Negative COVID-19 impacts and depressive symptoms over time among first-year college students

Monte, Victoria; Ang, Jen Ying-Zhen; Tsai, William

doi:10.1080/07448481.2022.2032085

Cited by 8 publications

(4 citation statements)

References 70 publications

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“…The stressors that college students described touch various aspects of their lives: disruption of routines and structures, academics, finances, and isolation [ 11 ], as well as insecurity and concern about food, housing, and being infected by COVID-19 [ 12 , 13 ]. While there is evidence these challenges were faced by students across national contexts (e.g., in Portugal [ 14 ]), in the U.S., concern in these areas was higher for students of color [ 12 , 13 , 15 , 16 , 17 ]. One study highlighted particular stressors for students who were Asian American because of increased racism due to discourses about the origins of the virus and China [ 18 ].…”

Section: Experienced Challengesmentioning

confidence: 99%

“…These dynamics also fed into psychological challenges like decreased motivation and anxiety [ 17 , 20 ]. Importantly, there is some evidence that these experiences—and their connection to mental health—were stronger for students who were female, first-generation, or people of color [ 16 , 20 , 21 ]. Importantly, most of this research was done in the first year of the pandemic, when fully virtual learning was new for students and faculty and before the advent of vaccines and the easing of restrictions.…”

Section: Experienced Challengesmentioning

confidence: 99%

“…One set of findings relates specifically to the disease itself: COVID-19 related news early in 2020, concern about getting the disease, and COVID-19 fatigue as the first year wore on [ 30 , 38∗ , 39 , 40 , 41 ]. More broadly, lower resourced students, female students, and first-generation students demonstrated higher rates of anxiety and depression across national contexts [ 16 , 21 , 31 , 32 , 35 , 42 , 43 ]. Other psychosocial influences included having low social support and being forced to relocate, which connected with experiences of isolation due to quarantines and remote schooling [ 42 , ∗∗43 , 44 , 45 ].…”

Section: Impacts On Wellbeingmentioning

confidence: 99%

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College and COVID-19: The Pandemic's reverberations on adolescents and emerging adults on campus

Vélez

2023

Current Opinion in Psychology

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Section: Experienced Challengesmentioning

confidence: 99%

Section: Experienced Challengesmentioning

confidence: 99%

Section: Impacts On Wellbeingmentioning

confidence: 99%

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College and COVID-19: The Pandemic's reverberations on adolescents and emerging adults on campus

Vélez

2023

Current Opinion in Psychology

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“…In a study among more than 28,000 undergraduates, first-generation college students reported higher rates of transitioning to unsafe home environments due to dedensification efforts and experienced higher rates of mental health disorders (Soria et al, 2020. As the pandemic continues, more scholarship is emerging which affirms these staggering statistics. The effect of COVID-19 on academic engagement and social involvement is correlated to increased levels of clinical stress and anxiety among firstgeneration college students (Monte et al, 2022) and altering the emotional and physical health of first-generation college students compared to pre-pandemic times (Davis et al, 2021). Fruehwirth et al (2021) quantitative research recognized that first-generation college students faced increases in anxiety due to environmental factors (including parents losing employment and increased difficulty accessing remote education resources) caused by the pandemic more significantly than their continuing-generation person.…”

Section: Mental Health Challengesmentioning

confidence: 99%

An interpretative phenomenological analysis of first-generation college students' involvement experiences during the COVID-19 pandemic

Scanlon

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The purpose of this interpretative phenomenological analysis was to understand how firstgeneration college students have experienced involvement in college during the pandemic at a New England University. Astin's (1999) theory of student involvement served as the theoretical framework for the study as it focuses on the interconnected relationship between students, the environment, and outputs. Three first-generation college students who were first-year students during the 2021 academic year were interviewed using a semi-structured interview. Findings from the data include 1). COVID-19's broader impact on in-person interaction influenced how participants engaged with involvement experiences, 2). identifying intrinsic motivations for involvement increased participation, and 3). relationship development were key outcomes of participants' involvement experiences. This study illustrates how first-generation college students made sense of their involvement experiences during the COVID-19 era.Recommendations from this study include continued research on the effects of COVID-19 on first-generation student involvement, increasing opportunities for purposeful reflection on involvement motivation, research including how students re-engage socially after emergency remote education, and continued evaluation of public health interventions.

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COVID-related stressors, psychological distress and social support in Atlantic Canadian University students

Fowler,

Escoto-Rivera,

Hesson

et al. 2024

Discov Psychol

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This study explores the impact of the COVID-19 pandemic on Memorial University of Newfoundland (MUN) undergraduate and graduate students. Using the National College Health Assessment (third revision) (NCHA-III) survey, the relationship between COVID-related stressors and mental health was assessed after controlling for demographic, economic, and academic variables, and reported mental illness. A hierarchical regression revealed that psychological distress was higher for students who were undergraduate, female, of lower family income, with a pre-existing anxiety or depressive disorder. Psychological distress was also predicted by direct COVID stressors (e.g., fear of infection), as well as indirect stressors, including worries about employment and tuition, professor/instructor support, campus efforts to ensure safety, and discrimination/hostility due to race/ethnicity. Chi Square tests subsequently revealed that graduate students were more likely to be concerned about the threat COVID-19 posed to loved ones, separation from family/friends, and pandemic duration, while undergraduates were more likely concerned about returning to school, tuition, employment, and the legitimacy of their degree. Undergraduates were also more likely to have witnessed discrimination/hostility, and less likely to report professor/instructor support. Finally, independent t tests revealed that undergraduate students were significantly lower in overall social support, as well as for particular subdomains including ‘guidance’, ‘social integration’, and ‘reassurance of worth’. Interpretation of the findings and implications are considered.

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Negative COVID-19 impacts and depressive symptoms over time among first-year college students

Cited by 8 publications

References 70 publications

College and COVID-19: The Pandemic's reverberations on adolescents and emerging adults on campus

College and COVID-19: The Pandemic's reverberations on adolescents and emerging adults on campus

An interpretative phenomenological analysis of first-generation college students' involvement experiences during the COVID-19 pandemic

COVID-related stressors, psychological distress and social support in Atlantic Canadian University students

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