Academic Stress and Emotional Well-Being in United States College Students Following Onset of the COVID-19 Pandemic

Clabaugh, Alison; D, Juan F. Domínguez; Fields, Logan

doi:10.3389/fpsyg.2021.628787

Cited by 174 publications

(151 citation statements)

References 31 publications

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“…The study findings were consistent with previous research in China, the United States, France, Serbia, Saudia Arabia, Bangladesh, and India which revealed increasing anxiety depression, and stress rates amongst college students during the pandemic of COVID-19 (Ma et al, 2020;Clabaugh et al, 2021;Husky et al, 2020;Kostić et al, 2021;Khoshaim et al, 2020;Islam et al, 2020;Saravanan et al, 2021). This psychological problem had different pathological mechanisms.…”

Section: Resultssupporting

confidence: 91%

Psychological Problems During The COVID-19 Pandemic Among Medical Students : A Cross-Sectional Study

Badri

Oktariza

2021

indones. j. env. man. sus.

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The pandemic of COVID-19 gave a great impact on college students learning activity, especially medical students. Thus, they may become vulnerable to have psychological problems such as anxiety, depression, and stress. The study aimed to investigate anxiety, depression, and stress rates among medical students during the pandemic of COVID-19 and the affecting factors. This cross-sectional study used DASS questionnaire online survey. 312 medical students, a total sampling in Muhammadiyah Palembang University participated in this study. The univariate analysis was used to determine the level of psychological problems while the bivariate analysis was carried out to determine the affecting factors. The study findings showed that 50.6% of the students reportedly had anxiety (12.2 % mild, 17.3% moderate, 10.9% severe, 10.3% very severe), 33% of the students had depression (13.5% mild, 11.9% moderate, 3.8% severe, 3.8% very severe), and 22.4% of the students had stress (10.6% mild, 9.3% moderate, 5.1% severe, 1.3% very severe). There were no differences between gender for anxiety, depression and stress (p=0.335, p=0.261, p=0.134 respectively). Junior students were more anxious than senior students (p=0.015). More than half of medical students experienced anxiety with moderate anxiety mostly during the COVID-19 pandemic, and junior students were more likely to suffer anxiety.

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Section: Resultssupporting

confidence: 91%

Psychological Problems During The COVID-19 Pandemic Among Medical Students : A Cross-Sectional Study

Badri

Oktariza

2021

indones. j. env. man. sus.

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“…The impact of gender on anxiety (albeit with only a very small effect size) mirrors the findings by Alemany-Arrebola et al (2020) among college students, where women had higher scores in trait and state anxiety; the latter accentuated in cases where a relative had died -thus showing that the stressful situation of the pandemic and remote learning together with a critical event such as the illness and death of a relative or friend due to COVID-19 increases anxiety levels (and-in the case of the original studyinfluences the perception of academic self-efficacy). A similar conclusion was reported in Turkey by Aslan et al (2020), where female (as well as less physically active) students displayed higher levels of perceived stress and by Karaman et al (2021), in Switzerland by Amendola et al (2021), and in the US (Business Wire, 2021;Clabaugh et al, 2021), while among teachers a similar trend was observed in the Basque Country (Ozamiz-Etxebarria et al, 2021). In the general population, three studies carried out in Italy (Mazza et al, 2020;Moccia et al, 2020) and Iran (Moghanibashi-Mansourieh, 2020) showed women's mental health to be more impacted than men's; on the other hand, research in China (Cao et al, 2020;Chen et al, 2020;Huang and Zhao, 2021) and a meta-analysis by Cénat et al (2021a) of papers again mainly hailing from this country found no gender differences in females' and males' experience of pandemic-related stressors.…”

Section: Discussionsupporting

confidence: 71%

“…To cope with stress and anxiety, participants sought support from others and helped themselves by adopting either negative or positive coping mechanisms. Clabaugh et al (2021) found that levels of stress and difficulty with coping with pandemic disruptions were related to neuroticism, an external locus of control, gender, and ethnicity, while a study from Mexico (Gaeta et al, 2021) discovered a relationship between university students' self-regulated learning and emotions such as tranquillity, hope, gratitude, joy, loneliness, and disinterest, mediated by coping strategies. A study by Alemany-Arrebola et al (2020) showed that college students with a higher level of anxiety expressed more negative emotions and declared lower academic self-efficacy.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

Jelińska

Paradowski

2021

Front. Psychol.

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In response to the outbreak of the COVID-19 pandemic, educational institutions around the world were forced into lockdown in order to contain the spread of the virus. To ensure continuous provision of education, most transitioned to emergency remote instruction. This has been particularly the case in higher education (HE) institutions. The circumstances of the pandemic have brought unprecedented psychological pressure on the population, in the case of educators and students exacerbated by the transition to a mode of instruction that was completely novel to the majority. The present study examines how college and university instructors dealt with teaching online in these unparalleled circumstances, with a focus on how factors connected with their daily lives and livelihoods influenced their well-being. Between April and September 2020, a comprehensive online survey was filled out by 804 HE instructors from 92 countries. We explore how sociodemographic variables such as gender, age, relationship status, living conditions, and length of professional experience non-trivially affect situational anxiety, work-life synergy, coping, and productivity. The results contribute to a better understanding of the impact of the pandemic and emergency remote instruction on college and university instructors’ well-being by explaining the mechanisms mediating the relationship between individual, contextual, and affective variables. It may provide helpful guidelines for college and university administrators as well as teachers themselves as to how help alleviate the adverse effects of the continuing pandemic and possible similar disruptions leading to school closures on coping and well-being.

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“…First, there was a switch to emergency online learning and second, face-to-face contact was reduced. Emergency remote teaching posed stressful challenges for many students and instructors (Clabaugh et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Structure of Social Networks and Its Link to Higher Education Students' Socio-Emotional Loneliness During COVID-19

Hopp¹,

Händel²,

Bedenlier³

et al. 2021

Preprint

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Lonely students typically underperform academically. According to several studies, the COVID-19 pandemic is an important risk factor for increases in loneliness, as the contact restrictions and the switch to mainly online classes potentially burden the students. The previously familiar academic environment (campus) as well as the exchange with peers and lecturers on site were no longer made available. In our study, we examine factors that could potentially counteract the development of higher education student loneliness during the COVID-19 pandemic from a social network perspective. During the semester, N = 283 students from across all institutional faculties of a German comprehensive university took part in an online survey. We surveyed their social and emotional experiences of loneliness, their self-reported digital skills, and their current egocentric networks. We distinguished between close online contacts (i.e., mainly online exchanges) and close offline contacts (i.e., mainly in situ exchanges). In addition, we derived the interconnectedness (i.e., the densities of the egocentric networks) and diversity (operationalized with the entropy) of students’ contacts. The results of correlation analyses and hierarchical linear regressions indicate that strong digital skills are related to both a higher number of online contacts and to lower social and emotional experiences of loneliness. Regardless of whether offline or online, the number of reported contacts is indicative of a lower experience of social loneliness. A well-connected network related to lower experiences of social but not emotional loneliness. Finally, findings suggest that homogenous networks tend to be related with lower experiences of both social and emotional loneliness. Overall, our study indicates that barriers to online communication might be mitigating factors to consider when assessing the impact of the COVID-19 pandemic on student loneliness.

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Academic Stress and Emotional Well-Being in United States College Students Following Onset of the COVID-19 Pandemic

Cited by 174 publications

References 31 publications

Psychological Problems During The COVID-19 Pandemic Among Medical Students : A Cross-Sectional Study

Psychological Problems During The COVID-19 Pandemic Among Medical Students : A Cross-Sectional Study

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

The Structure of Social Networks and Its Link to Higher Education Students' Socio-Emotional Loneliness During COVID-19

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