Association Between Online Self-Directed Learning Ability and Negative Emotions Among College Students During the COVID-19 Pandemic: A Cross-Sectional Study in Anhui Province, East China

Abstract

Background: This study investigated the correlation between depression, anxiety, and stress among college students engaged in online learning during the coronavirus disease 2019 (COVID-19) pandemic and self-directed learning (SDL) ability, which could provide a scientific basis for mental health education of the college students.Methods: A cross-sectional study was conducted among 5,558 students from two universities in Anhui province, East China. The Depression, Anxiety, and Stress Scale-21 (DASS-21) and the Self-directed Learning Ability Scale were used to conduct an online questionnaire survey.Results: A total of 35.15, 36.32, and 17.24% of college students reported symptoms of depression, anxiety, and stress, respectively. Males and nonmedical students were at higher risks to suffer from depression, anxiety, and stress. In adjusted model, compared with Q1 of self-management ability, the odds ratio (OR) of the Q2, Q3, and Q4 were as follows: 0.635 (0.531–0.759), 0.504 (0.415–0.611), and 0.312 (0.248–0.392) for depression; 0.639 (0.535–0.764), 0.653 (0.540–0.789), and 0.421 (0.338–0.525) for anxiety; and 0.649 (0.523–0.805), 0.579 (0.457–0.733), and 0.482 (0.364–0.637) for stress. For information capability, decrease in risk was even more pronounced: Q2 (0.654, 0.540–0.794), Q3 (0.560, 0.454–0.690), and Q4 (0.233, 0.181–0.301) for depression; Q2 (0.781, 0.646–0.945), Q3 (0.616, 0.501–0.757), and Q4 (0.276, 0.216–0.353) for anxiety; and Q2 (0.444, 0.357–0.553), Q3 (0.454, 0.357–0.578), and Q4 (0.272, 0.202–0.368) for stress. Compared with the Q2 group of cooperation learning ability, cooperation learning ability quartiles were positively associated with depression (Q1: 1.382, 95% CI: 1.138–1.678), anxiety (Q4: 1.260, 95% CI: 1.008–1.576), and stress (Q1: 2.002, 95% CI: 1.583–2.532; Q3: 1.600, 95% CI: 1.252–2.044; Q4: 1.674, 95% CI: 1.243–2.255).Conclusion: The prevalence of depression, anxiety, and stress among college students was high for those studying online at home during the COVID-19 pandemic, especially among nonmedical students and males. SDL ability was negatively associated with negative emotions of the college students during this period of online learning.

Associations Between Online Learning, Smartphone Addiction Problems, and Psychological Symptoms in Chinese College Students After the COVID-19 Pandemic

“…In the current study, the prevalence of depressive, anxiety, and insomnia symptoms were 25.97, 21.92, and 72.99%, respectively. Similarly, in a recent study conducted in East China, 35.15, 36.32, and 17.24% of college students studying completely online at home during the COVID-19 pandemic reported symptoms of depression, anxiety, and stress, respectively ( 44 ). A recently published paper reported that after the COVID-19 pandemic, the estimated number of people with major depression increased from 193 million to 246 million globally, and the number of people with anxiety increased from 298 million to 374 million ( 45 ).…”

The gross anatomy course:SARS‐CoV‐2 pandemic‐related effects on students' learning, interest in peer‐teaching, and students' perception of its importance

“…McWatt, for example, reported that his students desired more in‐classes because they felt unable to structure an effective learning day at home on their own 24 . Subsequently, it was shown that the learning habits during the COVID‐19 pandemic had a negative influence on students' mental health 23,93,94,95 . Consequently, students valued the course as a platform for social interaction, allowing them to escape their isolation at least twice a week.…”

“…24 Subsequently, it was shown that the learning habits during the COVID-19 pandemic had a negative influence on students' mental health. 23,93,94,95 Consequently, students valued the course as a platform for social interaction, allowing them to escape their isolation at least twice a week. This interpretation applies to all F2F-courses at that time; however, higher student evaluation scores, such as observed for the gross anatomy course in this study, appeared to be course-specific because the average rating of other preclinical practical courses at this university remained unchanged.…”

Analysis of factors influencing college students' online class anxiety in the COVID-19 epidemic

“…Non-medical students need to be more knowledgeable about the transmission, prevention, and control measures of COVID-19. Also, They are worsening than medical students at identifying COVID-19 information as true or false, responding to public health emergencies, and using online learning platforms [20][21] . Moreover, they are less satis ed with online courses than medical students [22] .…”