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Ren Z, Du Q. The influence of COVID-19 pandemic on college students' academic performance and the construction of a learning ability warning system. Front Public Health 2024; 12:1454406. [PMID: 39712305 PMCID: PMC11659125 DOI: 10.3389/fpubh.2024.1454406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Accepted: 11/25/2024] [Indexed: 12/24/2024] Open
Abstract
Objective This study explored the impact of prevention and control measures taken by Chinese universities on college students' academic performance during the COVID-19 pandemic. Participants The sample includes 1,009 senior students, 1,140 junior and sophomore students, and 1,198 freshman students studying at a top university in China from 2012 to 2023. Methods Analysis of variance was used to analyze historical data, and a learning ability warning system based on probabilistic neural networks was further proposed. Results There was a significant difference in student academic performance from 2019 to 2022 compared to historical data. Prevention and control measures such as school closures and online teaching have affected the academic performance of college students. Conclusion COVID-19 has a negative impact on college students' learning ability. It is necessary to establish a learning ability warning system to assist university management departments in formulating relevant policies to restore the learning ability of college students.
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Affiliation(s)
- Zengqiang Ren
- Business School, Northeast Normal University, Changchun, China
| | - Qiaoling Du
- College of Electronic Science and Engineering, Jilin University, Changchun, China
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Wang Y, Zhang Y, Wang J, Ge W, Wang L, Jia N, Li S, Li D. Impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels of college students in China. BMC Public Health 2024; 24:2218. [PMID: 39148106 PMCID: PMC11325596 DOI: 10.1186/s12889-024-19744-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2024] [Accepted: 08/09/2024] [Indexed: 08/17/2024] Open
Abstract
BACKGROUND Higher education students exhibit heightened sensitivity to environmental changes as they navigate the critical transition from adolescence to adulthood. The coronavirus disease 2019 (COVID-19) pandemic has posed unprecedented challenges to universities worldwide, exemplifying a crisis that profoundly affects the learning outcomes and psychological status of college students. Although it is known that campus lockdown has triggered dramatic changes in lifestyles, learning outcomes, and psychological statuses, in-depth knowledge of the causal relationships among these changes remains largely unclear. METHODS Here, we conducted a cross-sectional survey designed to assess the impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels among college students. We surveyed over 3,500 junior college, undergraduate and graduate participants from 94 colleges/universities across 30 provinces, municipalities, and autonomous regions in China.We employed structural equation modeling (SEM) to explore the relationships between changes in lifestyle, educational performance, and levels of anxiety associated with campus open or closure regulations during the COVID-19 pandemic. RESULTS Our results discovered that sleep duration, physical activity involvement, and social connections were crucial for sustaining students' learning outcomes and mental health. The shift to online learning and campus lockdown exacerbated stressors, contributing to heightened anxiety (β = 0.066), disrupted sleep patterns, and enhanced physical activity (β = 0.070) and reduced learning effect (β = -0.059). Sleep patterns were disrupted by the campus lockdown, an effect mediated by the degradation of relationships among classmates. Nonetheless, the best-fitting SEM uncovered the intricate relationships among lifestyle changes, learning outcomes, and psychological status in response to sudden environmental changes (Fisher's C = 80.949, P = 0.328). These results highlight the critical role of adaptable, supportive campus policies tailored to meet the diverse needs and interests of students during and beyond crises (Fisher's C = 59.568, P = 0.809). CONCLUSIONS Our study advocates for a holistic approach that addresses the multifaceted aspects of student life to cultivate a resilient academic community. This approach contributes to a deeper understanding of the effects of sudden environmental changes on students' psychological well-being and academic performance in the post-pandemic era.
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Affiliation(s)
- Yang Wang
- Hebei Key Laboratory of Animal Physiology, Biochemistry and Molecular Biology, College of Life Sciences, Hebei Normal University, Shijiazhuang, 050024, China
- Hebei Collaborative Innovation Center for Eco-Environment, Hebei Normal University, Shijiazhuang, 050024, China
| | - Yajing Zhang
- College of Education, Hebei Normal University, Shijiazhuang, 050024, China
| | - Jun Wang
- College of Education, Hebei Normal University, Shijiazhuang, 050024, China
| | - Wenci Ge
- School of Languages and Culture, Hebei GEO University, Shijiazhuang, 050031, China
| | - Limin Wang
- Hebei Key Laboratory of Animal Physiology, Biochemistry and Molecular Biology, College of Life Sciences, Hebei Normal University, Shijiazhuang, 050024, China
| | - Ning Jia
- College of Education, Hebei Normal University, Shijiazhuang, 050024, China
| | - Shengxuan Li
- School of Languages and Culture, Hebei GEO University, Shijiazhuang, 050031, China.
| | - Dongming Li
- Hebei Key Laboratory of Animal Physiology, Biochemistry and Molecular Biology, College of Life Sciences, Hebei Normal University, Shijiazhuang, 050024, China.
- Hebei Collaborative Innovation Center for Eco-Environment, Hebei Normal University, Shijiazhuang, 050024, China.
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Cerutti J, Burt KB, Moeller RW, Seehuus M. Declines in social-emotional skills in college students during the COVID-19 pandemic. Front Psychol 2024; 15:1392058. [PMID: 39077202 PMCID: PMC11284160 DOI: 10.3389/fpsyg.2024.1392058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Accepted: 06/28/2024] [Indexed: 07/31/2024] Open
Abstract
Introduction The present study investigated whether social-emotional skills in first year college students differed before and after the coronavirus disease (COVID-19) lockdowns. Methods Participants (N = 1,685) consisted of first year college students (mean age 18.53 years) selected from a broader cohort enrolled in a longitudinal study on college mental health at liberal arts colleges in the United States. In a cohort-sequential design, participants completed an online survey assessing social-emotional skills in January of 2018, 2019, 2020, and 2022. Using analysis of covariance, we examined mean differences in social-emotional skills between students who were first years before (January 2018-2020) and after the lockdowns (January 2022), controlling for sociodemographic variables. Results The post-lockdown group scored significantly lower on emotional control and expressivity and marginally higher on social sensitivity compared to the pre-lockdown group. No group differences in social/emotional expressivity or social control were detected. Discussion These findings indicate that the COVID-19 lockdowns impaired some, but not all, social-emotional skills in first year college students. Addressing social-emotional skills in college may help to reduce the COVID-19 mental health burden.
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Affiliation(s)
- Janine Cerutti
- Department of Psychological Science, University of Vermont, Burlington, VT, United States
| | - Keith B. Burt
- Department of Psychological Science, University of Vermont, Burlington, VT, United States
| | - Robert W. Moeller
- Department of Psychology, Middlebury College, Middlebury, VT, United States
| | - Martin Seehuus
- Department of Psychology, Middlebury College, Middlebury, VT, United States
- Vermont Psychological Services, Burlington, VT, United States
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Kopels MC, Shattuck EC, Rocha J, Roulette CJ. Investigating the linkages between food insecurity, psychological distress, and poor sleep outcomes among U.S. college students. Am J Hum Biol 2024; 36:e24032. [PMID: 38116753 DOI: 10.1002/ajhb.24032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 11/28/2023] [Accepted: 12/09/2023] [Indexed: 12/21/2023] Open
Abstract
OBJECTIVE Research overwhelmingly demonstrates that sleep is key to human health and wellbeing. Several factors likely contribute to sleep quality, including factors, such as food security and low income. In addition, exposure to structural inequalities early in life likely have downstream effects upon multiple dimensions of health. The objective of this study is to fill gaps in literature by specifically examining the associations between childhood food insecurity, current food insecurity, psychological distress, and sleep among college students. METHODS QR codes were randomly distributed to students, linking them to an online quantitative survey. The survey measured sociodemographic variables, food security (current and childhood), diet, mental distress, and sleep quality. A total of n = 134 completed the entire survey. Data were analyzed using binary and multiple linear regressions, as well as cross-tabulations. RESULTS The findings revealed that psychological distress was the primary factor influencing sleep health (𝛽 = 1.51, p < .01). Students reporting higher childhood food insecurity were more likely to experience extreme psychological distress (OR = 4.61), food insecurity in college (OR = 8.41), and lack of stable housing (OR = 5.86). CONCLUSION This study demonstrates that potential linkages exist between childhood food insecurity, poor sleep, and greater psychological distress. While acknowledging the contribution of other factors, the study highlights the importance of addressing food insecurity in relation to sleep health, considering the significant impact of sleep to overall health and wellbeing.
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Affiliation(s)
- Miriam C Kopels
- Anthropology, University of Nevada, Las Vegas, Las Vegas, Nevada, USA
| | - Eric C Shattuck
- Anthropology, Florida State University, Tallahassee, Florida, USA
| | - Jennifer Rocha
- Public Health, Texas A&M University, College Station, Texas, USA
| | - Casey J Roulette
- Anthropology, San Diego State University, San Diego, California, USA
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Dong Y, Chen M, Wu Z, Zhang Z. Covid-19 psychological pressures, depression and FOMO: the mediating role of online social support and emotional regulation. BMC Psychol 2024; 12:116. [PMID: 38431605 PMCID: PMC10908053 DOI: 10.1186/s40359-024-01610-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 02/19/2024] [Indexed: 03/05/2024] Open
Abstract
BACKGROUND The spread of the coronavirus has led to significant anxiety among university students, resulting in various mental health problems that could potentially impact their academic performance. METHOD To examine the mediating role of emotional regulation and online social support in the relationships between COVID-19 psychological pressures, depression, and the fear of missing out (FoMO) among young adult university students, a cross-sectional research design was employed using an online survey. The sample consisted of 521 full-time university students from China, currently enrolled in undergraduate and postgraduate programs. RESULTS Findings revealed that more than half (55.09%, n=287) of the university students experienced COVID-19 psychological pressures. These pressures directly contributed to increased levels of depression (β = 0.339, p < .001) and fear of missing out (β = 0.236, p < .001). Moreover, online social support and emotional regulation exhibited partial mediating effects on the association between COVID-19 psychological pressures, depression, and the fear of missing out. The results indicated that COVID-19 psychological pressures were linked to higher levels of depressive symptoms and a greater fear of missing out among university students. CONCLUSIONS However, the provision of timely and adequate online social support, as well as the implementation of emotional regulation strategies, mitigated the negative effects of the pandemic on students' social and emotional well-being. Consequently, this led to reduced levels of depression and fear of missing out.
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Affiliation(s)
- Yuting Dong
- School of Education, Northwest Normal University, Lanzhou, 730070, Gansu, China.
- School of Energy and Mechanical Engineering, Jiangxi University of Science and Technology, Nanchang, 330000, Jiangxi, China.
| | - Min Chen
- School of Energy and Mechanical Engineering, Jiangxi University of Science and Technology, Nanchang, 330000, Jiangxi, China
| | - Zhigang Wu
- School of Energy and Mechanical Engineering, Jiangxi University of Science and Technology, Nanchang, 330000, Jiangxi, China
| | - Zilin Zhang
- Historic Building Division, China Construction First Division Group Huajiang Construction Co., Ltd, Jingdezhen, 333099, Jiangxi, China
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Roberts ME, Bell EA, Meyer JL. Mental health and academic experiences among U.S. college students during the COVID-19 pandemic. Front Psychol 2023; 14:1166960. [PMID: 37187557 PMCID: PMC10176088 DOI: 10.3389/fpsyg.2023.1166960] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 04/11/2023] [Indexed: 05/17/2023] Open
Abstract
When the COVID-19 pandemic began, U.S. college students reported increased anxiety and depression. This study examines mental health among U.S college students during the subsequent 2020-2021 academic year by surveying students at the end of the fall 2020 and the spring 2021 semesters. Our data provide cross-sectional snapshots and longitudinal changes. Both surveys included the PSS, GAD-7, PHQ-8, questions about students' academic experiences and sense of belonging in online, in-person, and hybrid classes, and additional questions regarding behaviors, living circumstances, and demographics. The spring 2021 study included a larger, stratified sample of eight demographic groups, and we added scales to examine relationships between mental health and students' perceptions of their universities' COVID-19 policies. Our results show higher-than-normal frequencies of mental health struggles throughout the 2020-2021 academic year, and these were substantially higher for female college students, but by spring 2021, the levels did not vary substantially by race/ethnicity, living circumstances, vaccination status, or perceptions of university COVID-19 policies. Mental health struggles inversely correlated with scales of academic and non-academic experiences, but the struggles positively correlated with time on social media. In both semesters, students reported more positive experiences with in-person classes, though all class types were rated higher in the spring semester, indicating improvements in college students' course experiences as the pandemic continued. Furthermore, our longitudinal data indicate the persistence of mental health struggles across semesters. Overall, these studies show factors that contributed to mental health challenges among college students as the pandemic continued.
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