Adolescents’ and parents’ anxiety during COVID-19: is there a role of cyberchondriasis and emotion regulation through the internet?

Akgül, Gülendam; Ergin, Derya Atalan

doi:10.1007/s12144-020-01229-7

Cited by 28 publications

(30 citation statements)

References 75 publications

(56 reference statements)

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“…Furthermore, this study revealed that future orientation could reduce anxiety by increasing resilience (H2). Block and Kremen (63) reported that positive emotionality is an essential characteristic of resilience, which helps an individual in developing an optimistic attitude toward life and effectively cope with anxiety and adversity (64)(65)(66). Moreover, theoretical and empirical studies have indicated that anxiety is related to negative thinking about future (67).…”

Section: Discussionmentioning

confidence: 99%

Association Between Future Orientation and Anxiety in University Students During COVID-19 Outbreak: The Chain Mediating Role of Optimization in Primary-Secondary Control and Resilience

Chen

Liu

et al. 2021

Front. Psychiatry

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The unfamiliar and menacing epidemic has undoubtedly increased the anxiety of students. Therefore, the strategies to reduce anxiety are urgently required. The present study principally investigated a protective mechanism of future orientation in anxiety during the low-risk period of COVID-19 outbreak. The study was conducted in 528 non-infected students (range = 16–24 years) recruited from five universities in China. The participants completed questionnaires between January 22, 2021, and January 24, 2021. Chain intermediary analyses were performed after controlling for gender and age. Results indicated that future orientation lowers anxiety through (a) optimization in primary and secondary control, (b) resilience, and (c) chain mediating path of optimization in primary and secondary control coupled with resilience. We investigated how individuals deal with risk factors after encountering adversity and how their psychological flexibility stimulates and promotes them to achieve a well-adapted developmental state. This study provided reference suggestions on reducing anxiety levels during an emergency.

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Section: Discussionmentioning

confidence: 99%

Association Between Future Orientation and Anxiety in University Students During COVID-19 Outbreak: The Chain Mediating Role of Optimization in Primary-Secondary Control and Resilience

Chen

Liu

et al. 2021

Front. Psychiatry

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“…Low emotional competence is related to increased mental health problems (e.g., Janssen et al, 2020 ; Orgilés et al, 2020 ; Smirni et al, 2020 ), which in turn interfere with academic performance (Dekker et al, 2020 ; Tembo et al, 2017 ). COVID-19 escalated this linkage because adolescents had a harder time regulating emotions due to social relationship changes (Akgül & Atalan Ergin, 2021 ; Mathews et al, 2016 ) and experienced higher levels of emotional distress caused by COVID-19-related issues (Magson et al, 2021 ).…”

Section: Emotional Competence and Academic Performancementioning

confidence: 99%

Academic performance under COVID-19: The role of online learning readiness and emotional competence

et al. 2022

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The COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students’ academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students ( Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students ( Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre–COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19–related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.

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“…Lockdowns and home isolation have been particularly challenging for adolescents as the need for social connections and interactions is critical in this development stage (Fegert et al, 2020). Recent evidence has suggested that home isolation could result in feelings of loneliness and social anxiety in young people, which in turn could make them more vulnerable to psychological distress (Akgül & Ergin, 2021;Hu et al, 2021;Mamun et al, 2021;Racine et al, 2020;Singh et al, 2020;Zhang et al, 2021). A nation-wide Chinese study of 3613 children and adolescents found that 22.28% had suffered some depressive symptoms during the COVID-19 pandemic (Duan et al, 2020), and another study on 8079 Chinese adolescents also reported a high prevalence of depressive (43%), anxiety (37%) and combined depressive anxiety (31%) symptoms (Zhou et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Relationship between post-traumatic disorder and posttraumatic growth in COVID-19 home-confined adolescents: The moderating role of self-efficacy

Jian

Zong

et al. 2022

Curr Psychol

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Although the COVID-19 pandemic has been traumatogenic for some people, posttraumatic growth (PTG) outcomes have also been observed. This study examined the PTG in adolescents and the moderating effect of self-efficacy on post-traumatic stress disorder (PTSD) symptoms and PTG. An online questionnaire was conducted on 2090 adolescent Chinese students to measure COVID-19 related exposure, self-efficacy, PTSD, and PTG. PTG prevalence was found in 20.6% of the sample, with the relationship between PTSD and PTG being found to be a reverse U-shaped curve. Objective exposure factors were found to be closely associated with PTSD symptoms but not with PTG. Similarly, subjective feelings of extreme fear were significantly associated with PTSD symptoms but not with PTG. Self-efficacy was found to be positively correlated with PTG (r = 0.551) and to moderate the relationship between PTSD and PTG. For those with low self-efficacy, the higher the PTSD, the higher the PTG, and for those with high self-efficacy, the higher the PTSD, the lower the PTG. As an improved sense of self-efficacy in adolescents could promote positive psychological transformations, these results could assist in identifying self-efficacy levels and providing guidance for targeted psychological interventions to promote positive growth.

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Adolescents’ and parents’ anxiety during COVID-19: is there a role of cyberchondriasis and emotion regulation through the internet?

Cited by 28 publications

References 75 publications

Association Between Future Orientation and Anxiety in University Students During COVID-19 Outbreak: The Chain Mediating Role of Optimization in Primary-Secondary Control and Resilience

Association Between Future Orientation and Anxiety in University Students During COVID-19 Outbreak: The Chain Mediating Role of Optimization in Primary-Secondary Control and Resilience

Academic performance under COVID-19: The role of online learning readiness and emotional competence

Relationship between post-traumatic disorder and posttraumatic growth in COVID-19 home-confined adolescents: The moderating role of self-efficacy

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