Is Lower Trust in COVID-19 Regulations Associated with Academic Frustration? A Comparison between Danish and German University Students

Public perception of the appropriateness of COVID-19 management strategies and level of disturbances in daily activities: A focus on educational level

BACKGROUND

This study investigated the association between public perception of the appropriateness of management strategies implemented during the COVID-19 pandemic and the level of disturbances in daily activities reported by the general population.

METHODS

This cross-sectional study used Korea Community Health Survey conducted from August to November 2020. Public perception of COVID-19 management strategies included those implemented by the government (central, city or provincial, and administrative districts), the mass media, regional medical institutions, and neighbors. The subjective level of disturbances in daily activities was measured using a 0-100 numeric rating scale developed by Korea Disease Control and Prevention Agency. Multivariable linear regression analysis was used. A subgroup analysis was conducted based on education level.

RESULTS

The present study analyzed 211,353 participants. Compared to individuals who perceived that the management strategies implemented during the pandemic was 'highly appropriate,' those who reported 'mediocre appropriateness' (β: -1.96, p-value: <0.001) or 'low appropriateness' (β: -3.60, p-value: 0.010) reported higher levels of subjective disturbances. The appropriateness of measures implemented by the mass media was associated with levels of subjective disturbances felt by individuals of lower education with statistical significance, whereas that applied by the mass media and the government were important in those with higher education.

CONCLUSIONS

The findings suggest the importance of public perception of management strategies when implementing containment policies and minimizing its disturbances on daily lives is essential.

The effect of anti-frustration ability on academic frustration among Chinese undergraduates: A moderated mediating model

Background

With the ongoing push to improve the quality of talent in all professions, academic pressure on undergraduates is gradually increasing, leading to students feeling increasingly frustrated by academic stressors. As it becomes more widespread, the resulting issue of academic frustration is attracting public attention.

Aim

The current study explored the relationship between undergraduate anti-frustration ability (AFA) on their academic frustration (AF), focusing specifically on the roles played by core competence (CC) and coping style (CS) in this relationship.

Methods

Our sample comprised 1,500 undergraduate students from universities in China. Data collection made use of the Ability to Anti-Frustration Ability Questionnaire, the Academic Frustration Questionnaire, the Core Competence Questionnaire, and the Simple Coping Style Questionnaire.

Results

The results showed that: (1) AFA negatively predicted the AF of undergraduates, with CC mediating this relationship and (2) CS had a moderating effect on the relationship between CC and AF. We concluded that students who employ positive CS may be more successful in alleviating their AF to a larger extent, with the mediation of CC.

Interpretation

The results revealed the mechanism of AFA on AF, which will help schools consider and guide students' skills and abilities, both academically and personally.