Relations of COVID-19-Related Stressors and Social Support With Chinese College Students' Psychological Response During the COVID-19 Pandemic

Li, Xiaoshan; Wu, Hou; Meng, Fanqiang; Li, Li; Wang, Yitong; Zhou, Mingjie

doi:10.3389/fpsyt.2020.551315

Cited by 61 publications

(90 citation statements)

References 44 publications

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“…The COVID-19-related stressors checklist ( 18 ) was used to assess the participants' experience of COVID-19-related stressors. The checklist consisted of 16 COVID-19-related stressors that were generalized into the following six groups: self-related events, family-related events, friend-related events, acquaintance-related events, information-related events, and other infectious disease-related events.…”

Section: Methodsmentioning

confidence: 99%

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COVID-19-Related Stressors and Chinese Adolescents' Adjustment: The Moderating Role of Coping and Online Learning Satisfaction

Tang

et al. 2021

Front. Psychiatry

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The present study aims to examine the main and interactive relations of COVID-19-related stressors, coping, and online learning satisfaction with Chinese adolescents' adjustment during the COVID-19 pandemic. A total of 850 adolescents from three Chinese secondary schools participated in the survey during the pandemic outbreak, and the data were analyzed by hierarchical linear regression. The results show that COVID-19-related stressors were a vulnerability factor in predicting adjustment. Adolescents' adjustment could be attributed to both individual-level (e.g., coping) and class-level (e.g., a class-level indicator of coping) characteristics. Specifically, problem-based coping and online learning satisfaction can promote adolescents' adjustment directly or serve as a buffer against the negative impact of stressors on adjustment, while emotion-based coping is a vulnerability factor in predicting adjustment directly or as a risk factor in strengthening the relation between stressors and adjustment. Compared with male adolescents and adolescents with high socio-economic status, female and impoverished adolescents reported poorer adjustment during the COVID-19 pandemic. These findings enrich our understanding of the impact of the COVID-19 pandemic on adolescents' adjustment and are helpful in improving adolescents' adjustment during the pandemic.

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Section: Methodsmentioning

confidence: 99%

“…Previous research showed that some demographic variables (e.g., gender, social-economic status) can predict individual adjustment during the pandemic ( 18 ). Therefore, both variables of gender and socioeconomic status were used as control variables in present study.…”

Section: Methodsmentioning

confidence: 99%

COVID-19-Related Stressors and Chinese Adolescents' Adjustment: The Moderating Role of Coping and Online Learning Satisfaction

Tang

et al. 2021

Front. Psychiatry

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“…These findings suggest that it is less probable that students seek help from friends and family when they feel angry, frustrated, bored, or alone, but they may seek help if experiencing fear or confusion during the lockdown. In this regard, the results of Li et al ( 2020 ) confirmed that social support has a significant negative predictive effect on anxiety, which is also present during pandemics. Finally, turning to religion as a strategy to cope with lockdown was positively related to hope, joy, gratitude, compassion, and fear.…”

Section: Discussionmentioning

confidence: 85%

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

Gaeta

Rodriguez

2021

Front. Psychol.

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One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.

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“…COVID-19-related stressors. The COVID-19-related stressors scale [14] was used to assess the stressors related to infectious disease. The scale includes 16 items, and one of items is listed as "One of your close friends was diagnosed with COVID-19".…”

Section: Measurementmentioning

confidence: 99%

Psychological symptom and its influencing factors among Chinese elementary school students during early COVID-19 outbreak: A cross-section survey

Sun

Zhou

et al. 2021

Preprint

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Background This study aimed to examine the psychological symptom and its influencing factors among Chinese elementary school students during early COVID-19 outbreak. Methods A cross-section survey was used to investigate individual psychological response and its influencing factors among Chinese elementary school students. And the data were analyzed by the statistical software of SPSS 16.0. Results The results showed that students who experience large number of COVID-19-related stressors tend to report more depression and anxiety symptoms. Both problem-based coping and online learning satisfaction were protectors in predicting students’ symptoms of depression and anxiety, while emotion-based coping was a vulnerable factor. With regard to demographic variables, students with low family social status reported more symptoms of depression and anxiety than those with high family social status. Conclusions These findings present implications for psychological inventions and for education counselling services during the pandemics.

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Relations of COVID-19-Related Stressors and Social Support With Chinese College Students' Psychological Response During the COVID-19 Pandemic

Cited by 61 publications

References 44 publications

COVID-19-Related Stressors and Chinese Adolescents' Adjustment: The Moderating Role of Coping and Online Learning Satisfaction

COVID-19-Related Stressors and Chinese Adolescents' Adjustment: The Moderating Role of Coping and Online Learning Satisfaction

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

Psychological symptom and its influencing factors among Chinese elementary school students during early COVID-19 outbreak: A cross-section survey

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