scholarly journals COVID-19 in Guangdong: Immediate Perceptions and Psychological Impact on 304,167 College Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Xueguo Li ◽  
Sihui Lv ◽  
Lili Liu ◽  
Rongning Chen ◽  
Jianbin Chen ◽  
...  
Keyword(s):  
College Students ◽  
Psychological Impact

scholarly journals College Students’ Well-being during the COVID-19 Pandemic: A Systematic Review of the Literature

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Michaela Q. Iglesia ◽  
Ming-Tsan Lu
Keyword(s):  
United States ◽  
College Students ◽  
Systematic Review ◽  
Large Scale ◽  
Psychological Impact ◽  
Well Being ◽  
The United States ◽  
Socioeconomic Impacts ◽  
Health Lifestyle ◽  
Gender Minorities

Studies have shown increased levels of distress during the coronavirus disease-19 (COVID-19) pandemic, and college students are becoming more recognized as a vulnerable population. This narrative systematic review aims to synthesize the current understanding of mental health, lifestyle, and socioeconomic impacts that the pandemic had on college students in the United States. A search was conducted on PubMed, PsycInfo, and Web of Science. A total of 34 observational studies were included which examined aspects of college students’ health and experiences during the COVID-19 pandemic in the United States. A great deal of students was shown to experience a moderate level of stress and subsyndromal depression and anxiety in the early months of the COVID-19 pandemic. Several risk and protective factors have been characterized. Students experienced various academic, financial, and housing disruptions. Studies have highlighted the need for institutional support to reduce the adverse psychological impact of the pandemic. There is a need for further large-scale research to assess the scope of COVID-19-related biopsychosocial impact, especially in vulnerable populations such as racial/ethnic and sexual/gender minorities.

scholarly journals The psychological impact of the COVID-19 epidemic on college students in China

2020 ◽  
Vol 287 ◽  
pp. 112934 ◽  
Author(s):  
Wenjun Cao ◽  
Ziwei Fang ◽  
Guoqiang Hou ◽  
Mei Han ◽  
Xinrong Xu ◽  
...  
Keyword(s):  
College Students ◽  
Psychological Impact

scholarly journals Chinese College Students' Stress and Anxiety Levels Under COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Huali Zhan ◽  
Chunmei Zheng ◽  
Xianqin Zhang ◽  
Meng Yang ◽  
Lin Zhang ◽  
...  
Keyword(s):  
College Students ◽  
Psychological Impact ◽  
Principal Component ◽  
Anxiety And Depression ◽  
Online Questionnaire ◽  
Negative Experience ◽  
Chinese College Students ◽  
R Language ◽  
Patient Health ◽  
Returning To School

The outbreak of COVID-19 at the end of 2019 has had a significant impact on people. While attention is paid to the immense physical harm it has caused, the psychological impact should not be underestimated. The main purpose of this study was to explore the stress, anxiety, and depression levels of different groups of college students during the COVID-19 pandemic. We conducted an online questionnaire survey of college students by using the Perceived Stress Scale (PSS-10), the Patient Health Questionnaire-9 items (PHQ-9), and the Self-rating Anxiety Scale (SAS). A total of 1,586 questionnaires were collected and analyzed in R language. The results showed that students with moderate to severe stress (PSS-10 ≥ 14) accounted for 67.50%; the detection rate of depression (PHQ-9 ≥ 5) reached 43.77%; and 20.60% of students had anxiety (SAS standard score ≥ 50). There were significant differences in PSS-10/SAS among different genders, majors, whether returning to school or not, and those with different psychological experiences (negative or positive, P < 0.05). It is notable that the median of female, medical student, non-resumption of schooling, and negative experience was higher than that of positive experience (P < 0.05). The results of principal component analysis showed that there were significant differences in PHQ-9, PSS-10, and SAS between the resumption of schooling group and the non-resumption group. Therefore, it is inferred that the stress and anxiety level of college students during the COVID-19 pandemic is generally high, especially for those who have not yet resumed school. Long-term negative emotions can easily lead to serious mental diseases such as cognitive impairment. Education departments should attach great importance to the mental health of college students, and it is necessary to provide precise psychological interventions for groups experiencing greater pressure levels and marked anxiety and depression.

scholarly journals Psychological Impact of COVID-19 on Hispanic/Latine**, Asian, and White USA College Students

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Lisa Mori ◽  
Kiran Kaur ◽  
Maximiliano Gutierrez ◽  
Valerie Klein ◽  
Alan Guandique ◽  
...  
Keyword(s):  
College Students ◽  
Psychological Impact

scholarly journals Assessing the Psychological Impact of COVID-19 among College Students: An Evidence of 15 Countries

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 222
Author(s):  
Kavita Batra ◽  
Manoj Sharma ◽  
Ravi Batra ◽  
Tejinder Pal Singh ◽  
Nena Schvaneveldt
Keyword(s):  
Public Health ◽  
Mental Health ◽  
College Students ◽  
Mental Health Problems ◽  
Psychological Impact ◽  
Health Concern ◽  
P Value ◽  
Psychosocial Needs ◽  
Post Traumatic Stress ◽  
Psychological Burden

Mental health issues among college students is a leading public health concern, which seems to have been exacerbating during the COVID-19 pandemic. While previous estimates related to psychological burden among college students are available, quantitative synthesis of available data still needs to be performed. Therefore, this meta-analysis endeavors to present collective evidence discussing the psychological impact of COVID-19 among college students. Bibliographical library databases, including Embase, Medline, CINAHL, Scopus, and PsycINFO, were systematically searched for relevant studies. Titles, abstracts, and full articles were screened, and two reviewers extracted data. Heterogeneity was assessed by I2 statistic. The random-effects model was utilized to obtain the pooled estimates of psychological indicators among college students. Location, gender, level of severity, and quality scores were used as moderator variables for subgroup analyses. Funnel plot and Egger linear regression test was used to assess publication bias. Twenty-seven studies constituting 90,879 college students met the inclusion criteria. The results indicated 39.4% anxiety (95% CI: 28.6, 51.3; I2 = 99.8%; p-value < 0.0001) and 31.2% depression (95% CI: 19.7, 45.6; I2= 99.8%, p < 0.0001) among college students. The pooled prevalence of stress (26.0%), post-traumatic stress disorder (29.8%), and impaired sleep quality (50.5%) were also reported. College students bear a disproportionate burden of mental health problems worldwide, with females having higher anxiety and depression levels than males. This study‘’s findings underscore the need to develop appropriate public health interventions to address college students’ emotional and psychosocial needs. The policies should be reflective of demographic and socioeconomic differentials.

Psychological Impact of Writing About Abuse or Positive Experiences

2005 ◽  
Vol 20 (6) ◽  
pp. 717-728
Author(s):  
Holly M. Aldridge Antal ◽  
Lillian M. Range
Keyword(s):  
College Students ◽  
Sexual Abuse ◽  
Psychological Impact ◽  
Positive Experience ◽  
Extra Credit ◽  
Writing Assignment ◽  
Positive Experiences ◽  
Anxiety Depression ◽  
Suicidal Ideas

Writing often helps people deal with trauma. To see if writing about childhood physical or sexual abuse, or positive experiences, helps, psychology undergraduates wrote for 20 minutes on 4 days about their abuse, a positive experience, or a trivial topic. Among 102 who began and 85 who completed pre-, post-, and 4-week follow-up measures of depression, anxiety, and suicidal ideas, abuse writers were more likely to discontinue, and positive writers were more depressed and anxious. Compared to pretest, all completers were less depressed, anxious, and suicidal at follow-up, but nonsignificantly different in health visits. Completers who wrote about abuse rated the study as more valuable than did those who wrote about positive experiences. College students who wrote about childhood physical or sexual abuse benefited from any type of structured writing assignment (where they interacted with a researcher and got extra credit) in terms of reduced anxiety, depression, and suicidal ideas, but they found value in writing about their trauma more than writing about innocuous topics.

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