From male caduco to altered consciousness: two Medici recipes through the lens of modern consciousness science.

First-generation college students (FGCSs) typically refer to those whose biological parents or guardians have never received higher education, or who attended but did not complete college. According to data from the Chinese College Students Survey (CCSS), the proportion of FGCSs in China remained consistently above 70% between 2011 and 2015, fluctuating between 71% and 74%. Among these, FGCSs from rural areas accounted for approximately 69.74%. According to a report by the Organisation for Economic Co-operation and Development (OECD), the average proportion of FGCSs among OECD member countries is approximately 53%. The FGCSs have become a large sub-group within the broader student population, particularly in China where they constitute a significant proportion. Consequently, numerous scholars have conducted in-depth research on this demographic. Family capital exerts a significant positive influence on the academic achievement of FGCSs. Compared to continuing-generation college students (CGCSs), whose parents or guardians have at least a bachelor’s degree, FGCSs are more likely to come from families with lower socioeconomic status and face greater financial pressures. They are also more inclined to pursue higher education with the goal of helping their families improve their economic circumstances after graduation. Consequently, they generally exhibit lower intrinsic motivation to learn, receive less campus support, and achieve poorer academic performance. Their engagement in academic activities tends to be lower, and they are often less likely to pursue further education after completing their undergraduate degrees. Meanwhile, the minority status of FGCSs within universities and their limited interaction with faculty have significantly negatively impacted their academic achievement. They tend to engage less frequently with instructors and demonstrate lower initiative in seeking academic support. Faculty can effectively enhance the academic performance of FGCSs by conveying messages promoting a growth mindset. In recent years, with the continuous development of the socio-economic landscape and the intensifying pressures of academic competition and interpersonal relationships, mental health issues among college students have become increasingly prominent. Approximately one-third of first-year college students have experienced mental health concerns in the past year, and mental disorders are also highly prevalent. A meta-analysis found that many college students face depression, with the highest prevalence rates observed in Africa, low- and middle-income countries, and among medical students. Related studies also indicate that nearly one-quarter of university students from low- and middle-income countries suffer from depression, with a marked upward trend in depression and anxiety issues experienced upon enrollment. Depression exerts a negative impact on college students’ academic achievement, serving as a significant predictor of lower GPAs and higher dropout rates. College students with depression typically exhibit persistent symptoms such as low mood, diminished interest, and loss of pleasure. Maintaining a consistently high level of subjective well-being can effectively reduce the risk of depression among college students. Cross-lagged studies have also demonstrated that depression not only significantly predicts academic achievement negatively among college students but also negatively predicts their satisfaction with university life. Therefore, as depression stands as one of the most prevalent mental health issues among college students, conducting in-depth research on depression among FGCSs—a distinct and significant segment of this population—holds substantial theoretical value and practical significance. As a crucial component of social cognitive theory, self-efficacy and depression influence one another. The concept of self-efficacy was first proposed by Albert Bandura, a psychologist at Stanford University in the United States, during the 1970s. It refers to an individual’s estimation and judgment of his or her own capacity to perform specific behaviors. The German clinical and health psychologist Ralf Schwarzer subsequently proposed the concept of general self-efficacy—a comprehensive sense of confidence that individuals exhibit when confronted with diverse environmental challenges or novel situations—and developed a corresponding measurement scale for this construct. General self-efficacy plays a crucial role in the developmental process of college students, significantly influencing their learning motivation and the formation of critical thinking awareness. It is positively correlated with life satisfaction and has a bidirectional effect on perceived stress. Furthermore, general self-efficacy significantly influences the academic performance of first-generation college students and positively predicts their academic achievement. Enhancing self-efficacy effectively alleviates depressive symptoms