63 (6), 388 – 396. https://doi.org/10.1080/07448481.2015.1040411</bibtext> </blist> <blist> <bibtext> Klimes-Dougan, B., Wright, N., & Klingbeil, D. A. (2016). Suicide prevention public service announcements impact help-seeking attitudes: The message makes a difference. Frontiers in Psychiatry, 7, 7. https://doi.org/10.3389/fpsyt.2016.00124</bibtext> </blist> <blist> <bibtext> Lally, J., Conghaile, A. Ó., Quigley, S., Bainbridge, E., & McDonald, C. (2013). Stigma of mental illness and help-seeking intention in university students. The Psychiatrist, 37 (8), 253 – 260. https://doi.org/10.1192/pb.bp.112.041483</bibtext> </blist> <blist> <bibtext> Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet: Child & Adolescent Health, 4 (6), 421. https://doi.org/10.1016/S2352-46422030109-7</bibtext> </blist> <blist> <bibtext> Lessard, L. M., & Puhl, R. M. (2021). Adolescent academic worries amid COVID-19 and perspectives on pandemic-related changes in teacher and peer relations. School Psychology, 36 (5), 285 – 292. https://doi.org/10.1037/spq0000443</bibtext> </blist> <blist> <bibtext> Levin, M. E., Stocke, K., Pierce, B., & Levin, C. (2018). Do college students use online self-help? A survey of intentions and use of mental health resources. Journal of College Student Psychotherapy, 32 (3), 181 – 198. https://doi.org/10.1080/87568225.2017.1366283</bibtext> </blist> <blist> <bibtext> Liddon, L., Kingerlee, R., & Barry, J. A. (2018). Gender differences in preferences for psychological treatment, coping strategies, and triggers to help-seeking. British Journal of Clinical Psychology, 57 (1), 42 – 58. https://doi.org/10.1111/bjc.12147</bibtext> </blist> <blist> <bibtext> Li, W., Dorstyn, D. S., & Denson, L. A. (2014). Psychosocial correlates of college students' help-seeking intention: A meta-analysis. Professional Psychology, Research and Practice, 45 (3), 163 – 170. https://doi.org/10.1037/a0037118</bibtext> </blist> <blist> <bibtext> MacDonald, H. Z., & Neville, T. (2022). Promoting college students' mindfulness, mental health, and self-compassion in the time of COVID-19: Feasibility and efficacy of an online, interactive mindfulness-based stress reduction randomized trial. Journal of College Student Psychotherapy, 0 (0), 1 – 19. https://doi.org/10.1080/87568225.2022.2028329</bibtext> </blist> <blist> <bibtext> McDermott, R. C., Smith, P. N., Borgogna, N., Booth, N., Granato, S., & Sevig, T. D. (2018). College students' conformity to masculine role norms and help-seeking intentions for suicidal thoughts. Psychology of Men & Masculinity, 19 (3), 340 – 351. https://doi.org/10.1037/men0000107</bibtext> </blist> <blist> <bibtext> Molidor, C. E., Wright, T. L., & Hoffman, S. J. (2008). An organization to battle isolation, withdrawal and depression in a university setting. Journal of College Student Psychotherapy, 10 (4), 23 – 34. https://doi.org/10.1300/J035v10n04_04</bibtext> </blist> <blist> <bibtext> Morin, A. (2021). Gen Z is the Most Stressed Out Generation Right Now. Verywell Mind. https://<ulink href="http://www.verywellmind.com/state-of-mental-health-across-generations-5189603">www.verywellmind.com/state-of-mental-health-across-generations-5189603</ulink></bibtext> </blist> <blist> <bibtext> Nam, S. K., Chu, H. J., Lee, M. K., Lee, J. H., Kim, N., & Lee, S. M. (2010). A meta-analysis of gender differences in attitudes toward seeking professional psychological help. Journal of American College Health, 59 (2), 110 – 116. https://doi.org/10.1080/07448481.2010.483714</bibtext> </blist> <blist> <bibtext> Olivari, C., & Guzmán-González, M. (2017). Validation of the General Help-Seeking Questionnaire for mental health problems in adolescents. Pediatric Research in Chile, 88 (3), 324 – 331. https://doi.org/10.4067/S0370-41062017000300003</bibtext> </blist> <blist> <bibtext> Palesh, O., Oakley-Girvan, I., Richardson, A., Nelson, L. M., Clark, R., Hancock, J., Acle, C., Lavista, J. M., Miller, Y., & Gore-Felton, C. (2020). Assessing mental health among college students using mobile apps: Acceptability and feasibility. Journal of College Student Psychotherapy, 36 (3), 331 – 338. https://doi.org/10.1080/87568225.2020.1842280</bibtext> </blist> <blist> <bibtext> Parker, K., & Igielnik, R. (2020, May 14). On the cusp of adulthood and facing an uncertain future: What we know about Gen Z so far. Pew Research Center's Social & Demographic Trends Project. https://<ulink href="http://www.pewresearch.org/social-trends/2020/05/14/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2/">www.pewresearch.org/social-trends/2020/05/14/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2/</ulink></bibtext> </blist> <blist> <bibtext> Pasupuleti, R. (2013). Cultural factors, stigma, stress, and help-seeking attitudes among college students. Open Access Dissertations. https://doi.org/10.23860/diss-pasupuleti-radhika-2013</bibtext> </blist> <blist> <bibtext> Riehm, K. E., Feder, K. A., Tormohlen, K. N., Crum, R. M., Young, A. S., Green, K. M., Pacek, L. R., La Flair, L. N., & Mojtabai, R. (2019). Associations between time spent using social media and internalizing and externalizing problems among US youth. JAMA Psychiatry, 76 (12), 1266 – 1273. https://doi.org/10.1001/jamapsychiatry.2019.2325</bibtext> </blist> <blist> <bibtext> Samuolis, J., Griffin, K., Mason, M. J., & Dekraker, N. (2017). Connectedness to campus and likelihood of help-seeking for suicidality among college women. Journal of College Student Psychotherapy, 31 (3), 238 – 246. https://doi.org/10.1080/87568225.2017.1312176</bibtext> </blist> <blist> <bibtext> Schwitzer, A. M. (2008). Self-development, social support, and student help-seeking. Journal of College Student Psychotherapy, 20 (2), 29 – 52. https://doi.org/10.1300/J035v20n02_04</bibtext> </blist> <blist> <bibtext> Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students' mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22 (9), e21279. https://doi.org/10.2196/21279</bibtext> </blist> <blist> <bibtext> Sorkhou, M., Rashid, T., Dere, J., & Uliaszek, A. (2022). Psychological distress in treatment-seeking university students: An intersectional examination of Asian identity and gender identity. Journal of College Student Psychotherapy, 1 – 21. https://doi.org/10.1080/87568225.2022.2145252</bibtext> </blist> <blist> <bibtext> Stewart, J. W., Bradford, K., Higginbotham, B. J., & Skogrand, L. (2016). Relationship help-seeking: A review of the efficacy and reach. Marriage & Family Review, 52 (8), 781 – 803. https://doi.org/10.1080/01494929.2016.1157559</bibtext> </blist> <blist> <bibtext> Substance Abuse and Mental Health Services Administration. (2022). The Lifeline and 988: Lifeline. 988 Suicide & Crisis Lifeline. https://988lifeline.org/current-events/the-lifeline-and-988/</bibtext> </blist> <blist> <bibtext> Tuliao, A., Velasquez, P., & Lansford, J. E. (2014). Filipino mothers' self-efficacy in managing anger and in parenting, and parental rejection as predictors of child delinquency. Philippine Journal of Psychology, 47 (2), 1 – 17.</bibtext> </blist> <blist> <bibtext> Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among U.S. adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6 (1), 3 – 17. https://doi.org/10.1177/2167702617723376</bibtext> </blist> <blist> <bibtext> U.S. Census Bureau. (2020). Household Pulse Survey Data. Census.Gov. https://<ulink href="http://www.census.gov/programs-surveys/household-pulse-survey/data.html">www.census.gov/programs-surveys/household-pulse-survey/data.html</ulink></bibtext> </blist> <blist> <bibtext> Van Orden, K. A., Cukrowicz, K. C., Witte, T. K., & Joiner, T. E. (2012). Thwarted belongingness and perceived burdensomeness: Construct validity and psychometric properties of the Interpersonal Needs Questionnaire. Psychological Assessment, 24 (1), 197 – 215. https://doi.org/10.1037/a0025358</bibtext> </blist> <blist> <bibtext> Van Orden, K. A., Witte, T. K., Cukrowicz, K. C., Braithwaite, S. R., Selby, E. A., & Joiner, T. E. (2010). The interpersonal theory of suicide. Psychological Review, 117 (2), 575 – 600. https://doi.org/10.1037/a0018697</bibtext> </blist> <blist> <bibtext> Walther, W. A., Abelson, S., & Malmon, A. (2014). Active minds: Creating peer-to-peer mental health awareness. Journal of College Student Psychotherapy, 28 (1), 12 – 22. https://doi.org/10.1080/87568225.2014.854673</bibtext> </blist> <blist> <bibtext> Whitney, D. G., & Peterson, M. D. (2019). US national and state-level prevalence of mental health disorders and disparities of mental health care use in children. JAMA Pediatrics, 173 (4), 389 – 391. https://doi.org/10.1001/jamapediatrics.2018.5399</bibtext> </blist> <blist> <bibtext> Wilson, C. J., Deane, F. P., Ciarrochi, J., & Rickwood, D. (2005). Measuring help-seeking intentions: Properties of the General Help-Seeking Questionnaire. Canadian Journal of Counselling, 39 (1), 15 – 28.</bibtext> </blist> <blist> <bibtext> Wilson, C. J., Rickwood, D., & Deane, F. P. (2007). Depressive symptoms and help-seeking intentions in young people. The Clinical Psychologist, 11 (3), 98 – 107. https://doi.org/10.1080/13284200701870954</bibtext> </blist> </ref> <aug> <p>By Afroze N. Shaikh; Jordan B. Westcott; Sebastian Franck Love; Lauren Flynn; Catherine Y. Chang and Mary Chase Mize</p> <p>Reported by Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib26" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib25" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib55" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib61" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib24" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib46" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib52" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib60" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib65" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib42" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib67" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib18" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib33" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib38" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib39" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib50" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib14" firstref="ref37"></nolink> <nolink nlid="nl20" bibid="bib63" firstref="ref38"></nolink> <nolink nlid="nl21" bibid="bib30" firstref="ref47"></nolink> <nolink nlid="nl22" bibid="bib22" firstref="ref52"></nolink> <nolink nlid="nl23" bibid="bib21" firstref="ref53"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref54"></nolink> <nolink nlid="nl25" bibid="bib15" firstref="ref55"></nolink> <nolink nlid="nl26" bibid="bib40" firstref="ref64"></nolink> <nolink nlid="nl27" bibid="bib41" firstref="ref65"></nolink> <nolink nlid="nl28" bibid="bib47" firstref="ref66"></nolink> <nolink nlid="nl29" bibid="bib66" firstref="ref72"></nolink> <nolink nlid="nl30" bibid="bib29" firstref="ref74"></nolink> <nolink nlid="nl31" bibid="bib59" firstref="ref75"></nolink> <nolink nlid="nl32" bibid="bib48" firstref="ref76"></nolink> <nolink nlid="nl33" bibid="bib44" firstref="ref77"></nolink> <nolink nlid="nl34" bibid="bib51" firstref="ref78"></nolink> <nolink nlid="nl35" bibid="bib62" firstref="ref80"></nolink> <nolink nlid="nl36" bibid="bib28" firstref="ref81"></nolink> <nolink nlid="nl37" bibid="bib23" firstref="ref82"></nolink> <nolink nlid="nl38" bibid="bib20" firstref="ref83"></nolink> <nolink nlid="nl39" bibid="bib11" firstref="ref87"></nolink> <nolink nlid="nl40" bibid="bib45" firstref="ref91"></nolink> <nolink nlid="nl41" bibid="bib12" firstref="ref92"></nolink> <nolink nlid="nl42" bibid="bib17" firstref="ref94"></nolink> <nolink nlid="nl43" bibid="bib34" firstref="ref96"></nolink> <nolink nlid="nl44" bibid="bib57" firstref="ref97"></nolink> <nolink nlid="nl45" bibid="bib13" firstref="ref98"></nolink> <nolink nlid="nl46" bibid="bib58" firstref="ref101"></nolink> <nolink nlid="nl47" bibid="bib56" firstref="ref108"></nolink> <nolink nlid="nl48" bibid="bib31" firstref="ref110"></nolink> <nolink nlid="nl49" bibid="bib53" firstref="ref111"></nolink> <nolink nlid="nl50" bibid="bib35" firstref="ref112"></nolink> <nolink nlid="nl51" bibid="bib27" firstref="ref113"></nolink> <nolink nlid="nl52" bibid="bib49" firstref="ref114"></nolink> <nolink nlid="nl53" bibid="bib43" firstref="ref115"></nolink> <nolink nlid="nl54" bibid="bib54" firstref="ref117"></nolink> <nolink nlid="nl55" bibid="bib32" firstref="ref118"></nolink> <nolink nlid="nl56" bibid="bib64" firstref="ref119"></nolink> <nolink nlid="nl57" bibid="bib16" firstref="ref120"></nolink> <nolink nlid="nl58" bibid="bib36" firstref="ref121"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1432314
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Examining Help-Seeking Intentions among Generation Z College Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Afroze+N%2E+Shaikh%22">Afroze N. Shaikh</searchLink><br /><searchLink fieldCode="AR" term="%22Jordan+B%2E+Westcott%22">Jordan B. Westcott</searchLink><br /><searchLink fieldCode="AR" term="%22Sebastian+Franck+Love%22">Sebastian Franck Love</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Flynn%22">Lauren Flynn</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+Y%2E+Chang%22">Catherine Y. Chang</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Chase+Mize%22">Mary Chase Mize</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Mental+Health%22"><i>Journal of College Student Mental Health</i></searchLink>. 2024 38(3):500-518.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Age+Groups%22">Age Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Suicide%22">Suicide</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Generational+Differences%22">Generational Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Services%22">Professional Services</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/87568225.2023.2198155
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 8756-8225<br />1540-4730
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Generation Z has been impacted by various stressors, such as the COVID-19 pandemic, which have contributed to detrimental health outcomes, including elevated rates of suicide. The majority of current U.S. college students encompass members of Gen Z, who have reported more stress than other generations. College students among other generations have demonstrated low rates of help-seeking behaviors, though these older generations were less racially diverse. Hierarchical regression analyses were conducted to assess gender and racial differences in help-seeking intentions for personal and emotional problems and suicidal thoughts among a racially diverse sample of 160 college students. Participants with greater thwarted belongingness (a component of suicide desire) were less likely to seek help for personal or emotional problems, with no significant differences across race or gender. These findings suggest college counselors attend to increasing social connections; programming efforts specific to this generation; and ensuring knowledge of life-saving resources across social networks.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1432314
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1432314
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/87568225.2023.2198155
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 500
    Subjects:
      – SubjectFull: Age Groups
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Suicide
        Type: general
      – SubjectFull: Help Seeking
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Generational Differences
        Type: general
      – SubjectFull: Emotional Problems
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Professional Services
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
    Titles:
      – TitleFull: Examining Help-Seeking Intentions among Generation Z College Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Afroze N. Shaikh
      – PersonEntity:
          Name:
            NameFull: Jordan B. Westcott
      – PersonEntity:
          Name:
            NameFull: Sebastian Franck Love
      – PersonEntity:
          Name:
            NameFull: Lauren Flynn
      – PersonEntity:
          Name:
            NameFull: Catherine Y. Chang
      – PersonEntity:
          Name:
            NameFull: Mary Chase Mize
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 8756-8225
            – Type: issn-electronic
              Value: 1540-4730
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of College Student Mental Health
              Type: main
ResultId 1