APSY's Lab

About the lab

Laboratoire APSY-V - Activités Physiques et Sportives et processus PSYchologiques : recherches sur les Vulnérabilités

Featured projects (1)

Since the beginning of the pandemic, university students have faced many challenges and without any preparation. Studies conducted during the first lockdown all show a deterioration in students' mental health and an increase in unhealthy lifestyles. Yet, we have no knowledge of the long-term effects of the pandemic on university students. To provide a better understanding of the short- and long-term consequences on the health and well-being of university students a first line of research of this project aims to identify the role of individual factors and situational factors on students' psychological health and lifestyle, at different times of the pandemic (with four measurement times). To provide decision support for universities to reduce the impact of the pandemic on students, a second line of research will evaluate the health effects of two innovative programs (one focused on stress and learning, the other on physical activity). To realize these two axes of research, our project adopts a pluridisciplinary approach based on clinical psychology, health psychology, cognitive psychology, social innovation by design, nutrition and physical activity.

Featured research (78)

Background Since the beginning of the COVID-19 pandemic, sanitary context and e-learning have greatly modified student lifestyles and led to deteriorations in their mental health. An increase in anxiety and depressive symptoms and sedentary behaviors, reduction in physical activity, and a stronger tendency to move toward unhealthy diet have been demonstrated. This finding highlights the need for innovative interventions to promote healthy lifestyle among students. Objective This research protocol aims to evaluate the effects of an intervention program on the lifestyle and psychological state of students. Methods Students from University of Nîmes were recruited and randomly assigned to 1 of 2 following conditions: an intervention group and a control group. Participants in the intervention group were engaged in an 8-week physical activity program. Prior to the start of the program, design-based innovative workshops were conducted with participants to ensure that the program was co-constructed by the users and met their specific needs. Students in the control group did not receive any intervention. For each group, measures of physical activity, sedentary time, anthropometric data, sleep, physical condition, and psychological variables (eg, anxiety, depression, motivation, body appreciation, perceived control, well-being) were conducted at baseline and 9 weeks later. Results A total of 110 participants were initially included. Reporting of the results is projected for the spring of 2022. Conclusions It is anticipated that this innovative intervention co-constructed by pairs will promote a healthier lifestyle and psychological health in students. There is every reason to believe that a mobilized co-construction approach is a promising strategy to limit unhealthy habits and promote physical activity while increasing motivation. The development and evaluation of interventions to address the specific needs of university students is essential and could be transferred to other vulnerable populations such as people with chronic diseases or older people. Trial Registration NCT05019482; International Registered Report Identifier (IRRID) DERR1-10.2196/36429
Les effets délétères de la pandémie sur la santé des étudiants sont désormais largement démontrés. Cependant, certains domaines de recherche sont encore sous-explorés. En effet, 1. La majorité des recherches sont descriptives et n’identifient pas les facteurs impliqués dans ces détériorations de santé ; 2. Les études ont essentiellement été menées pendant la première année de la COVID-19, très majoritairement durant le premier confinement, et nous n’avons pas ou peu de connaissances des effets à long terme ; 3. A ce jour, très peu d’études interventionnelles ont été menées pour prévenir les détériorations de santé des étudiants durant cette pandémie. Notre projet se propose de combler ces trois lacunes au travers de deux axes de recherche. Le premier vise à identifier les évolutions de la santé psychologique et du mode de vie des étudiants au cours de la seconde année de la pandémie, et à étudier le rôle de facteurs individuels et situationnels dans cette évolution. Notre deuxième axe de recherche se propose d’évaluer les effets de deux interventions innovantes (l'une axée sur le stress et l’apprentissage, l'autre sur la pratique d’une activité physique) sur la santé et le mode de vie des étudiants.
While it is now clear that the COVID-19 pandemic has had a major impact on the mental health of individuals, especially the most vulnerable ones such as students, we have very little knowledge about the long-term consequences. The objective of this study was to compare the mental health and coping of French university students during the different phases of the pandemic in the first 2 years. To this end, French university students were evaluated at four time points: during France’s first lockdown (April–May 2020; nT1 = 1357), the period after lockdown (June 2020; nT2 = 309), 1 year after the first lockdown, which was also a lockdown period (April–May 2021; n T1′ = 2569); and 1 year after the end of the first unlock (June 2021; nT2′ = 1136). Anxiety and depressive symptoms, coping and concerns were measured. In order to compare scores between the lockdown and unlock periods within the same year, paired samples t-tests were performed. To compare scores between the 2 years for different participants, independent samples t-tests were conducted. Our results showed that maladaptive strategies, concerns and symptoms were higher during lockdown periods, compared with unlock periods. In addition, symptom levels were higher in the second year of the pandemic compared with the first one. These argue that the psychological effects of COVID-19 were exacerbated by lockdowns but also by time. This highlights the need for more attention to be paid to students’ mental health.
The COVID-19 pandemic has had a major impact on university students, particulary on their mental health. However, little is yet known about how to prevent and/or reduce this impact. Prior to COVID-19, some studies have shown that online stress management programs were successful enough to improve students' mental health and stress adjustment strategies, suggesting that these interventions should be further developed during the pandemic. Our study explored the effects on mental health of an online program that targeted stress management and learning. A total of 347 university students were initially recruited to take part in a non-randomized controlled study. After dropout, our final sample consisted of 114 participants, divided into two groups: an intervention group (participants who took part in the program) and the control group (participants who did not participate in the program). The variables measured were: anxiety and depressive symptoms, academic burnout, learned helplessness, and coping strategies. Means comparisons between baseline (T0) and an assessment at 8 weeks (T1) revealed reductions in anxiety symptoms and learned helplessness in the intervention group, but not in the control group. Our pilot study reports promising effects of an online program on students' psychological state.

Lab head

Elodie Charbonnier
  • Psychologie
About Elodie Charbonnier
  • My research focuses on individuals from minority and/or stigmatized groups, and aims to understand the role of social context in the psychological distress of these populations. Thus, my research examines the interactions between social context, indicators of psychological distress, and cognitive, emotional, and behavioral variables. My work is based primarily on conceptual frameworks from clinical psychology and psychopathology in CBT, social psychology and health psychology.

Members (11)

Sarah Le Vigouroux
  • Université de Nîmes
Aurélie Goncalves
  • Université de Nîmes
Olivier Dodier
  • Université de Nîmes
Florence Lespiau
  • Université de Nîmes
Louise Baussard
  • Université de Nîmes
Maxime Deshayes
  • Université de Nîmes
Antony Philippe
  • Université de Nîmes
Lucile Montalescot
  • Université de Nîmes
Karim Korchi
Karim Korchi
  • Not confirmed yet