The Impact of Online Learning on Physical and Mental Health in University Students during the COVID-19 Pandemic

Perception and Social Impact of Blackboard-Based Online Learning in a Psychology Course: Al-Qunfudhah Medical Students' Opinion

BACKGROUND

Online learning was considered a novel method of teaching that affects university lifestyle and health. This study focused on online perception of Al-Qunfudhah medical students during psychology course learning and the effect of online teaching on social life.

METHODS

Fifth-year students participated in an online psychology course. The online questionnaire consisted of 15 questions: three for demographic distribution, seven to assess online perception, and five to measure the effect of online teaching on students' social health. Questionnaire validity was checked by a preliminary pilot study, and Cronbach's alpha was used to assess internal consistency. A p-value less than 0.05 was considered significant.

RESULTS

Seventy-five (83.3%) students participated in the study: 48 (64%) female and 27 (36%) male. Fifty-eight (77.3%) medical students documented a good perception of online learning of a psychology undergraduate course, whereas 17 (22.7%) had a poor perception. Additionally, 29 (78.4%) female students reported online teaching had a significant effect on their social and psychological health (p < 0.010), whereas eight (21.6%) male students showed that online teaching does not affect their social life.

CONCLUSION

Al-Qunfudhah medical students, both men and women, highly participated in the psychology course online learning; however, female students were socially and psychologically affected by online learning more than male students.

Student mental health during Summer 2022 research experiences for undergraduates (REUs): Mentorship, remote engagement, and COVID-19

Objective: We examined how mentorship, remote participation, and COVID-19 challenges were associated with the mental health of college students participating in summer research programs. Participants: Participants were students participating in 78 National Science Foundation (NSF) Research Experiences for Undergraduate (REU) Sites during Summer 2022 (n = 516 students). Methods: We used multivariable generalized estimating equations that account for clustering by REU Site. Results: Students with more competent mentors had reduced depression severity. Students who spent ≥25% of their time doing remote research or ≥25% of their time in remote meetings and workshops had greater depression severity. Remote research was also associated with anxiety severity. Having a COVID-19 challenge that impacted students' research experience was associated with increases in depression and anxiety severity. Conclusions: Results suggest potential interventions: implement strategies to boost mentor competency and scaffold a support system into summer research programs to enhance student wellbeing. Additional research on remote engagement is needed.

Perception of uncontrollable mortality risk is associated with food insecurity and reduced economic effort among resource-insecure college students during COVID-19

In the framework of the uncontrollable mortality risk hypothesis, resource scarcity intersects with mortality risk, shaping resource allocation strategies with enduring impacts on human health and wellbeing. Despite rising economic and food insecurity among US college students, little is known about how these insecurities relate to mortality risk, or how scarcity and mortality risk interact to shape college students' resource allocation strategies. We examine perceptions of resource scarcity and mortality risk and their associations with food insecurity and resource allocation strategies among economically insecure college students during COVID-19 lockdowns. Participants were recruited through an economic crisis response center at a major public university in the United States. A total of 118 participants completed an online Qualtrics survey assessing sociodemographic characteristics, perceptions of mortality risk and resource availability, food security, economic effort, and time perspective; a subset (n = 51) also participated in a telephone interview assessing psychological distress. In general, participants reported more environmental adversity and economic effort during COVID-19 lockdowns compared to before. Students experiencing higher levels of uncontrollable (and not controllable) mortality risk report lower levels of economic effort, and the association was strongest among students perceiving the fewest resources. We also found significant associations between uncontrollable mortality risk and food insecurity. Our results highlight uncontrollable mortality risk's influence on human well-being. Public health efforts should target the experiences and root structural causes of uncontrollable mortality risk, which among economically insecure college students increasingly involves food insecurity.

Fear of COVID-19 and PTSD: The Protective Function of Problem-Solving Appraisals in Mental Health

The COVID-19 pandemic was experienced by many people as a major traumatic event, and it contributed to high levels of fear, anxiety, and PTSD. Negative cognitive appraisals have been consistently implicated in the onset and maintenance of psychological distress, but there is far less research on the protective role of adaptive appraisals in mental health outcomes. The current study aimed to address this gap by investigating the role of problem-solving appraisals in the relationship between fear of COVID-19 and PTSD. Participants were students (n = 322) who completed the Fear of COVID-19 Scale, the Problem-Solving Inventory, the PTSD Checklist for DSM-5, and the five-item short version of the trait scale of the State-Trait Anxiety Inventory. Participants had a mean age of 26 years (±10.2; range 17-63). The results revealed that problem-solving appraisal mediated the effects of fear of COVID-19 on all the dimensions of PTSD. However, moderated mediation analysis demonstrated that the mediation effect was moderated by anxiety. In this regard, the indirect effects of fear of COVID-19 on PTSD were only significant for respondents with low anxiety levels. Our findings suggest that intervention efforts need to focus on identifying and actively targeting maladaptive appraisals of the problem-solving ability as well as addressing anxiety-related symptoms that may impede coping.

Impact of the COVID-19 pandemic on physical activity, smoking, alcohol use, and mental well-being-A longitudinal study of nursing students at Wroclaw Medical University in Poland

Introduction

From the moment the first cases of coronavirus disease were detected in December 2019 until the announcement and duration of the pandemic, it was a negative experience for people around the world in various spheres of life. In connection with it, there have been many changes in our daily lives related to lifestyle, physical activity, or the mental sphere. The aim of the following paper is to determine the correlation between the COVID-19 pandemic and alcohol drinking, smoking, physical exercise, and lifestyle among nursing students in Poland.

Methods

The study was conducted among nursing students at Wroclaw Medical University before and during the COVID-19 pandemic. The survey consisted of completing the same anonymous online questionnaires five times by the same research group. The majority of respondents were women in the age between 18 and 30 years old and the significance level of data analysis was set at p < 0.05.

Results and discussion

In October 2020, we recorded a large number of respondents experiencing anxiety/fear or being more stressed. Between the measurements, the highest average level of alcohol addiction (p < 0.001) was in October 2021 (8.71). Moreover, the percentage of respondents who felt as before increased (p = 0.021). As the pandemic continued, there was a systematic decline in the physical activity level (p < 0.001). In conclusion, the COVID-19 pandemic had a serious impact on the daily lives of the students.

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

Introduction

Understanding the factors that affected academic performance of students during the COVID-19 pandemic will help design effective interventions for improving students' academic performance during emergency situations as well as during regular academic environment. This cross-sectional study aimed to identify the factors that explain academic performance of students in China during the pandemic.

Methods

Data on college students from the 2020 China Family Panel Studies were used, and the final sample consisted of 728 students. Ordered probit regression models were estimated to explain students' relative performance in the semester when the in-person classes were suspended by using various student and household-related variables and characteristics. To compute missing values in selected variables, a multiple imputation technique was applied.

Results

The odds of poor academic performance declined with higher Internet use for academic purposes, but Internet use for entertainment increased the probability of being in the poor academic performance. College students who spent more time studying on college work were less likely to have poor academic performance.

Discussion

This study identified the factors (Internet use and study time) associated with academic performance among Chinese college students during the COVID-19 pandemic. These results can be used to design policies to improve educational outcomes and to address educational inequalities.

The COVID-19 pandemic and obsessive-compulsive disorder: a systematic review of comparisons between males and females

Coronavirus disease, one of the most disastrous epidemics, has caused a worldwide crisis, and the containment measures applied to decelerate the progression of the pandemic can increase the risk of obsessive-compulsive disorder (OCD). Identifying vulnerable groups in this area can lead us to better resource expenditure, and therefore, this systematic review aims to make a comparison between males and females to determine which of the two groups was most affected by the COVID-19 pandemic regarding OCD. Also, a meta-analysis was designed to investigate the prevalence of OCD during the COVID-19 pandemic. A comprehensive search was conducted among three databases (Medline, Scopus, Web of Science) until August 2021 which resulted in 197 articles, and 24 articles met our inclusion criteria. Overall, more than half of the articles stated the role of gender in OCD during the COVID-19 pandemic. Several articles emphasized the role of the female gender, and some others the role of the male gender. The meta-analysis revealed a 41.2% overall prevalence of OCD during the COVID pandemic and 47.1% and 39.1% OCD prevalence for female and male genders respectively. However, the difference between the two genders was not statistically significant. Generally, it seems that females are at greater risk of OCD during the COVID-19 pandemic. In the following groups, the female gender may have acted as a risk factor: under-18 years students, hospital staff, and the studies in the Middle East. In none of the categories, male gender was clearly identified as a risk factor.

Mental Health and COVID-19 in University Students: Findings from a Qualitative, Comparative Study in Italy and the UK

INTRODUCTION

COVID-19 restrictions introduced several changes in university academic and social experience. Self-isolation and online teaching have amplified students' mental health vulnerability. Thus, we aimed to explore feelings and perspectives about the impact of the pandemic on mental health, comparing students from Italy and the UK.

METHODS

Data were collected from the qualitative portion of "the CAMPUS study", longitudinally assessing mental health of students at the University of Milano-Bicocca (Italy) and the University of Surrey (UK). We conducted in-depth interviews and thematically analysed the transcripts.

RESULTS

The explanatory model was developed from four themes identified across 33 interviews: anxiety exacerbated by COVID-19; putative mechanisms leading to poor mental health; the most vulnerable subgroups; and coping strategies. Generalised and social anxiety resulted from COVID-19 restrictions by being associated with loneliness, excessive time online, unhealthy management of time and space and poor communication with the university. Freshers, international students, and people on the extremes of the introversion/extroversion spectrum, were identified as vulnerable, while effective coping strategies included taking advantage of free time, connection with family and mental health support. The impact of COVID-19 was mostly related to academic issues by students from Italy, whereas to the drastic loss of social connectedness by the UK sample.

CONCLUSIONS

Mental health support for students has an essential role, and measures that encourage communication and social connectedness are likely to be beneficial.

The Impact of the COVID-19 Pandemic on Quality Education of the Medical Young Generation

(1) Generating the need to impose social distancing to reduce the spread of the virus, the COVID-19 pandemic altered the ways in which the teaching process normally happens. The aim of our study was to determine the impact of online teaching on medical students during this period. (2) Our study included 2059 medical, dental and pharmacy students from the University of Medicine and Pharmacy "Grigore T. Popa", Iasi, Romania. We used a modified metacognition questionnaire after translation into Romanian and validation. Our questionnaire included 38 items, and it was divided into four parts. Academic results and preferences regarding the on-site or online courses, information regarding practical training, self-awareness in terms of one's feelings such as anger, boredom and anxiety and also substance use linked to online teaching, and contextualization of the relationship with colleagues, teachers, friends and family were among the most important points evaluated. A comparison was made between preclinical and clinical students. A five-item Linkert-like scale was used for rating the answers in the last three parts that evaluated the impact of the SARS-CoV-2 pandemic on the educational process. (3) Preclinical medical students, compared to preclinical dental students, obtained statistically significant improvements in their evaluation results, with fewer failed exams (p < 0.001) and with similar results being obtained by comparing dental with pharmacy students. All students obtained statistically significant improvements in their academic results during the online evaluation. A statistically significant increase in anxiety and depression with a p-value of <0.001 was registered among our students. (4) The majority found it difficult to cope with this intense period. Both teachers and students found it difficult to adjust on such short notice to the challenges posed by the new concept of online teaching and learning.

Prevalence of mental health symptoms in children and adolescents during the COVID-19 pandemic: A meta-analysis

The COVID-19 pandemic and its accompanying infection control measures introduced sudden and significant disruptions to the lives of children and adolescents around the world. Given the potential for negative impacts on the mental health of youths as a result of these changes, we conducted a systematic review and meta-analysis to examine the prevalence of depressive symptoms, anxiety symptoms, and sleep disturbances in children and adolescents during the pandemic. We searched major literature databases for relevant cross-sectional or longitudinal studies that included primary and secondary school students or children and adolescents ≤18 years of age. Prevalence values were extracted, logit-transformed, and pooled. Based on 191 included studies with 1,389,447 children and adolescents, we found the pooled prevalence of depressive symptoms, anxiety symptoms, and sleep disturbances to be 31%, 31%, and 42%, respectively. Age, grade levels, education levels, gender, geographical regions, and electronics use were correlated with the prevalence of mental health symptoms. The prevalence of mental health symptoms also increased with time, although signs of recovery and stabilization were also observed. Overall, the results from this review demonstrate the need for increased mental health research, monitoring, and intervention for children and adolescents during the current and future pandemics.

Sociodemographic and Digital Education Factors Are Associated to General Health, Coping Strategies, and Academic Outcomes of Undergraduate Students during the Post-Pandemic Period

The COVID-19 pandemic suddenly and forever changed the lives of many undergraduate students around the globe, forcing them to switch to online learning while undergoing social confinement within their homes. It is now well-established that this prolonged period of uncertainty impacted students’ well-being, health, and academic achievement. However, how student-related factors, such as coping strategies as well as sociodemographic, contextual, and technological variables, are linked to digital education factors is currently less understood. Using multiple regression analysis, this study investigates the results of an online questionnaire administered to students from two universities in southern Italy, differing in positioning and size, as well as policies and attitude towards digital learning. The results of this study show the positive effects of expertise with digital devices and university digital learning policies on students’ perceived general health. Conversely, isolation and lack of relational connectedness negatively impacted students’ health. Furthermore, this study highlights the role of different coping strategies, demonstrating that active forms of coping have a positive effect on students’ health, whereas avoidance strategies have the opposite effect. Taken together, this study provides crucial links between the many factors influencing students’ experience with online learning and health, and provides useful indications to promote the uptake of and adaptation to online learning.

Through the COVID-19 to Prospect Online School Learning: Voices of Students from China, Lebanon, and the US

Online learning has emerged as a widely used learning mode and will likely supplement traditional learning in the post-pandemic era. The purpose of this study is to present student voices of online school education by investigating students’ online learning experiences during the COVID-19 pandemic in various contexts, and explain why the impacts are important to student learning and well-being. Semi-structured in-depth interviews were conducted with nine students from China, Lebanon, and the United States to gain direct insight into students’ perceptions of each country. The results showed that the online learning environment provided at the national level, such as social conflicts, and the facilities provided at the individual level, such as information access, increase the educational inequity. High-school students experienced numerous psychological changes and encountered academic cheating issues in the home online-learning environment. We recommend that online school education should make significant improvements in pedagogy, students’ mental health, and learning assessment, and consider factors beyond technology solutions.

COVID-19 Pandemic and International Students' Mental Health in China: Age, Gender, Chronic Health Condition and Having Infected Relative as Risk Factors

International students in China were among the first group of individuals to be affected by the COVID-19 pandemic. However, the pandemic's impact on their mental health is underexplored. This study-utilizing web-based survey data (N = 381), presents preliminary reports using ANOVA and MIMIC analytic approaches. Following the clinical demarcation of the 21-item version of the Depression Anxiety Stress Scales (DASS-21), we found 24.6%, 38.3%, and 43.6% of the students to suffer mild to extreme stress, anxiety, and depression, respectively. Female students reported significantly higher levels of stress and depression than males. Older students' reports of stress were more substantial than younger students. Students who reported having a relative infected with the virus (vs. those without) experienced significantly higher anxiety and stress. Those who reported having pre-existing chronic health condition(s) (vs. those without) also reported significantly higher stress, anxiety, and depression levels. Moreover, students with an exercise routine (vs. those without) experienced significantly lower levels of stress, anxiety, and depression. Last, our MIMIC model results indicate that foreign students' age, gender, chronic health status, and having a relative infected with the virus constitute significant risk factors explaining variations in foreign students' experience of psychological distress. Implications for international students' management have been thoroughly discussed.

Comparing Mental Health, Wellbeing and Flourishing in Undergraduate Students Pre- and during the COVID-19 Pandemic

There has been a preponderance of studies on student mental health, wellbeing and flourishing during the COVID-19 pandemic. Few studies have compared data on student mental health and wellbeing before and during the pandemic. The purpose of the current study was to compare mental health and wellbeing in undergraduate students before and during the COVID-19 pandemic. Survey research was conducted with three groups of undergraduate students (n = 905) from diverse scientific fields at a large, urban university in South Africa. Data was collected by means of electronic surveys, combining full-scale items from three instruments, the Mental Health Continuum Short Form, the Flourishing Scale and the Fragility of Happiness Scale. Data was analysed by the Statistical Package for the Social Sciences (SPSS), the Analysis of Moment Structures (AMOS) and R software. The results indicate that while the mental health and wellbeing of students declined during the pandemic concerning their perceived ability to contribute to society, having supportive and rewarding social relationships and them being engaged and interested in their daily activities, it also improved in terms of their perceived ability to manage their daily lives (environmental mastery), being challenged to grow (personal growth) and in terms of their views that society was becoming better (social growth/actualisation).