Anxiety and its relationship with sleep disturbance and problematic smartphone use among Chinese medical students during COVID-19 home confinement — A structural equation model analysis

Song, Yang; Sznajder, Kristin K.; Cui, Can; Yang, Yating; Liu, Ying; Yang, Xiaoshi

doi:10.1016/j.jad.2021.09.095

Cited by 46 publications

(50 citation statements)

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“…In a similar study conducted with medical students during the pandemic period, a relationship was found between smartphone use and anxiety and sleep disorders. It was thought that the harmful effect of problematic smartphone use and the importance of sleep health in reducing anxiety should be emphasized and included in medical education [37]. The results of the study are similar, which confirms that the addiction has been caused by social distancing measures, which have been applied for months, and distance education.…”

Section: Discussionsupporting

confidence: 59%

The Relationship Between Smartphone Addiction, Psychological Well-Being and Anxiety in Midwifery Students Receiving Distance Education

Cangöl

Söğüt

2021

International Journal of Health Services Research and Policy

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It is obvious that during the COVID-19 pandemic period, the use of smartphones has increased due to the continuing distance education in our country. This study, therefore, aimed to examine the relationship between smartphone addiction, psychological well-being, and anxiety in midwifery students receiving distance education. Information of 759 midwifery students studying in midwifery undergraduate programs and receiving distance education was collected and analyzed with web-based query forms. For the collection of the data of the research, the Personal Information Form (PIF), which included 14 questions, including socio-demographic characteristics, and was created with online form tools and prepared by the researchers by scanning the literature, was used along with Smartphone Addiction Scale (SAS), Psychological Well-being Scale (PWBS) and Beck Anxiety Inventory (BAI). While the mean score of the smartphone addiction scale of the students was calculated as 30.29 ± 12.42, their high addiction level (> 33 points) was found to be 36. 4% (n = 276). It was determined that smartphone addiction was the most important independent factor (β= 0.32, t = 10.01, p = <0.001) affecting students' beck anxiety level. Smartphone addiction increased students' anxiety and decreased their psychological well-being.

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Section: Discussionsupporting

confidence: 59%

The Relationship Between Smartphone Addiction, Psychological Well-Being and Anxiety in Midwifery Students Receiving Distance Education

Cangöl

Söğüt

2021

International Journal of Health Services Research and Policy

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“…Statistical analysis was conducted using SPSS 25.0, including descriptive statistical analysis of demographics and categorical variables, difference analyses of academic burnout in the different groups, and correlation analysis between variables. According to prior studies (1,62), the results of normality verification do not need to be reported. Then, academic burnout (the dependent variable) was analyzed by hierarchical regression analysis.…”

Section: Discussionmentioning

confidence: 99%

“…Since the COVID-19 outbreak, online learning has become an expanded form of learning on campus in response to sudden lockdowns. Meanwhile, the COVID-19 pandemic also has profound impacts on medical students' learning, with the majority of medical students experiencing online learning (1). The advantage of online learning is flexibility without the limitation of time and place, which ensures the orderly development of teaching, and plays an important role in ensuring that students complete theoretical courses (2).…”

Section: Introductionmentioning

confidence: 99%

The impact of social support and stress on academic burnout among medical students in online learning: The mediating role of resilience

Liu

Cao

2022

Front. Public Health

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BackgroundAs the COVID-19 pandemic continues, online learning and long-term isolation from social and clinical settings has exacerbated mental health problems and symptoms of academic burnout among medical students. However, few studies have discussed symptoms of academic burnout as a result of reduced social support, and increased stress among medical students during the process of online learning. To fill this gap, this study investigated the influencing factors and mechanism of academic burnout in medical students' online learning process. Both the positive inhibition effect of positive factors such as social support, and the negative aggravation effect of negative factors such as stress were explored, while the mediating and protecting role of resilience is also discussed.MethodWe collected survey data from a total of 817 medical students from a medical school in China who participated in online learning during the fall 2021 semester. An online questionnaire was sent to the students in January, 2022. Items adapted from the DASS Scale developed by Lovibond and Lovibond were used to measure medical students' stress levels. The perceived social support of medical students was assessed by the Gregory MSPSS. Resilience was evaluated by the 10-Item Connor–Davidson Resilience Scale (CD-RISC). Items from the Maslach Burnout Inventory–Student Survey (MBI-SS) were used to calculate students' academic burnout. Descriptive analysis, correlation analysis, hierarchical linear regression analysis and structural equation modeling were used to analyze the collected data.ResultsThe results identified that in the context of online learning there was a positive correlation between medical students' stress and academic burnout, and their resilience played a partial mediating role. However, social support did not directly affect academic burnout, but inhibited the prevalence of academic burnout through resilience. In addition, stress was negatively related to resilience, while social support was positively related to resilience. Resilience was found to be negatively related to medical students' academic burnout in online learning.ConclusionThe results of this study can provide a reference for the future development of appropriate educational strategies and coping measures to ameliorate the academic burnout of medical students.

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“…The unanticipated and traumatic effects of COVID-19 and quarantining since January 2020 have negatively impacted the mental health of undergraduate college students. Researchers have primarily evaluated social stress and academic stress ( Vidal Bustamante et al, 2022 ), anxiety ( Brooks et al, 2020 ; Kochuvilayil et al, 2021 ; Bountress et al, 2022 ; Kaur et al, 2022 ; Song et al, 2022 ; Tshering and Dema, 2022 ), anger ( Brooks et al, 2020 ), and depression ( Brooks et al, 2020 ; Bountress et al, 2022 ; Tshering and Dema, 2022 ) in this vulnerable population. In addition, a plethora of other reported outcomes during COVID-19 included loneliness ( Xiang et al, 2020 ; Kaur et al, 2022 ), isolation ( Hasratian et al, 2021 ; Kaur et al, 2022 ), sleep disturbance/difficulty sleeping or insomnia ( Kochuvilayil et al, 2021 ; Zhang et al, 2021 ; Song et al, 2022 ), fatigue ( Mosleh et al, 2022 ), burnout ( Kaggwa et al, 2021 ), PTSD ( Brooks et al, 2020 ; Bountress et al, 2022 ), future uncertainty ( Miconi et al, 2022 ), witnessing death in relatives ( Hasratian et al, 2021 ), relocation/displacement ( Hasratian et al, 2021 ), alcohol ( Bountress et al, 2022 ), e-cigarette ( Merianos et al, 2022 ), and cannabis use ( Merianos et al, 2022 ; Merrill et al, 2022 ), financial insecurities, loss or stressors of income ( Hasratian et al, 2021 ), unhealthy eating behaviors ( Kochuvilayil et al, 2021 ), academic concerns ( Kochuvilayil et al, 2021 ; Vidal Bustamante et al, 2022 ), contagion (i.e., fear of contracting the disease; Wheaton et al, 2021 ), mobile phone addiction ( Jiang et al, 2022 ; Peng et al, 2022 ), relationship problems ( Gallegos et al, 2021 ; Herbenick et al, 2022 ), sexual activity problems ( Ellakany et al, 2022 ; Herbenick et al, 2022 ), increased screen time ( Ellakany et al, 2022 ), suicidal behavior ( López Steinmetz et al, 2021 ; Bountress et al, 2022 ; Rahman et al, 2022 ), self-harm ( Kim et al, 2021 <...…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have primarily evaluated social stress and academic stress ( Vidal Bustamante et al, 2022 ), anxiety ( Brooks et al, 2020 ; Kochuvilayil et al, 2021 ; Bountress et al, 2022 ; Kaur et al, 2022 ; Song et al, 2022 ; Tshering and Dema, 2022 ), anger ( Brooks et al, 2020 ), and depression ( Brooks et al, 2020 ; Bountress et al, 2022 ; Tshering and Dema, 2022 ) in this vulnerable population. In addition, a plethora of other reported outcomes during COVID-19 included loneliness ( Xiang et al, 2020 ; Kaur et al, 2022 ), isolation ( Hasratian et al, 2021 ; Kaur et al, 2022 ), sleep disturbance/difficulty sleeping or insomnia ( Kochuvilayil et al, 2021 ; Zhang et al, 2021 ; Song et al, 2022 ), fatigue ( Mosleh et al, 2022 ), burnout ( Kaggwa et al, 2021 ), PTSD ( Brooks et al, 2020 ; Bountress et al, 2022 ), future uncertainty ( Miconi et al, 2022 ), witnessing death in relatives ( Hasratian et al, 2021 ), relocation/displacement ( Hasratian et al, 2021 ), alcohol ( Bountress et al, 2022 ), e-cigarette ( Merianos et al, 2022 ), and cannabis use ( Merianos et al, 2022 ; Merrill et al, 2022 ), financial insecurities, loss or stressors of income ( Hasratian et al, 2021 ), unhealthy eating behaviors ( Kochuvilayil et al, 2021 ), academic concerns ( Kochuvilayil et al, 2021 ; Vidal Bustamante et al, 2022 ), contagion (i.e., fear of contracting the disease; Wheaton et al, 2021 ), mobile phone addiction ( Jiang et al, 2022 ; Peng et al, 2022 ), relationship problems ( Gallegos et al, 2021 ; Herbenick et al, 2022 ), sexual activity problems ( Ellakany et al, 2022 ; Herbenick et al, 2022 ), increased screen time ( Ellakany et al, 2022 ), suicidal behavior ( López Steinmetz et al, 2021 ; Bountress et al, 2022 ; Rahman et al, 2022 ), self-harm ( Kim et al, 2021 ), and fear of death ( Xiang et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

College Students’ Opinions About Coping Strategies for Mental Health Problems, Suicide Ideation, and Self-Harm During COVID-19

Klonoff-Cohen

2022

Front. Psychol.

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BackgroundMental health problems have emerged as a significant health complication in United States colleges during COVID-19, and as a result, they have been extensively investigated in the United States and internationally. In contrast, research on coping among the college population during the pandemic is scant. Hence, this study investigated coping strategies proposed by undergraduate students attending a Midwestern university.ObjectivesThe purpose of this preliminary study was to obtain college students’ feedback/opinions about coping strategies for mental health problems, suicide ideation, and self-harm during COVID-19.MethodsIn December 2021, one-hundred and four undergraduate students (ages 18–22 years) completed an online survey on coping strategies using Qualtrics. Major topics included: (1) Types of coping strategies/styles expressed by students for general mental health problems, (2) Types of coping strategies for suicide ideation and self-harm behaviors, (3) Preferred platforms for receiving coping therapy, and (4) Reasons for accepting or refusing parent involvement with mental health problems.ResultsThe most beneficial coping strategies for mental health were ranked by college students as follows: (1) a skills training development program (30%), (2) meditation (19%), and (3) mindfulness exercises (15%), and physical education (11%). The respondents’ best coping strategies for preventing self-harm and suicide ideation/behaviors during COVID-19 were ranked as: (1) improving support from friends (32%), (2) building self-esteem (29%), and (3) addressing anger, depression, stress, and loneliness (25%). Finally, a total of 50% of participants felt that parents should be involved in college student interventions. Students stated that the most important type of support that they received from their parents were: (1) emotional support (31%), (2) direction and/or assistance with solutions (27%), and problem-solving (16%).ConclusionThis study identified potential avenues which could be implemented into action during future outbreaks. Specifically, employing interventions that: (i) train undergraduate students to employ more effective skills training coping strategies or practicing mindfulness or meditation; (ii) integrate mental health, suicide, and self-harm prevention into the curriculum; (iii) offer more in-person campus services targeted toward the psychological and emotional effects of a pandemic, and (iv) involve support persons (e.g., family) in students’ lives to enhance their well-being during and after COVID-19.

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Anxiety and its relationship with sleep disturbance and problematic smartphone use among Chinese medical students during COVID-19 home confinement — A structural equation model analysis

Cited by 46 publications

References 44 publications

The Relationship Between Smartphone Addiction, Psychological Well-Being and Anxiety in Midwifery Students Receiving Distance Education

The Relationship Between Smartphone Addiction, Psychological Well-Being and Anxiety in Midwifery Students Receiving Distance Education

The impact of social support and stress on academic burnout among medical students in online learning: The mediating role of resilience

College Students’ Opinions About Coping Strategies for Mental Health Problems, Suicide Ideation, and Self-Harm During COVID-19

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