COVID-19 lockdown: Impact on college students' lives

The collateral effects of the COVID-19 pandemic: A gender-specific systematic review of disordered eating behaviour in the general population

OBJECTIVE

The COVID-19 pandemic initiated public health measures, impacting mental health and exacerbating disordered eating behaviours (DEB). This study aims to fill gaps in understanding DEB in the general population during the pandemic, emphasising gender dynamics and the experiences of gender and/or sexual minority (SGM) individuals.

METHOD

A systematic literature review followed PRISMA guidelines to investigate DEB during the pandemic, focusing on gender-sensitive analyses and SGM populations. Outcomes from the included studies were synthesised to identify patterns and associations related to DEB, particularly considering gender dynamics and SGM experiences.

RESULTS

Significant gender associations with DEB were observed, with women consistently exhibiting higher scores. SGM populations also showed elevated DEB symptoms. Longitudinal studies indicated changes in DEB over time, with some decreases observed among men.

CONCLUSIONS

The review underscores significant gender differences in DEB during the pandemic, with women exhibiting higher symptom levels. Lockdown measures had nuanced impacts on DEB, varying across studies. Various factors including pandemic-related stressors influenced DEB. Consideration of these factors can inform tailored interventions for DEB in the general population. Overall, the review enhances our understanding of how gender intersects with the pandemic's impact on DEB, emphasising the need for diverse approaches to address these behaviours.

Drinking to Cope With the COVID-19 Pandemic Mediates Pathways From COVID-19 Anxiety to Alcohol Use and Alcohol Myopia Consequences

OBJECTIVE

People may consume alcohol to cope with the stressors and anxieties of the COVID-19 pandemic. The present study applied the self-medication hypothesis, tension reduction hypothesis, and alcohol myopia theory to understand COVID-19 alcohol coping as a mediator of the pathways from COVID-19 anxiety to alcohol use and alcohol consequences.

METHODS

Participants (N = 477) were undergraduate college students. The mean age was 22.14 (SD = 5.66) years. Gender distribution included 73% females, 26% males, and 1% transgender. Racial categories included 70% White, 11% Latino, 5% Black, 5% Asian, and 9% multiracial. They completed the Coronavirus Anxiety Scale, the COVID-19 Alcohol Coping Scale developed and validated in the present study, measures of drinking frequency and drinking quantity, and the Alcohol Myopia Scale to assess alcohol consequences.

RESULTS

First, confirmatory factor analysis supported the measurement structure of the COVID-19 Alcohol Coping Scale. Second, a general structural equation model containing only latent factors provided evidence for the following pathways: COVID-19 anxiety to COVID-19 alcohol coping to overall alcohol use to alcohol myopia consequences. Third, a specific structural equation model separated the overall alcohol use factor into two measures of drinking frequency and drinking quantity. Results found that COVID-19 alcohol coping uniquely explained drinking frequency (but not drinking quantity), indicating that the pursuit of alcohol to cope with the pandemic was related to more frequent days of alcohol use but not more concentrated use on drinking days. Tests of indirect effects corroborated the mediational pathways in the explanatory models.

CONCLUSIONS

The research offers insights into understanding that the risk connections from COVID-19 anxiety to alcohol behavioral outcomes are mediated by alcohol use to cope with the pandemic.

Impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels of college students in China

BACKGROUND

Higher education students exhibit heightened sensitivity to environmental changes as they navigate the critical transition from adolescence to adulthood. The coronavirus disease 2019 (COVID-19) pandemic has posed unprecedented challenges to universities worldwide, exemplifying a crisis that profoundly affects the learning outcomes and psychological status of college students. Although it is known that campus lockdown has triggered dramatic changes in lifestyles, learning outcomes, and psychological statuses, in-depth knowledge of the causal relationships among these changes remains largely unclear.

METHODS

Here, we conducted a cross-sectional survey designed to assess the impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels among college students. We surveyed over 3,500 junior college, undergraduate and graduate participants from 94 colleges/universities across 30 provinces, municipalities, and autonomous regions in China.We employed structural equation modeling (SEM) to explore the relationships between changes in lifestyle, educational performance, and levels of anxiety associated with campus open or closure regulations during the COVID-19 pandemic.

RESULTS

Our results discovered that sleep duration, physical activity involvement, and social connections were crucial for sustaining students' learning outcomes and mental health. The shift to online learning and campus lockdown exacerbated stressors, contributing to heightened anxiety (β = 0.066), disrupted sleep patterns, and enhanced physical activity (β = 0.070) and reduced learning effect (β = -0.059). Sleep patterns were disrupted by the campus lockdown, an effect mediated by the degradation of relationships among classmates. Nonetheless, the best-fitting SEM uncovered the intricate relationships among lifestyle changes, learning outcomes, and psychological status in response to sudden environmental changes (Fisher's C = 80.949, P = 0.328). These results highlight the critical role of adaptable, supportive campus policies tailored to meet the diverse needs and interests of students during and beyond crises (Fisher's C = 59.568, P = 0.809).

CONCLUSIONS

Our study advocates for a holistic approach that addresses the multifaceted aspects of student life to cultivate a resilient academic community. This approach contributes to a deeper understanding of the effects of sudden environmental changes on students' psychological well-being and academic performance in the post-pandemic era.

Depression, Anxiety, and Stress Among Emerging Adult Undergraduates: A Longitudinal and Two-Cohort Study

Mental disorders constitute one of the population's principal health problems, especially among undergraduates. This quantitative study compared levels of depression, anxiety, and stress in a sample of emerging adult university undergraduates from a gender perspective (1) during the initial and intermediate years of emerging adulthood and (2) in two different cohorts. A total of 383 Spanish emerging adult university undergraduates were monitored longitudinally (2015-2018) and two cohorts were compared (2015-2020). Participants completed the validated Spanish version of the Depression Anxiety Stress Scale-21. Mean-level and rank-order stability was found across the two waves of the longitudinal study in relation to levels of depression, anxiety, and stress. Significant differences were found between the two cohorts, indicating higher levels of psychological distress in 2020 than in 2015. Women were found to have higher levels of psychological distress, particularly stress, than men in both waves and cohorts. Results are discussed in relation to the negative effects of the COVID-19 health crisis on the emotional health of emerging adults. The present study highlights the need to establish measures designed to improve the mental health of emerging adults, which was more severely affected by the COVID-19 crisis than by the aftermath of the 2008 financial crisis. It also underscores the need to develop interventions designed to alleviate the greater degree of stress suffered by women.

Declines in social-emotional skills in college students during the COVID-19 pandemic

Introduction

The present study investigated whether social-emotional skills in first year college students differed before and after the coronavirus disease (COVID-19) lockdowns.

Methods

Participants (N = 1,685) consisted of first year college students (mean age 18.53 years) selected from a broader cohort enrolled in a longitudinal study on college mental health at liberal arts colleges in the United States. In a cohort-sequential design, participants completed an online survey assessing social-emotional skills in January of 2018, 2019, 2020, and 2022. Using analysis of covariance, we examined mean differences in social-emotional skills between students who were first years before (January 2018-2020) and after the lockdowns (January 2022), controlling for sociodemographic variables.

Results

The post-lockdown group scored significantly lower on emotional control and expressivity and marginally higher on social sensitivity compared to the pre-lockdown group. No group differences in social/emotional expressivity or social control were detected.

Discussion

These findings indicate that the COVID-19 lockdowns impaired some, but not all, social-emotional skills in first year college students. Addressing social-emotional skills in college may help to reduce the COVID-19 mental health burden.

Influence of the first wave of COVID-19 on Chinese students' psychology and behavior: a case study approach

During the first wave of COVID-19, China demonstrated a strong commitment to epidemic prevention and control. This case study focuses on Z University, which adopted closed management when the epidemic was serious, and examines the influence of COVID-19 on students' psychology and behavior through interviews with 10 students. The research reveals that while students perceive closed management during the epidemic as enhancing safety and promoting learning engagement to some extent, the epidemic also has adverse effects on their physical health, psychology, and social life. These impacts included deteriorating physical health, feelings of rebellion and depression regarding college life, alongside concerns and aspirations regarding future job stability. In the discussion, we suggest that higher education institutions can utilize this information to shape policies and procedures, particularly concerning mental health and risk communication, not only during the current pandemic but also in future emergency or disaster scenarios.

How social support and resilience impact mental health: The moderating role of time in isolation during the COVID-19 pandemic

During the COVID-19 pandemic, quarantines effectively prevented the spread of COVID-19 but also caused people to develop mental health problems. We thus aimed to verify the impact of social support and resilience on mental health and to uncover the moderating role played by time in isolation during the post-pandemic era. We administered a cross-sectional survey to 510 college students. The results found that social support directly and negatively predicted mental health problems, and this relationship was mediated by resilience. Through multigroup analysis, resilience partially mediated the relationship between social support and mental health during period of isolation 1 (PI1) and fully mediated this relationship during period of isolation 2 (PI2) and period of isolation 3 (PI3). Moreover, the path coefficient of resilience to mental health at T3 was significantly higher than that at T2. Thus, the effect of resilience on mental health increases with the duration of time in isolation.

Parent and Friend Relationship Quality and Links to Trajectories of Loneliness During the First Year of College

Beginning college involves changes that can increase one's vulnerability to loneliness and associated negative outcomes. Parent and friend relationships are potential protective factors against loneliness given their positive association with adjustment. The present longitudinal study, with data collection at baseline, 1 month, and 2 months later, assessed the comparative effects of self-reported parent and friend relationship quality on loneliness in first-year college students (N = 101; 80 female, Mage = 18.36). At baseline, parent and friend relationship quality were negatively associated with loneliness. Longitudinal data revealed that friend relationship quality interacted with time, such that its effects on loneliness attenuated over the course of 2 months. By contrast, parent relationship quality continued to predict lower loneliness 2 months post-baseline. These results highlight the importance of close relationships and suggest that targeting relationship quality could be effective in helping youth transition to college.

Public Health Challenges for Post-secondary Students During COVID-19: A Scoping Review

Research about public health impacts of COVID-19 on post-secondary students is slowly beginning to emerge. This scoping review identified common public health challenges among post-secondary students in higher-income countries during the COVID-19 pandemic. Five databases were searched to find relevant peer-reviewed literature up to March 2022. Results were categorized according to reported public health challenges and relevant socio-economic variables. After screening, 53 articles were reviewed. Most articles were from the USA (39/53). The seven main public health challenges identified were mental health (35/53), financial instability (25/53), physical health (13/53), food insecurity (12/53), social well-being (8/53), digital access (7/53), and housing or relocation (6/53). Students with low socioeconomic status experienced heightened public health challenges. This review offers insight and opportunities for the development of longitudinal tools to support social determinants of health in post-secondary populations in high-income countries and may offer insight into similar experiences for students in other settings.

COVID-19-Related Stressors and Psychophysical Health Conditions among Italian University Students: A Post Pandemic Insight

The COVID-19 medical emergency has ended worldwide, yet the psychological impact of these years of unprecedented changes on students' lives still needs to be deepened.

METHODS

This study aims to assess and compare COVID-19-related stressors (relationships and academic life; isolation; and fear of contagion) and psychophysical symptoms reported by 637 university students at three times, i.e., April 2020 (n = 197), April 2021 (n = 200), and April 2022 (n = 240). The impact of COVID-19-related stressors on psychophysical symptoms within each time was also tested.

RESULTS

In April 2022, perceived isolation and fear of contagion decreased from the peak registered in April 2021, but stress related to relationships and academic life remained high. An ongoing increase in psychophysical symptoms was found. More than 50% of students reported clinical levels of sleep disorders, depression, psychoticism, and interpersonal sensitivity. In April 2022, students still perceiving stress related to relationships and academic life and isolation were at risk for anxiety, somatization, and sleep disorders. Students still perceiving stress related to fear of contagion were also at risk for depression, obsessive-compulsive symptoms, and psychoticism.

CONCLUSION

The findings emphasized the long-lasting effects of COVID-19-related stress on students' psychophysical health. Interventions must aim at supporting students in dealing with the complex post-pandemic adjustment process.

The interrelationship between sleep disturbance symptoms and aggression before and after the campus closure of the COVID-19 pandemic: insight from a cross-lagged panel network model

Background

The COVID-19 pandemic is detrimental to sleep quality and increases aggression among college students. Nevertheless, relevant studies were rare. Hence, we collected longitudinal data during and post-campus closure in the current study to investigate the relationship between sleep disturbance and aggression.

Methods

Data from 665 college students (59.2% females, Meanage = 19.01, SD age = 1.25) were collected before (wave 1) and after (wave 2) the campus closure of COVID-19. All participants were asked to fill out the Buss-Perry Aggression Questionnaire and the Youth Self-Rating Insomnia Scale. Two symptom networks and a cross-lagged panel network were formed and tested.

Results

Hostility has the highest centrality in the symptom network both in waves 1 and 2, and it bridges sleep disturbance and aggression. "Easily be woken" - "wake up too early" and "wake up with tired" - "function hindrance" are two important symptom associations in networks of waves 1 and 2. All symptoms except "difficulty in falling asleep" and "easily be woken" ameliorated after closure. Moreover, "physical aggression" and "hostility" can trigger other symptoms in wave 2.

Conclusion

As the first study about aggression and sleep disturbance in the background of COVID-19, we provide valuable information about the relationship between sleep disturbance and aggression on the symptom dimension.

The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review

The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested.

Using COVID-19 online learning modules to examine concerns of university students returning to in-person learning: a mixed-methods study

OBJECTIVE

Understand student concerns with returning to in-person instruction during the COVID-19 pandemic using an e-learning module.

PARTICIPANTS

925 undergraduate and graduate students returning to in-person instruction in Fall 2021.

METHODS

Five modules educated students about COVID and the transition to in-person learning and collected quantitative and qualitative data related to concerns about COVID and in-person learning.

RESULTS

65% of students expressed comfort in returning to in-person learning and almost all students answered the scenario questions correctly. Identifying as female and African-American as well as living off campus were connected to a decrease in comfort level associated with the return to in-person learning. Six major themes emerged from the qualitative data analysis.

CONCLUSIONS

Students were well-informed about the COVID-19 pandemic protection measures. These findings suggest that universities can do more to address concerns students have about in-person settings during the COVID-19 pandemic.

Perceived life balance among young adult students: a comparison between caregivers and non-caregivers

BACKGROUND

Young adult caregivers (YACs) are individuals aged 18-25 years who provide care to a loved one (parent, sibling) with frailty, disability, or illness. As young adults, the transition period between adolescence and adulthood can be more challenging for YACs than their peers without care responsibilities (non-YACs), as they have to integrate caregiving with other life areas (education, relationships). This study compared the perceived life balance and the psychological functioning (i.e., burnout, negative and positive affect, and life satisfaction) between YACs and non-YACs.

METHOD

An online cross-sectional survey was conducted among 74 YACs (85.1% females, 22.0 ± 2.1 years) and 246 non-YACs (76.0% females, 21.8 ± 2.0 years) studying in the Netherlands. The survey assessed demographic characteristics, caregiving characteristics (to be filled out only by the YACs), life balance, and psychological functioning. We used Chi-square tests for categorical variables and independent T-tests for continuous variables to examine possible differences in demographic characteristics between YACs and non-YACs. In addition, we used independent T-tests to compare the perceived life balance and psychological functioning between YACs and non-YACs.

RESULTS

YACs and non-YACs were similar on all the demographic characteristics, except for living status; fewer YACs (44.6%) than non-YACs (59.3%) lived on their own, with or without other students/friends (χ2 = 16.3, p = 0.01). YACs perceived slightly less balance in life than non-YACs (d = -.29, p = .03). Both groups did not differ in experiencing burnout, affect, and life satisfaction (all p > .05). They experienced high levels of burnout and moderate levels of life satisfaction.

DISCUSSION

Although YACs perceived a little less balance in life than non-YACs, this was not reflected in their psychological functioning. Healthcare professionals and school counselors may need to recognise the critical phase of all young adults and provide the support that could, for example, help them reduce burnout and enhance their quality of life.

"Everything Changed, Would You Like Me to Elaborate?": A Qualitative Examination of the Impact of the COVID-19 Pandemic on Community Participation Among Young Adults with Early Psychosis and Their Families

OnTrackNY provides early intervention services to young people with early psychosis throughout New York State. This report describes the impact of the COVID-19 pandemic on community participation of OnTrackNY program participants and their families. Thirteen participants and nine family members participated in five focus groups and three individual semi-structured interviews. Data were analyzed using a summary template and matrix analysis approach. Major themes highlight the negative impacts of the pandemic with reports of decreased socializing or using online means to connect, unemployment, challenges with online learning and a decrease in civic engagement. Positive impacts include more time to deepen connections with family and valued friendships and engage in activities that promote wellness and goal attainment. Implications for coordinated specialty care programs include adapting services to promote mainstream community integration and creating new strategies for community involvement of young people within a new context brought forth by the pandemic.

Using peer-ethnography to explore the health and well-being of college students affected by COVID-19

PURPOSE

COVID-19 continues to infect and affect college-aged youth. We lack information about how students experienced the pandemic day-to-day and what they need for recovery, from their own perspectives. This study employed peer ethnography to explore student's insights for current and future prevention and care.

METHODS

A team of eight students were trained as peer ethnographers to observe and record conversations with their peers in 15-minute increments during the COVID-19 pandemic. Transcripts of 200 conversations were collated and analysed via theme analysis to identify patterns.

RESULTS

Student conversations revealed dichotomous perspectives about COVID-19. Some students prioritized safety, captured via three themes-caution, rethinking routines, and protecting others. Other students struggled to follow prevention guidelines and took risks, also captured by three themes-parties, denial, and misinformation. A third category of themes captured the results of this dichotomy-tense campus relationships and a health leadership vacuum.

CONCLUSIONS

Our findings identify specific locations for intervention (e.g., off campus parties) and needed community collaborations (e.g., bars and universities) for COVID-19 and future pandemics. Our findings suggest that overarching approaches, like harm reduction or affirmation (versus shame), are helpful intervention frameworks. Findings also celebrate the value of peer-ethnography, to learn about pandemics and solutions from the ground up.

Longitudinal associations with positivity, quarantining and pass/fail policy use on student GPAs during the first three semesters of the pandemic

OBJECTIVE

This research sought to understand the effects of testing positive, quarantining, and pass/fail policy use on college student GPAs across three semesters from Spring 2020 to Spring 2021.

PARTICIPANTS

644 students were followed across three semesters.

METHODS

Anonymized secondary data sets regarding student health behaviors, perceived stress, and satisfaction were combined with registrar data concerning demographic factors, COVID-19 infection, the need to quarantine, and converting grades to pass/fail (P/F).

RESULTS

The use of P/F was associated with inflated GPAs when offered during Spring and Fall 2020. Students opting to use P/F were more likely to be low-income and achieve a lower GPA in Spring 2021 when the P/F option was no longer offered. Testing positive and quarantining did not have a significant association with student GPA.

CONCLUSIONS

The research challenges the value of providing students the ability to convert grades to P/F during the pandemic.

The relationship between tolerance for uncertainty and academic adjustment: the mediating role of students' psychological flexibility during COVID-19

Introduction

University students are among the groups most adversely affected by COVID-19 in terms of their psychological and academic wellbeing, particularly given the pandemic's uncertainty. However, little is known about their psychological flexibility to deal with this uncertain nature of pandemic. This study aimed to examine the mediating role of psychological flexibility (PF) in the relationship between university students' intolerance of uncertainty (IU) and their academic adjustment to the online learning process during COVID-19.

Methods

Data was collected from 388 university students from Türkiye (18-34 (Mage = 21.43, SD = 2.04) who completed five questionnaires - Intolerance of Uncertainty Scale, Acceptance and Action Questionnaire II, Academic Self Efficacy Scale, Educational Stress Scale, and Online Self-Regulatory Learning Scale. Additionally, as indicators of students' academic adjustment, perceived academic performance - ranging 1 to 10, and their last academic grade point average before and during the pandemic were also collected.

Results

The results indicated that PF and IU had a significant effect on the academic adjustment of students during the pandemic. PF had a complete mediating role between the IU and academic adjustment. Results also revealed that online self-regulation, a sub-dimension of academic adjustment, did not show a significant relationship with any other variable in the model.

Discussion

Research findings showed that psychological flexibility is a very important strength for university students to maintain their academic adjustment in stressful times. The results were discussed in light of the relevant research, and recommendations for further research and implications were provided.

Exploring the experiences of college students in Chinese campus lockdown policy during the COVID-19 outbreak: A qualitative study

Campus lockdown policy is one of the most effective non-pharmaceutical intervention strategies used to prevent and control the coronavirus disease 2019epidemic worldwide. College students were greatly affected by this policy. Related studies center on English-speaking countries; few have highlighted discussion of the Chinese context. This study, therefore, aimed to broadly elicit the real experiences and unique insights of college students on Chinese campus lockdown policy. Through qualitative research, we identified four key themes with ten contributory subthemes: physiological experiences, safety experiences, love and belonging experiences, and self-esteem experiences. The unique contribution of this study relates to experiences relating to love and belonging and to self-esteem, which are little discussed in the existing literature. Our findings can provide enlightenment on how to improve college students' health.

The impact of COVID-19 related lockdown restrictions on musculoskeletal health: a systematic review

There is limited empirical evidence on whether Coronavirus disease 2019 (COVID-19) related lockdown restrictions precipitate or perpetuate musculoskeletal (MSK) disorders. This study was aimed to synthesis literature that assessed the impact of COVID-19 related lockdown restrictions on MSK health. A literature search was conducted using MEDLINE, CINAHL, PsycINFO, Allied and Complementary Medicine Database (AMED), Web of Science, and Scopus databases. Studies meeting the following criteria were included in the review: the condition being considered was MSK health, the intervention was COVID-19 related lockdown restrictions, cross sectional studies, cohort studies, case controlled, prospective studies and retrospective studies. Data were extracted by 2 independent researchers. Risk of bias was assessed by the Newcastle-Ottawa quality assessment scale. Evidence from included studies was summarised using narrative synthesis. Fourteen studies comprising 22,471 participants of the general population from Turkey (n = 5), Italy (n = 1), Poland (n = 1), Australia (n = 2), Jordan (n = 1), Bangladesh (n = 1), Estonia (n = 1), the Netherlands (n = 1) and Saudi Arabia (n = 1) have met the inclusion criteria. The sample size of populations studied ranged from 91 to 1054. The included studies used questionnaire, visual analogic scale, or growth mixture modelling. Except for one study, all the included studies reported increased prevalence and incidence of MSK disorders due to COVID-19 related lockdown restrictions. The findings suggest that COVID-19 related lockdown restriction led to increased MSK disorders. Home-based strategies such as physical activity programmes and ergonomic workspace could potentially guide public health authorities to avoid MSK health problem.

Financial strain and the health and well-being of college students during the COVID-19 pandemic

Objective: This study examined the associations between COVID-19-related financial strain and the stress, mental health, physical health symptoms, and health behaviors of American university students. Participants: Online data were collected from 485 participants between May 2020 and March 2021. Participants were majority female and majority white. Methods: Participants reported on stress (COVID-19 health stress and work stress), mental health (depression, anxiety, loneliness, social support, and subjective well-being), physical health symptoms, and health behaviors (sleep latency, alcohol consumption, alcohol coping, other substance use, exercise, COVID-19 health behaviors). Results: Both Pearson's correlations and Bayesian correlation indicated more stress and worse mental health, health symptoms, and health behaviors for students who experienced more financial strain. Conclusion: Pandemic-related financial strain could have enduring negative effects for students, many of whom already experience financial challenges. This work highlights a need to allocate resources to promote college student health during and after the COVID-19 pandemic.

The impact of Covid-19 on Moroccan students’ learning habits, mental health, and physical health (ENSA Fez as a case study)

The Covid-19 pandemic, announced by the World Health Organization on 11 March 2020 as universal, brought about drastic sanitary measures all along with a thorough lockdown in spring 2020. People’s daily life was affected and ostensible behavioral changes were noticed. The objective of this research is to diagnose the impact of the pandemic on university students (ENSA Fez), how the lockdown affected their lifestyle, their education (distant learning, connectivity problems, withdrawal from course attendance), and mental/physical health deterioration (stress, anxiety, depression, sleep disorders, lack of physical activity). To attain our objective, we resorted to a survey of 250 engineering students from École Nationale des Sciences Appliquées - Fez (ENSAF) who testified on changes in manners, mental/physical health, and emergency remote education–related problems. Data were statistically analyzed, and the results revealed regressions in physical activity and frequently disrupted bedtimes. We concluded that most engineering apprentices suffered from psychological stressors and endured physical health disorders that affected their lifestyle and well-being, all of which have negatively affected their competence and performance. Consequently, our recommendations are related to providing coaches to assess students suffering from health disorders, using innovative teaching methods to increase the motivation and engagement among students via online platforms and affording technical assistance.

Correlation Between Chronotypes and Depressive Symptoms Mediated by Sleep Quality Among Chinese College Students During the COVID-19 Pandemic

Purpose

The COVID-19 pandemic has adversely impacted the mental health of the population. The current study aimed to determine the prevalence of depressive symptoms and sleep disturbances among Chinese college students during the COVID-19 pandemic and investigate the correlations between chronotypes, sleep quality, and depressive symptoms.

Participants and Methods

In the current study, 2526 college students responded anonymously to an online questionnaire survey from 26 May 2020 to 20 July 2020. The participants' chronotypes, sleep quality, and depressive symptoms were evaluated using the Chinese version of the Morning and Evening Questionnaire-5 (MEQ-5), Pittsburgh Sleep Quality Index (PSQI), and Patient Health Questionnaire-9 (PHQ-9). Sociodemographic information of the participants was also acquired. Statistical analyses were performed using Statistical Package for Social Sciences (SPSS) 19.0 software, with the mediating effect assessed by Hayes' PROCESS Macro.

Results

During the COVID-19 pandemic, the prevalence of depressive symptoms and sleep disturbances among Chinese college students surveyed was 54.95% and 48.18%, respectively. From absolute evening chronotype to absolute morning chronotype, the surveyed college students' chronotypes were negatively correlated with their depressive symptoms. Moreover, the mediation analysis showed that the correlation between chronotypes and depressive symptoms was fully mediated by sleep quality. Eveningness college students with poorer sleep quality were more likely to report higher levels of depressive symptoms.

Conclusion

Our findings suggest that during the COVID-19 pandemic, delayed circadian preference (ie, eveningness) may be linked to worse depressive symptoms among Chinese college students, and call for more attention to the sleep quality of Chinese college students as sleep quality fully mediated the correlation between chronotypes and depressive symptoms among them. Reasonable adjustment in bedtime/circadian preference and improvement in sleep quality may help to reduce the prevalence and severity of depressive symptoms among Chinese college students.

Psychological distress among healthcare students in Poland from COVID-19 to war on Ukraine: a cross-sectional exploratory study

Objectives

Healthcare students went through a rough time in March 2022 due to extreme changes in the educational system (moving from online to stationary learning) and Ukrainian-Russian war circumstances. Our study aims to update knowledge about psychological distress and its impact on healthcare students in Poland after two years of the COVID-19 pandemic, followed by intense and political instability in Europe.

Methods

We conducted a cross-sectional study on healthcare students from Poznan University of Medical Sciences, Poland, from March to April 2022. The questionnaire included subjective retrospective 5-point Likert-scales ratings of anxiety, stress, and depression and self-reported information on various psychological distress predictors.

Results

The anxiety levels at the beginning of the COVID-19 pandemic were higher than in April 2022. There was no significant reduction in stress and depression. Females had higher initial anxiety levels than post-pandemic levels. Higher reported levels of anxiety, stress, and depression were significantly correlated with political instability in Eastern Europe (Spearman r_anxiety = 0.178, r_stress = 0.169, r_depression = 0.154, p ≤ 0.001, respectively). The concern about moving towards online education showed a significant association only with stress level (r_stress = 0.099, p = 0.034). We also observed a positive correlation between anxiety, stress, and depression and deteriorating sleep quality (Spearman r_anxiety,=0.325, r_stress = 0.410, r_depression = 0.440, p < 0.001), the feeling of worsening relationships with family and peers (r_anxiety = 0.325, r_stress = 0.343, r_depression = 0.379, p < 0.001), and the sense of loss of efficient time management (r_anxiety = 0.321, r_stress = 0.345, r_depression = 0.410, p < 0.001).

Conclusion

Throughout the progression of the Ukrainian war and the COVID-19 pandemic, females reported improved (lower levels) levels of anxiety. Nevertheless, the current levels of self-reported anxiety post-pandemic remain alarming, while stress and depression levels remained unchanged. Mental, psychological, and social support activities are required for healthcare students, especially those away from their families. Time management, academic performance, and coping skills in relation to the additional stressors of war and the global pandemic require further research in this group of students.

Pharmacy Students' Perceptions of Remote versus Face-to-Face Learning Experience

During the COVID-19 pandemic, there was a large shift from face-to-face (FTF) to remote learning. Evaluating students' perceptions of remote learning provides educators with opportunity to inform their instructional methods. This study sought to evaluate pharmacy students' self-perceived (1) confidence, (2) preparedness, (3) satisfaction, and (4) motivation following remote vs. FTF classes. An electronic survey was distributed to six pharmacy student cohorts enrolled in the University of Findlay College of Pharmacy during April 2021 to measure the objectives. The Kruskal-Wallis, Mann-Whitney U, and Spearman's rank correlation tests were used to analyze the data (alpha = 0.05). A total of 151 students completed the survey. While the responses differed among the cohorts, first-professional year students reported lower motivation to study (p = 0.008), engage (p = 0.008), satisfaction with content presentation (p = 0.05), preparedness for exams (p < 0.001), and confidence to communicate (p = 0.008) and succeed in a career (p < 0.001) when studying remotely vs. taking FTF classes compared to fourth-professional year students. Positive correlations were observed between students who felt motivated to engage and study (ρ = 0.501, p < 0.001), motivated to study and exam preparedness (ρ = 0.511, p < 0.001), satisfied with course material presentation and professor accessibility (ρ = 0.688, p < 0.001), and exam preparedness (ρ = 0.521, p < 0.001), and felt prepared for exams and able to succeed in a pharmacy career (ρ = 0.573, p < 0.001). Taking the above results into consideration, pharmacy educators may designate more time and instructional support to first-professional year students in an effort to improve students' perceptions of motivation, satisfaction, confidence, and preparedness.

How Midwestern College students protected their families in the first year of COVID-19

Introduction

College students routinely visit their families due to geographic proximity and their financial dependence. Consequently, the potential of transmitting COVID-19 from campus to their families' homes is consequential. Family members are key sources of support for one another in nearly all matters but there is little research uncovering the mechanisms by which families have protected each other in the pandemic.

Methods

Through an exploratory qualitative study, we examined the perspectives of a diverse, randomly sampled, group of students from a Midwestern University (pseudonym), in a college town, to identify COVID-19 prevention practices with their family members. We interviewed 33 students between the end of December 2020 and mid-April 2021 and conducted a thematic analysis through an iterative process.

Results

Students navigated major differences in opinions and undertook significant actions in attempts to protect their family members from COVID-19 exposure. Students' actions were rooted in the greater good of public health; prosocial behavior was on display.

Discussion

Larger public health initiatives could target the broader population by involving students as messengers.

Web-Based Physical Activity Interventions to Promote Resilience and Mindfulness Amid the COVID-19 Pandemic: A Pilot Study

College students faced unique challenges during the COVID-19 pandemic. Implementing a physical activity intervention can help support the physical and mental health of college students. The purpose of this study was to examine the effectiveness of an aerobic-strength training exercise intervention (WeActive) and a mindful exercise intervention (WeMindful) in improving resilience and mindfulness among college students. Seventy-two students from a major public university in the Midwest participated in a two-arm experimental study over the course of ten weeks. One week before and after the 8-week interventions, participants completed the Five-Facet Mindfulness Questionnaire (FFMQ-15), Connor Davidson Resilience Scale (CD-RISC-10), and demographic and background questionnaire via Qualtrics. Both groups also participated in bi-weekly Peer Coaching sessions, which utilized reflective journaling and goal-setting exercises. ANCOVA showed a significant main effect of time for total mindfulness score (F = 5.177, p < 0.05, η² = 0.070), mindfulness Acting with Awareness (F = 7.321, p < 0.05, η² = 0.096), and mindfulness Non-Judging of Inner Experience (F = 5.467, p < 0.05, η² = 0.073). No significant main effect of group and interaction effects of time with group were observed for the total mindfulness and the five facets of mindfulness as well as resilience. In addition, no significant main effect of time for resilience was found. We conclude that aerobic-strength exercises and mindful yoga exercises, together with reflective journaling, may be effective in increasing mindfulness in the college population.

Prospective associations between peer support, academic competence, and anxiety in college students

Previous literature has demonstrated that peer support is instrumental for the promotion of adaptive academic and mental health outcomes; however, limited research has examined prospective directional associations between peer support and adjustment within college settings. The purpose of this study was to investigate the longitudinal associations between peer support, academic competence, and anxiety among U.S. college students. U.S. students from a diverse 4-year university (N = 251, 75% women, 24% men, and < 1% a different gender) reported on peer support, academic competence, and anxiety using validated questionnaires at two time points (Fall term of sophomore year and Spring term of senior year). Results showed that peer support was positively associated with academic competence over time but was not significantly related to future anxiety. Academic competence did not significantly predict peer support or anxiety over time, but anxiety was associated with lower future academic competence. These findings offer insight into how types of social relationships link with academic motivation and anxiety over time within educational settings.

COVID-related stress, risk for suicidal behavior, and protective factors in a national sample of college students

Objective: This study's purpose was to determine if COVID-related stress predicted suicide risk among college students and if this risk was attenuated by higher levels of social and psychological resources. Participants: The sample included 65,142 college students who participated in the National College Health Assessment survey in Spring 2021. Methods: SPSS PROCESS was used to test the association between COVID-related stress and suicide risk while controlling for demographic covariates and to determine the potential stress-buffering roles of social connectedness, resiliency, and psychological well-being. Results: Higher levels of COVID-related stress predicted increased suicide risk yet this risk was attenuated when social connectedness, resiliency, and psychological flourishing were greater. Conclusions: Findings indicate that efforts to increase social connectedness, resiliency, and psychological flourishing could help reduce the risk of college students' suicidality under conditions of high COVID-related stress.

Sleep difficulties and psychological distress among college students during a COVID-19 campus red alert

Objective: The current study examined the extent to which pandemic-specific psychological distress symptoms and perceived stress were associated with sleep difficulties among college students. Participants: Participants included 203 full-time undergraduates from a medium-sized university located in the U.S. Methods: A survey was administered online in December of 2020. Results: Regression analyses showed pandemic-specific psychological distress was associated with the three sleep difficulties. Perceived stress was also associated with these three sleep difficulties of falling asleep (B = 0.078, SE = 0.013, p = .000), difficulty staying asleep (B = 0.080, SE = 0.014, p = .000), and with waking too early (B = 0.043, SE = 0.014, p = .003), and mediated the relationship between psychological distress and each of the sleep difficulties. Conclusions: During public health emergencies health promotion strategies to promote sleep health should include psychoeducational strategies specifically addressing pandemic-specific psychological distress symptoms and perceived stress.

Loneliness in University Students during Two Transitions: A Mixed Methods Approach Including Biographical Mapping

Several studies have shown that loneliness is prevalent in university students. However, up to now, it is less clear how transitions during this life stage are associated with loneliness. Therefore, we aimed to explore the association of loneliness with the transition from high school to university and the transition into the COVID-19 pandemic. Twenty students were interviewed in qualitative interviews based on a semi-structured guide that also included biographical mapping. In addition, the participants reported social and emotional loneliness based on the six-item De Jong Gierveld Loneliness Scale for three points in time: (1) at the time of the interview, (2) at the beginning of their studies at the university and (3) at the start of the COVID-19 pandemic. The qualitative data were analyzed using a structuring content analysis following Mayring. The quantitative data were analyzed using descriptive statistics. We found that emotional loneliness increased both during high school graduation and at the start of study at the university, as well as at the beginning of the COVID-19 pandemic. Social loneliness was higher during university studies than during the last years at high school and increased at the beginning of the pandemic. The results indicate that both transitions played an important role for perceived social and emotional loneliness. Further quantitative studies in larger samples will be relevant in the future to better target the responses to loneliness during transitions. Universities can actively counteract loneliness, especially during the transition from high school to university, by organizing events and meeting places where new students can network.

Level of Physical Activity, Sleep Quality and Use of Personal Protective Equipment of Students at Wroclaw Medical University during the COVID-19 Pandemic

The study was conducted in October 2020 and March 2021 among Wroclaw Medical University students of different years and faculties. The objective of the study was to establish the relationship between some determinants, such as gender and the levels of physical activity, and the quality of sleep of medical students during the pandemic. Ultimately, 696 responses from October and 652 from March were included. To determine the level of physical activity, the International Physical Activity Questionnaire (IPAQ) was used, and for sleep quality, the Pittsburgh Sleep Quality Index (PSQI) was used. The findings pointed to a higher Total MET m/w (metabolic equivalent of task in minutes a week) in men compared to women in both study periods (2020: 1845.8 to 1542.5, p = 0.009; 2021: 2040.7 to 1826.6, p = 0.025). This was mainly due to a higher Vigorous Exercises MET m/w in men (2020: 837.3 to 635.8, p = 0.008; 2021: 773.3 to 490.3, p = 0.0006). Moreover, women had a lower quality of sleep resulting from problems in Habitual Sleep Efficiency, Sleep Disturbances, and Daytime Dysfunctions. An adequate level of physical activity and a good night's rest are the fundaments of health; therefore, it is necessary to determine the causes of their deficiencies in order that we can counteract them.

The COVID-19 pandemic: Electronic media use and health among US College students

Objective: To explore differences before and during the COVID-19 pandemic in electronic media use (i.e. TV watching, social media use, screen time), health (i.e. physical, behavioral, social, mental), and the relationship between them among college students. Participants: Nine hundred sixty-five United States college students with 367 participating before and 598 during the pandemic (after March 2020). Methods: Using a multiple cross-sectional design, participants completed an online self-report questionnaire and biometric data was gathered in-person for the Pre-COVID group. Results: During the pandemic, time spent watching TV and social media was 14% higher and total screen time was 30% higher (d = .39). Health variations were mixed with both adverse and beneficial differences. Most correlations between electronic media use and health variables were lower in strength during the pandemic. Conclusions: Differences between electronic media use and health before and during the pandemic suggest potential mixed effects of the pandemic on college student media use and health.

Knowledge, Attitude, and Practice Toward Cervical Cancer Screening Among Female University Students in Ishaka Western Uganda

Purpose

Cervical cancer (CC) is the leading cause of cancer-related death among women living in third-world countries. CC is preventable, with the possibility of complete treatment if detected early. The objective of the study was to assess the level of knowledge, attitude, and practice on CC screening (CCS) among female university students (FUS) in Ishaka, western Uganda.

Methods

The study was a descriptive cross-sectional study among FUS (n = 407) in western Uganda conducted after the first nationwide lockdown in Uganda. Information was collected using a questionnaire and descriptively presented as frequency and percentages.

Results

The majority of our respondents were medical students 283 (69.5%), below 25 years 339 (83.3%), with Anglican Christian religious background 150 (36.9%). Respondents above the age of 25 years (p = 0.0052) and those in the medical profession (p < 0.001) had more knowledge. More medical students had a better attitude (p = 0.0043) and favorable practices (0.0134) compared to their non-medical counterparts. There is a weak correlation between attitude (r = 0.206, p < 0.001) and practice (r = 0.181, p = 0.0003) with knowledge on CCS.

Conclusion

Observation from the present study suggests the need for more efforts in the fight against cervical cancer and encouragement of positive attitude and practice towards cervical cancer screening and uptake of vaccination.

Mental Health and COVID-19 Pandemic Stressors Among Latina/o/x College Students with Varying Self and Parental Immigration Status

The COVID-19 pandemic has produced significant psychological distress for college students due to the sudden proliferation of stressors. We examine whether and how self and parental immigration status contributes to Latina/o/x college students' mental health and pandemic stressors during the initial months of the pandemic. We draw on quantitative and qualitative survey data collected in March-June 2020 with 1,600 Latina/o/x University of California undergraduate students from three self-identified groups: undocumented students, US citizens with at least one undocumented parent, and US citizens with lawfully present parents. Quantitative analyses reveal that the pandemic produced widespread negative mental health effects but the severity of these effects did not differ by self/parental immigration status. Our qualitative analyses identify common pandemic-related stressors across our three student groups (financial insecurity, COVID-19 virus concerns, academic strains, and social dynamics); however, undocumented students and US citizens with undocumented parents identify unique aspects of these stressors due to legal vulnerabilities. Self and parental undocumented status also compromises the ability to manage common pandemic stressors because of immigration status-related exclusion from necessary resources. Ultimately, we argue that the high-stress nature of the pandemic elevated mental distress across all student groups, but the structural exclusion of undocumented immigrants contributes to unique experiences of stress among Latina/o/x undocumented students and US citizen students with undocumented parents.

Organizational Adaptive Capacity during a Large-Scale Surprise Event: A Case Study at an Academic Institution during the COVID-19 Pandemic

OCCUPATIONAL APPLICATIONSThe COVID-19 pandemic caused large organizations and institutions to adapt their decision-making procedures and hierarchical structures to address pandemic-specific concerns. By examining a large public university, we found that effective adaptation occurred through restructuring the decision-making processes, coordinating decisions between departments, and effective monitoring of prior decisions. When considering the COVID-19 pandemic as a fundamental surprise event, our work identified strategies and decision-making that both maintained and increased adaptive capacity through the course of such an event. Through this case study, we highlight decisions that can be made by similar large organizations, to increase adaptive capacity when they are faced with similar surprise events.

Promoting Strategies for Healthy Environments in University Halls of Residence under Regular Epidemic Prevention and Control: An Importance-Performance Analysis from Zhejiang, China

In the post-epidemic era, regular epidemic prevention and control is a daunting and ongoing task for nations all around the world. University halls of residence have been important spaces where university students balance their studies, work, and personal lives after COVID-19. Therefore, a healthy physical living environment deserves more attention. This paper compares situations before and after COVID-19 in an effort to evaluate the impact of indoor environments in university halls of residence on students. The study proposed eight vital dimensions for creating a healthy university hall of residence environment and, from 14 September to 4 October 2022, used an online questionnaire to collect data from 301 university students studying in Zhejiang, China. The key quality of service characteristics for fostering a healthy environment in university halls of residence were discovered using descriptive statistical analysis and revised importance-performance analysis (IPA). We found that an improved indoor physical environment and efficient arrangement of indoor space were crucial for the health of university students. The quality of educational services could be improved, and indoor exercise should be utilized effectively, both of which can contribute significantly to a healthy indoor environment. This study aims to contribute to the development of future initiatives to support healthy physical living environments in university halls of residence.

College students' perceptions on safety measures and campus engagement during the COVID-19 pandemic

Objective: We examined students' perceptions and opinions regarding others' COVID-19 mitigation behaviors and how these behaviors impacted feelings of safety and desire for on-campus engagement. Participants: Undergraduate and graduate students enrolled at a midsize regional state university during the Spring 2021 semester (n = 893). Methods: A cross-sectional survey design was utilized with an online and anonymous questionnaire. Scale means were calculated followed by ANOVAs to determine significance. Results: Two independent variables impacted students' feelings of safety for on-ground courses and activities: living situation (on campus, with roommates) and school year (freshman/sophomores). Underclassmen were more likely to desire in-person campus engagement. Conclusions: Students showed a willingness to return to campus, but also concern over peer behaviors and remaining safe. Returning to a pre-pandemic social environment is critical for students' mental health, and making students feel safe on campus is an important first step to return campuses to vibrant educational and social communities.

Higher Prevalence of Food Insecurity and Psychological Distress among International University Students during the COVID-19 Pandemic: An Australian Perspective

The COVID-19 pandemic and related disruptions have not only affected university students' learning and academic outcomes, but also other issues, such as food security status, mental health and employment. In Australia, international students faced additional pressures due to sudden border closures and lack of eligibility for government-provided financial support. This study explored the experiences of domestic and international university students residing in Australia during the early stages of the COVID-19 pandemic across a range of outcomes. A cross-sectional online survey was conducted between July and September 2020 at Macquarie University in Sydney, Australia. The online survey included food insecurity status, mental health (psychological distress), disruptions to study, employment and sleep. A total of 105 students (n = 66 domestic and n = 39 international) completed the survey. Respondents reported having food insecurity (41.9%) and psychological distress (52.2%, with high and very high levels), with international students reporting significantly higher food insecurity (OR = 9.86 (95% CI 3.9-24.8), p < 0.001) and psychological distress scores (t(90) = 2.68, 95% CI: 1.30 to 8.81, p = 0.009) than domestic students. About one quarter of all respondents reported disruptions to study and employment status around the time of the survey. When asked what government support should be provided for international students, 'financial aid' was the most frequently suggested form of support. This research may help governments and educational institutions design appropriate support, particularly financial and psychological, for both international and domestic university students.

The Influence of Preventive Activities on Stress Perception among Dentistry Students in the Period of the COVID-19 Pandemic

BACKGROUND

The COVID-19 pandemic resulted in the strengthening of the earlier stressors and the appearance of new pandemic-related stressors. Many students of dentistry fit the profile of a group who are particularly susceptible to stress related to the pandemic. Thus, it was necessary to implement preventive activities, reducing their stress perception. This was understood as a means of significantly influencing the student's well-being, thus improving the quality of education. Therefore, the aim of the study was to assess the impacts of implemented preventive activities on stress perception among students of dentistry during the pandemic, as well as their influence on this assessment of the selected students' personal experiences regarding the pandemic.

METHODS

The study was performed one year after the outbreak of the pandemic on students of dentistry at Jagiellonian University Medical College, Krakow, Poland. It consisted of the completion of a self-designed, voluntary, anonymous, online questionnaire. The respondent's task was to assess the influences of implemented preventive activities on stress perception using a five-point scale. The activities were divided into external (national, global) and internal (institutional). The material was statistically analysed for all students, including pre-clinical and clinical groups. Additionally, the impact of the selected students' personal experiences regarding the COVID-19 pandemic on the assessment was studied.

RESULTS

All preventive activities (in total) significantly reduced stress perception (p ≤ 0.001), but the intensity of their impacts (mean rank) was different. The most highly assessed activities were all external preventive activities, with the greatest intensity belonging to the prospect of receiving vaccination against SARS-CoV-2. The remaining external activities were the prospect of developing an effective COVID-19 treatment and the increase in knowledge about SARS-CoV-2. The internal activities were assessed and ascribed lower positions, with the exception of the theoretical classes held online. This activity was placed slightly lower than the highest-rated activity, the prospect of receiving vaccination.

CONCLUSIONS

The studied preventive activities reduced stress perception with different levels of intensity. The highest-ranked activities were external activities. One exception was the theoretical classes held online, an internal activity. Due to the lower impact of the internal activities and the ability to modify them by the educators, there is a need to strengthen their effectiveness. The possibility of monitoring and tailoring some preventive activities to the students' needs was the practical aspect of the conducted study. Students' personal experiences related to the COVID-19 pandemic influenced their assessment of the preventive activities, in some cases significantly.

Perspectives of Historically Black College and University Advisors to Premedical Students During the COVID-19 Pandemic: A Qualitative Study

IMPORTANCE

Black students remain underrepresented in medicine despite national efforts to increase diversity in the physician workforce. Historically Black College and University (HBCU) students play a vital role in increasing representation in the workforce. Currently, there is a paucity of literature understanding the impact of COVID-19 on premedical students from HBCUs. Understanding the adverse impact of the pandemic on HBCU students is essential to inform strategies that promote holistic medical school admissions and increased diversity, equity, and inclusion in the medical workforce.

OBJECTIVE

To explore premedical advisors' perspectives on the impact of the COVID-19 pandemic on HBCU premedical students pursuing admission to medical school.

DESIGN, SETTING, AND PARTICIPANTS

In this qualitative study, semistructured interviews of HBCU premedical advisors were performed from March 2020 to March 2021. One-on-one interviews were conducted with 21 advisors with a depth of experience as advisors, varied educational backgrounds, and diverse geographic representation. Data analysis was performed from March 2021 to December 2021.

MAIN OUTCOMES AND MEASURES

The experiences of HBCU premedical students during the COVID-19 pandemic from the perspective of the premedical advisor.

RESULTS

Among the 21 participants, 13 (62%) were female, 15 (71%) were Black or African American, 11 (52%) had a doctorate degree, and 7 (33%) had more than 10 years of experience as advisors. Participants described 3 major themes: (1) balancing academic responsibilities with family demands; (2) distraction, disruption, and isolation in the virtual learning environment; and (3) harmful impact of new stressors for HBCU applicants in the medical school admissions process.

CONCLUSIONS AND RELEVANCE

In this qualitative study of HBCU advisors to premedical students, advisors described how the COVID-19 pandemic adversely affected undergraduate HBCU premedical students; students faced family hardships, challenges with virtual learning, and uncertainty in the medical school admissions process. These findings suggest that medical schools should continue to create direct interventions to address the challenges that HBCU students faced during the height of the pandemic and as longitudinal consequences of the pandemic. Addressing these issues may improve physician workforce representation and promote more equitable patient care for underserved communities disproportionately affected by COVID-19 and other health disparities.

Multi-Impacts of Spatial Self-Policing during COVID-19: Evidence from a Chinese University

Current research has focused on the impacts of the COVID-19 pandemic on university students' physical and mental health conditions but has rarely examined the secondary effects caused by school management and prevention policies. Chinese universities generally took a self-policing strategy to address the COVID-19 pandemic. This study aimed to examine how the self-policing effect fluctuated during the pandemic, assessed from the perspective of university students. We collected monthly data from January 2020 to August 2022 from Zhejiang University's online forum CC98 and analyzed the monthly frequency of keywords in the online posts' titles. The dataset covered five topics: pandemic situations, epidemic prevention policies, campus access control, campus space use, and emotional conditions. The results showed that university students have expressed concern about the pandemic over the past thirty-two months, which still has an unignorable influence on their lives and studies. They paid more attention to the epidemic prevention policies, which directly affected their social connections, spatial use, and psychological well-being. University students gradually questioned their duty to obey and showed impatience and resistance toward school self-policing management, especially during the second Omicron wave. Additionally, the findings investigated an introverted trend for university students living in a gated campus environment. In conclusion, we call for reflections on the current Chinese campus self-policing strategy to cope with future long-term and normalized pandemic situations. The concerns of university students should be taken into account as we move toward a post-COVID-19 world.

The mediating role of personal values between COVID-19-related posttraumatic growth and life satisfaction among Chinese college students: A two-wave longitudinal study

Despite considerable disruption of social order caused by the COVID-19 pandemic, it has also been said to contribute to positive psychological changes and influence on the perception of public life satisfaction. The present study aimed to explore the association between the COVID-19 related posttraumatic growth and life satisfaction and the mediating role of personal values. A two-wave longitudinal design was used. 226 self-quarantined Chinese college students (58.8% male) completed post traumatic growth inventory (Time 1), satisfaction with life scale (Time 2), personal values questionnaire (Time 2) between February 2020 and May 2021. Results showed that more than half of self-quarantined Chinese college students reported moderate to high levels of the COVID-19 related posttraumatic growth. A structural equation model revealed that COVID-19 related posttraumatic growth was positively associated to life satisfaction, and self-transcendence and self-enhancement values partially mediated this association. These findings shed light on whether and how pandemic-related posttraumatic growth influenced personal life satisfaction, supporting the outcome and process perspectives of posttraumatic growth as well as Schwartz’s value theory. Based on the findings, some positive psychology interventions, such as online rumination activities and mindfulness practice, were proposed to enhance self-quarantined college students’ posttraumatic growth and life satisfaction.

Impact of COVID-19 pandemic lockdown on the mental health status of Indian undergraduate health professional students

Introduction and Aim: The psychological effects of the COVID-19 outbreak and related lockdown measures among the Indian population are less known. Undergraduate students are prone to mental health problems making them more vulnerable to the impact of the pandemic and its lockdown. This study sought to determine the impact of the COVID-19 pandemic lockdown on the mental health status of undergraduate health professional students of a tertiary care setup.  Materials and Methods: A cross-sectional study was carried on undergraduate health professional students of a private Deemed-to-be University. 246 participants took part in this study. A questionnaire was provided as a Google form containing 26 questions. It captured the main dimensions of mental health-related issues in undergraduate students. Paired ‘t’ test was employed to compare the mental health status of the participants before and during the lockdown.  Results: A significant majority of our participants experienced stress during the lockdown. There was no significant effect of gender, the number of household members, or prior mental health challenges on the mental status of the students. COVID-19 updates on central government introduced mobile application significantly decreased stress but reports from television/radio and social media significantly contributed to stress. Students engaged in online academic activities of more than four hours per day were significantly stressed. Conclusion: Undergraduate health professional students in our study were significantly more stressed during the lockdown as compared to the pre-lockdown period. Academic online activity also significantly contributed to stress with more than four hours of online engagement precipitating severe stress.

Education-Related COVID-19 Difficulties and Stressors during the COVID-19 Pandemic among a Community Sample of Older Adolescents and Young Adults in Canada

The COVID-19 pandemic created significant disruptions to the provision of education, including restrictions to in-person and remote learning. Little is known about how older adolescents and young adults experienced these disruptions. To address this gap, data were drawn from the Well-Being and Experiences study (the WE Study), a longitudinal community-based sample collected in Manitoba, Canada, from 2017–2021 (n = 494). Prevalent difficulties or stressors during in-person learning were less interaction with friends or classmates, worrying about grades, less interaction with teachers, and too much screen time (range: 47.3% to 61.25%). Prevalent difficulties or stressors for remote learning were less interaction with friends or classmates and teachers, less physical activity, worrying about grades, and too much screen time (range: 62.8% to 79.6%). Differences related to sex, education level, financial burden, and mental health prior to the pandemic were noted. From a public health perspective, efforts to re-establish social connections with friends, classmates, and teachers; strategies to manage stress related to worrying about grades or resources to improve grades that have declined; and approaches to reduce screen time in school and at home may be important for recovery and for any ongoing or future pandemics or endemics that impact the delivery of education.

Surviving uncertainty: A dual-path model of personal initiative affecting graduate employability

The increasing uncertainty of our world raises important questions for university students on how they should respond to the employment challenges caused by changing environments. One of the central topics is the development of graduate employability. However, most previous research on graduate employability was undertaken in a stable environment, limiting our understanding of how graduate employability develops in a dynamic context. We have advanced the literature by introducing action theory to investigate the process of personal initiative affecting graduate employability in a period of environmental uncertainty. Using a time-lagged research design, we collected data from a sample of 229 Chinese university students and tested the hypothesized relationships. We find that personal initiative positively affects graduate employability through human and psychological capital. We further show that environmental uncertainty plays a contingent role in the above processes. Specifically, when a high level of environmental uncertainty is perceived, the positive indirect effect of personal initiative on graduate employability through either human capital or psychological capital is more likely to be strengthened. The theoretical and practical implications of these findings are also discussed.

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19

This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.

Students' Mental Health, Well-Being, and Loneliness during the COVID-19 Pandemic: A Cross-National Study

During the COVID-19 pandemic, much research has been devoted to assessing mental health in a variety of populations. Students in higher education appear to be particularly vulnerable to experiencing reduced mental health. The purpose of the study was to assess whether higher education students experienced poorer mental health compared to the general population and examine the factors associated with students' mental health during the COVID-19 pandemic. A cross-national sample of students (n = 354) and non-students (n = 3120) participated in a survey in October/November 2020. Mental health outcomes among students and non-students were compared with independent t-tests. Multiple linear regression analysis and general linear estimation were used to assess the impact of student status on mental health outcomes while adjusting for sociodemographic factors. Students reported poorer mental health than non-students. The difference in mental health between students and non-students was bigger for participants aged 30 years or older. More social media use was associated with poorer mental health outcomes. In conclusion, students had poorer mental health than the wider population. Aspects of life as a student, beyond what can be attributed to life stage, appears to increase mental health problems.

Impact of COVID-19 social distancing on medical research from the perspective of postgraduate students: a cross-sectional online survey

Objective

To investigate the impact of COVID-19 social distancing on medical research from the perspective of postgraduate students.

Methods

A cross-sectional study using an online survey was conducted from October 31 to November 1, 2021. A questionnaire was used to assess the impact of COVID-19 social distancing on medical research among postgraduate students. The questionnaire included basic information, medical research information, and information about social distancing measures. Participants also completed the self-made Research Work Affected Scale of Postgraduates (RWAS-P; qualitative evaluation: very mildly 0-10; mildly 11-20; moderately 21-30; severely 31-40; very severely 41-50). Logistic regression was used to identify factors related to the impact of COVID-19 social distancing.

Results

A total of 468 participants were analyzed; 95.2% of the participants adhered to social distancing measures. The median total RWAS-P score was 22. The median RWAS-P scores for earlier research data, current research projects, future research plans, paper publication, and graduation schedule were 2, 6, 6, 6, and 4, respectively (score range 0-10). The higher grade of students, experimental research, and existence of inappetence or sleeplessness were related to negative attitude towards COVID-19 social distancing (odd ratio = 6.35, 9.80, 2.31, 2.15, 1.95, respectively).

Conclusions

Participants reported that social distancing had a moderate overall impact on their medical research. Social distancing had the greatest impact on current research projects, future research plans, and paper publications among postgraduate students. Higher grade level, experimental research type, inappetence, and sleeplessness were related to the impact of social distancing on their medical research.

Nurse Faculty Provide Essential Support to Graduate Nursing Students During COVID-19 Pandemic

Nurses in formal and informal leadership roles have been stretched to fulfill duties in their own role and be pulled into staffing. These emerging leaders have little energy to pursue an advanced academic degree when they are already considering leaving the profession. In a health care industry filled with ambiguity and volatility, continued efforts to support, retain, and recruit nurses in graduate leadership programs are essential. This article describes how graduate nursing faculty provided support to graduate students in unprecedented times.