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Cognitive Systems Research 56 (2019) 151–158
www.elsevier.com/locate/cogsys

Analysis and research on mental health of college students based

on cognitive computing

Mengmeng Chen a,⇑, Suo Jiang b

a
Mental Health Education Center, Wenzhou University Oujiang College, China
b
School of Psychiatry, Wenzhou Medical University, China

Received 10 December 2018; received in revised form 12 February 2019; accepted 6 March 2019
Available online 13 March 2019

Abstract

In recent years, according to the survey, college students have frequent psychological problems, anxiety, depression, inferiority, inter-
personal sensitivity and other psychological problems, and even more, even the idea of suicide. It has a very serious negative impact on
the family and society. Children are the flowers of the motherland, and college students are the important cornerstone of the country’s
future development. Therefore, the mental health problems of college students are particularly important. Based on the research of cog-
nitive computing, this paper combines the research data to analyze the influencing factors of mental health, analyzes the shortcomings of
mental health education, and proposes corresponding ideas and solutions.
Ó 2019 Published by Elsevier B.V.

Keywords: College students; Mental health; Cognitive computing; Analysis; Research

1. Introduction With the rapid development of the social economy, these

different levels of psychological problems are also intensify-
According to the survey report of the Institute of Psy- ing. In addition, some scholars have shown that the mental
chology of the Chinese Academy of Sciences, the overall health status of the 18–28 age group is mostly low, and the
mental health of Chinese urban residents is generally good, number of adolescent mental health indicators participat-
but about 20% of respondents have mental health problems ing in the test is significantly reduced. These psychological
(Zorzi et al., 2015). At the same time, a survey conducted problems have slowly penetrated into every aspect of the
by the China Youth Daily revealed that about 60% of col- student’s daily life. Due to factors such as family, school,
lege students currently have psychological problems. personality, social environment and even teacher-student
According to the situation, about 17% of students have dif- relationship, there are still many psychological problems
ferent degrees of depression. About 15% of college students among college students. First of all, students with mental
suffer from anxiety disorders, about 10% of students have health problems have low learning efficiency, poor grades,
varying degrees of pessimism, and about 10% of students and many students have serious problems (Zhang, xxxx).
have hatred against society and families (see Fig. 1). These phenomena will increase the psychological problems
of students; anxiety in work will also lead to inefficient
work and affect the progress of work; in dealing with peo-
⇑ Corresponding author.
ple, there will be indifference and fear of contact with peo-
E-mail addresses: [email protected] (M. Chen), [email protected].
ple. In recent years, a series of accidents in colleges and
cn (S. Jiang). universities have been caused by mental health problems.

https://doi.org/10.1016/j.cogsys.2019.03.003
1389-0417/Ó 2019 Published by Elsevier B.V.
152 M. Chen, S. Jiang / Cognitive Systems Research 56 (2019) 151–158

education of college students. Some colleges and universi-

ties also try to implement some measures for college stu-
dents’ mental health education, but most colleges and
universities do not understand the mental health education
deeply enough, just formalism. Even though many schools
try to promote the mental health education of college stu-
dents, they have not taken effective measures, which has led
to mental health education still in the stage of slogan pub-
licity (Zhong & Qiu, 2012).

2.3. The educational teachers’ knowledge level is not up to

standard, and there is a lack of professional communication
teacher team

At present, this problem is highlighted in two aspects.

First, the number of personnel is insufficient and the teach-
ers are weak. The mental health education personnel in col-
leges and universities in China are seriously inadequate,
which restricts the healthy development of mental health
Fig. 1. Status of mental health status of college students in China. education in colleges and universities (Hinton et al., 2012;
Yao & Lu, 2007). Second, professional talent resources
These incidents all point to the fact that the mental health are not enough. Therefore, the quality and effectiveness
of college students is very serious. Therefore, it is of great of mental health education are largely unable to meet
significance to strengthen the investigation of college stu- expected expectations. Second, counselors are the most
dents’ mental health and to study the factors affecting col- accessible school administrators in their daily lives, and
lege students’ mental health. they are the bridge between schools and students. How-
ever, most counselors lack the basic knowledge and main
2. The factors affecting college students’ mental health skills of mental health education, which affects the final
result of mental health education.
At present, the reality of mental health education for
college students in China is not optimistic, and there are 2.4. The irregularity of the lifestyle of college students
mainly problems in the following aspects.
At present, many college students are extremely irregu-
2.1. The concept is backward and the understanding of lar in their daily lives, often eating irregularly, and often
psychological problems is insufficient staying up late may be caused by the popularity of the
Internet and the excessive pressure of college students’
Many college students believe that only those so-called daily learning. These bad habits will cause great harm to
‘‘psychiatric patients” need mental health education and their body and mind. Recent studies have shown that the
necessary psychological treatment, and mental health is lifestyle of college students is moderately positively corre-
‘‘governing mainly, treating and focusing on prevention”. lated with their mental health, thus showing a strong rela-
If there is no psychological problem, there is no need for tionship between lifestyle and mental health. Interactive
mental health education. Therefore, I refuse to ideological contact. Moreover, so far, few people have raised the
education in this area. And once there is a psychological impact of students’ health cognition on mental health. It
problem, I am ashamed to ask for help, and I am afraid is not clear that the impact of students’ health cognition
that I am considered to be different from ordinary people. on the mental health of college students is still in a state
At the same time, some students wear colored glasses, and of ambiguity (Kang, 2014) (see Fig. 2).
they are excluded from students who have psychological
problems and seek help. These are not conducive to mental 3. Based on cognitive computing research and analysis
health development (Fuzhen, 2002).
Cognition is the complete process of human observing
2.2. Mental health education is not formal and management the world, understanding the world, and transforming the
is not standardized world (He, Xiang, Kang, Wang, & Pan, 2016). ‘‘Ci Hai”
interprets ‘‘cognition” as the activity of human beings to
Although in recent years, in the face of the increasingly understand objective things and acquire knowledge, includ-
serious psychological problems of college students and the ing perception, memory, learning, speech, thinking and
actual situation that jeopardizes the family and society, col- The process of problem solving is the process of people
leges and universities have begun to pay attention to the actively processing external information. Cognitive com-
 M. Chen, S. Jiang / Cognitive Systems Research 56 (2019) 151–158 153

Fig. 2. The proportion of college students staying up late.

Experiments show that human cognitive environment

has more unknown fuzzy information besides some accu-
rate information. Therefore, human sensory organs are
both accurate information sensors and fuzzy information
sensors (Chen, Li, Narayan, Subramanian, & Xie, 2016),
so cognitive elements it is an effective expression of human
cognitive information.
If a finite number of cognitive elements x1(ax1), x2(ax2),
. . ., xn(axn) are combined, they can interact to form a new
cognitive element y(ay), which is called a one-dimensional
fuzzy event, denoted as e = [x1 (ax1), x2 (ax2), . . ., xn
(axn)] ? y (ay), (n  2), xi (axi) is called the e element of
Fig. 3. Reasons for college students staying up late. e, y (ay) The knot called e, n is called the dimension of e,
and is called de = n. Therefore, when a certain one-
puting, as an extension of cognition, is a top-down, global, dimensional fuzzy event occurs in the external world at a
unified theoretical study designed to explain the observed certain time, it will definitely cause human cognition, and
cognitive phenomena (thinking), consistent with known then calculate it as recognition (Ling, 2012).
bottom-up The neurobiological facts (brains) can be calcu- When the calculation is complete, we use the average
lated or explained by mathematical principles (Wang & method in the initial algorithm to generate the initial cog-
Zheng, 2011). It seeks a software and hardware component nitive data (Hinojosa, Nefti, & Kaymak, 2011), that is,
that conforms to the well-known computer science class when a certain unary fuzzy event e = [x1 (ax1), x2 (ax2),
with brain neurobiology and is used to process mental pro- . . ., xn (axn)] ? y(ay), (n  2) When the occurrence occurs,
cesses such as perception, memory, language, intelligence, the mean value of the membership of all thePessential
and consciousness. elements of the unary fuzzy event is sa, sa = axi, and
As the basic unit of cognitive cognition, it is an indepen- the contribution of the necessary attribute is added
dent and complete cognitive element. It can express some to the generated knowledge. When bxi = axi/sa, the
information of the external world, expressed in the form initial knowledge of the generated is cp = f[x1(ax1/sa),
of x(ax), y(ay), z(az), etc.; where x, y, z are the attributes x2(ax2/sa),. . .,xn(axn/sa)]/1 ? y(1) . Subsequently, we need
of the cognitive element, indicating the cognitive element to use the input recognition decision method in the algo-
itself. The nature; a is between the intervals (0, 1), thus indi- rithm of subsequent recognition, that is, when a certain
cating that the information belongs to the range of x, y, z, unary fuzzy event e = [x1(ax1), x2(ax2), . . ., xn(axn)] ?
called the membership degree, which is automatically y(ay), (n  2) occurs, assuming that there is already
determined by the human sensory organ according to the an associated recognition cin = f[x1(b0x1 ), x2(b0x2 ), . . .,
degree of the attribute state of the cognitive element. If xn(b0xn )]/m ? y(1), that is, associative cognition is input
the membership degree of a cognitive element is cognition, and input cognition is an existing knowledge
0 < a < 1, the cognitive element is called a fuzzy cognitive in human civilization. Therefore, the unary fuzzy event
element; if the membership degree of a cognitive element e = [x1(ax1), x2 (ax2)), . . ., xn(axn)] ? y(ay), (n  2) will
is a
1, the cognitive element is called Accurate cognitive have no effect on this understanding, and the contribution
elements. Among them, the fuzzy cognitive element whose of all necessary meta-attributes will remain unchanged
membership degree a is infinitely close to 1 is called ideal (Katrin, Katrin, & Stefan, 2012), resulting in The gener-
cognitive element (Kleanthis, Marios, & Costas, 2011), ated successor is cs = f[x1(bx10 ), x2(bx20 ), . . ., xn(bxn’)]/
  
which is denoted as x(1), y (1), z (1). 0 ? y(1).
154 M. Chen, S. Jiang / Cognitive Systems Research 56 (2019) 151–158

Through the above cognitive calculation method, the port Scale before the experiment, showing no significant
data impact analysis will be used to analyze the important difference between the two groups (see Tables 1–3).
influencing factors affecting the mental health of college
students. 3.1.2. Calculation method
At present, in the research on mental health education According to the psychological status of college stu-
of college students in China, there are three kinds of com- dents, SCL-90, social rating scale and health cognition
monly used measurement tools: the ‘‘Carter 16 Personality questionnaire (HCQ-127) were selected as the evaluation
Factor Measurement” (16PF), the Symptom Self- indicators of psychological intervention effect. Using cogni-
Assessment Scale (SCL-90) and College Student Personal- tive psychology, from the interaction of cognition, emotion
ity Questionnaire (UPI). The research methods used in this and behavior, design and arrange a variety of activities to
paper mainly use the Symptom Checklist 90 (SCL-90), the engage students in cognitive education intervention, that
Social Rating Scale and the Health Cognitive Question- is, each cognitive activity education is set to a certain group
naire (HCQ-127). The SCL-90 uses the Self-Assessment of similar one-dimensional fuzzy events. Then, a set of sim-
Scale for Physical and Mental Symptoms (SCL) prepared ilar unary fuzzy events appearing in the order of investiga-
by Derogatis. 90) Identify the mental health status of tion time and a last task associated with the set of unary
the subjects (Hinojosa et al., 2011). The scale is mainly fuzzy events constitute an event-task flow, denoted as
based on three aspects of mental state (Fig. 3). It consists e1 ? e2 ? . . . ? ep ? wi. An input cognition and an asso-
of 90 items, 10 dimensions, 5 grades, high scores, low men- ciated task appearing in chronological order constitute an
tal health and high credibility. And validity. The Health cognition-task flow, expressed as cin ? wq, to derive
Cognitive Questionnaire consists of 127 items, including knowledge. Data is derived from the cognitive computing
seven cognitive dimensions, covering sports cognition, fit- process (Qian, 1998) (see Fig. 5).
ness cognition, psychological cognition, sleep cognition,
health cognition, nutritional cognition, and health cogni- 3.1.3. Statistical methods
tion. Using right and wrong scores, high scores and high Data were collected using SPSS 17.0 software. The mea-

levels of health awareness. The SPSS test showed that the surement data were expressed as (x±s), t test was used, and
semi-trust coefficient of the questionnaire reached a signif- multiple factors were analyzed by logistic analysis,
icant level of 0.8802, and the structural validity coefficient P < 0.05. The difference was statistically significant.
was a good level of 0.691 (Su, 2011) (see Fig. 4).
3.2. Results
3.1. Information and methods
3.2.1. Comparison and analysis of the results on the mental
3.1.1. Survey respondents health scale before and after the intervention of the
Survey respondents: Students from two countries were experimental group and the control group
selected as pilots. Each country selected two groups, the From the results in Table 1, it can be concluded that the
first of which was China. The first group was the first group scores of the SCL-90 factors in the experimental group are
of the first grade of a university in central China. The first slightly lower than the US scores, and there are significant
group, the second group It is two classes in the first grade differences in the three project factors such as coercion,
of a university in China’s coastal areas. These two groups depression and anxiety. There are very significant differ-
are used as experimental groups. The second group is the ences in the changes. Compared with the first group of data
United States. The first group is the first class of two uni- in the experimental group, there was a slight decrease in the
versities in the coastal cities of the United States as the con- number of positive items, compulsion, depression and anx-
trol group, and the second group is the control group. The iety, but the difference was still obvious, indicating that the
second group is A class of 2 students in the first grade of a more developed areas would lead to an increase in the
university in the central United States. These two groups number of positive items, coercion, and depression and
are rented for comparison. Each group consists of 80 peo- anxiety. The difference between the first group of data
ple, aged between 19 and 21, with a similar proportion of and the second group of data in the control group was
boys and girls. Four groups of students were tested by not obvious. It shows that different regions of the same
SCL-90, Health Cognitive Questionnaire and Social Sup- country have no significant influence on the pain level of
the three factors of coercion, depression and anxiety, and
have a good effect on the mental health of college students.

3.2.2. Comparison and analysis of the results of the coping

style questionnaire before and after the intervention of the
experimental group and the control group
The results in Table 2 show that the positive group of
the experimental group has a higher value than the first
Fig. 4. Schematic diagram of the psychological state research content.
 M. Chen, S. Jiang / Cognitive Systems Research 56 (2019) 151–158 155

Table 1

Comparison of SCL-90 data between experimental group and control group (x ± s).
Factor Test Group Control Group t
Positive Item First group 23.10 ± 12.33 31.00 ± 16.55 2.57*
Second Group 31.44 ± 15.99 31.10 ± 16.20 0.040
t 2.75** 0.12
Somatization First group 1.20 ± 1.32 1.32 ± 0.44 1.42
Second Group 1.31 ± 0.50 1.35 ± 0.48 0.16
t 1.33 0.17
Force First group 1.63 ± 0.63 1.90 ± 0.90 2.28*
Second Group 1.86 ± 0.59 1.84 ± 0.52 0.14
t 2.10* 0.48
Interpersonal Relationship First group 1.57 ± 0.61 1.74 ± 0.71 1.66
Second Group 1.76 ± 0.64 1.80 ± 0.67 0.65
t 1.71 0.51
Depression First group 1.48 ± 0.46 1.66 ± 0.64 2.10*
Second Group 1.70 ± 0.62 1.71 ± 0.67 0.21
t 2.12* 0.26
Anxiety First group 1.41 ± 0.35 1.59 ± 0.62 2.28*
Second Group 1.52 ± 0.52 1.55 ± 0.56 0.05
t 2.18* 0.42
Hostility First group 1.44 ± 0.62 1.49 ± 0.51 0.25
Second Group 1.55 ± 0.60 1.50 ± 0.63 0.71
t 0.92 0.06
Terror First group 1.32 ± 0.47 1.35 ± 0.45 0.50
Second Group 1.44 ± 0.57 1.45 ± 0.66 0.28
t 1.30 1.18
Paranoia First group 1.40 ± 0.44 1.52 ± 0.50 0.98
Second Group 1.50 ± 0.40 1.55 ± 0.59 0.53
t 0.78 0.26
Psychotic First group 1.37 ± 0.39 1.35 ± 0.46 0.24
Second Group 1.46 ± 0.50 1.50 ± 0.41 0.19
t 1.46 1.54
Note:
*
P < 0.05.
**
P < 0.01 (the same below).

Table 2

Comparison of first group t and second group differences in coping style questionnaires between experimental group and control group (x ± s).
Factor Test Group (n = 80) Control Group (n = 80) t
Positive dimension Post test 2.56 ± 0.44 1.88 ± 0.29 2.10*
Pretest 1.85 ± 0.39 2.00 ± 0.37 0.73
t 2.46* 0.55 /
Negative dimension Post test 1.31 ± 0.42 1.43 ± 0.45 1.42
Pretest 1.55 ± 0.38 1.45 ± 0.42 0.24
t 2.23* 0.56 /

group and the first component of the control group. The shortcomings” in the face of setbacks and difficulties.
negative set of the first set of values is lower than the sec- Reduced negative responses through poor methods.
ond set. There was no significant difference in the difference
between the first group and the second group of the control 3.2.3. Comparison and analysis of results on the social
group. It shows that cognitive education in different support scale before and after intervention in the
regions of the same country can affect students’ coping experimental group and the control group
styles. The students in the experimental group have more The results in Table 3 show that the first group of the
choices such as ‘‘communicating with others, learning to social support total score, subjective support and support
listen to others’ opinions, and trying to change their own utilization rate of the experimental group is higher than
156 M. Chen, S. Jiang / Cognitive Systems Research 56 (2019) 151–158

Table 3

Comparison of first group t and second group differences in social support rating scales of experimental and control groups (x±s).
Factor Test Group (n = 80) Control Group (n = 80) t
Total social support score Post test 34.18 ± 4.40 32.06 ± 4.82 2.48*
Pretest 32.10 ± 4.76 32.36 ± 4.66 1.78
t 2.40* 0.33
Subjective support Post test 17.53 ± 2.65 16.44 ± 2.97 2.15*
Pretest 16.31 ± 2.62 16.70 ± 2.91 0.80
t 2.58* 0.50
Objective support Post test 18.74 ± 1.48 8.61 ± 1.54 0.41
Pretest 8.89 ± 1.51 8.63 ± 1.44 0.50
t 0.20 0.11
Support utilization Post test 7.95 ± 1.93 7.09 ± 1.95 2.45*
Pretest 7.17 ± 1.90 7.01 ± 1.90 0.34
t 2.23* 0.93

Fig. 5. Cognitive calculation process example.

the second group value, and is significantly higher than the cognition and their mental health are moderately and pos-
first group value of the control group. The numerical value itively correlated, and the overall positive health is
of objective support is not obvious. There was no signifi- reflected. The higher the level of cognition, the higher
cant difference between the first group and the second the level of mental health, and vice versa, the lower the
group in the control group. It shows that cognitive educa- level of mental health.
tion can improve the emotional support of students’ sub-
jective experience and the utilization of social support. 3.2.5. Summary
In summary, compared with different countries, more
3.2.4. Correlation analysis of the relationship between health developed areas will make students’ psychological prob-
cognition level and mental health level lems more serious, which will lead to students’ depression,
The results in Table 4 show that the relationship coef- anxiety and other psychological problems, but at the same
ficient between the 10 factors of health cognition and time, they will improve the students’ psychological quality
mental health of college students is mainly between and withstand them. Bigger setbacks and pressures. In the
0.5625 and 0.8067. The coefficients of health cognition less developed areas, students have less access to things and
and interpersonal factors, depression factors and anxiety outsiders have less influence on them, so they only need to
factors are as high as 0.7504, 0.7943 and 0.8067, respec- concentrate on their studies. Therefore, they rarely have
tively. It is highly positively correlated, and the other is psychological problems such as depression and anxiety,
moderately positively correlated (see Table 4), further but because they experience fewer things, they are less able
indicating that the 10 factors of college students’ health to withstand psychological stress.

Table 4
Partial correlation matrix of health cognition and mental health factors.
Body Forcing Interpersonal Depression Anxiety Hostility Horror Extreme Spirit Other
Somatic factor –
Forced factor 0.2581 –
Interpersonal factor 0.2580 0.5260 –
Depression factor 0.2873 0.4966 0.5670 –
Anxiety factor 0.4536 0.4610 0.5861 0.6037 –
Hostility factor 0.2944 0.4135 0.4286 0.5070 0.5412 –
Terror factor 0.2815 0.3038 0.4374 0.4508 0.3893 0.2781 –
Bias factor 0.2445 0.2498 0.4297 0.3942 0.4149 0.3976 0.3198 –
Mental factor 0.2946 0.1976 0.4170 0.4785 0.4566 0.3381 0.3711 0.5465 –
Other factors 0.3866 0.2988 0.3109 0.4837 0.4470 0.4496 0.3199 0.3893 0.3879 –
Health cognition 0.5625 0.6355 0.7504 0.7943 0.8067 0.6540 0.5801 0.5949 0.6512 0.6301
 M. Chen, S. Jiang / Cognitive Systems Research 56 (2019) 151–158 157

4. Ideas and countermeasures for college students’ scientific and standardized living habits. Therefore, first
psychological health education of all, the school teachers should actively carry out a num-
ber of sports activities, encourage students to actively par-
4.1. Open a mental health education course to enable college ticipate, and carry out various lectures and activities to
students to correctly understand and face up to psychological make students aware of the seriousness of health problems.
problems At the same time, the school should also regularly allow
students to participate in various medical examinations to
In order to improve the self-cognition ability of college prevent the occurrence of health problems (Tompson,
students, colleges and universities should provide profes- Jain, LeCun, & Bregler, 2014).
sional mental health education courses according to actual
needs. Help college students face up to psychological prob- 5. Conclusion
lems, fully understand themselves, find the right way to
quickly adapt to the university’s learning and living envi- Based on the above, combined with the current situation
ronment. In addition, colleges and universities should reg- of college students’ mental health education, through cog-
ularly carry out psychological education publicity lectures, nitive calculation, analyze the factors affecting mental
invite experts and scholars in the field of psychological edu- health education, and propose corresponding solutions. It
cation to popularize educational knowledge, organize psy- is hoped that continuous progress will be made in this field.
chological education-related activities, and involve From the perspective of care and guidance, it will better
students. Through this system, students are guided to cor- serve the mental health of college students, guide students
rectly solve various problems encountered in daily life, and to establish a correct outlook on life and values, create a
actively guide them to fully understand their psychological harmonious campus culture, and cultivate the complex tal-
development, master scientific demobilization methods and ents needed by the society (Milton, Muhlert, & Butler,
psychological adjustment methods. Minimize the unstable 2011). Country’s future development has made important
factors of college students’ psychological behavior, reduce contributions.
the possibility of campus disharmony, and achieve the pur-
pose of improving college students’ self-cognition and self-
regulation ability. Thereby creating a safe and harmonious Conflict of interest
campus environment for college students (Su, 2016).
The authors declare that there is no conflict of interests
4.2. Create a good family atmosphere, social environment regarding the publication of this article.
and network environment
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