Association between COVID-19-related loneliness or worry and symptoms of anxiety and depression among first-year college students

Mehus, Christopher J.; Lyden, Grace R.; Bonar, Erin E.; Gunlicks-Stoessel, Meredith; Morrell, Nicole; Parks, Michael J.; Wagner, Anna C.; Patrick, Megan E.

doi:10.1080/07448481.2021.1942009

Cited by 25 publications

(21 citation statements)

References 30 publications

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“…There is increasing evidence that social isolation is associated with increased symptom severity of depression and anxiety ( Mehus et al, 2021 ; Sugaya et al, 2021 ). During the COVID-19 pandemic, freshmen were considered a vulnerable population, because this group of students may encounter simultaneous multiple difficulties, including financial distress related to tuition and living expenses, and limited social support ( Mehus et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Two large longitudinal studies among 68,685 ( Li et al, 2021 ) and 14,769 ( Wu et al, 2021 ) students reported that depression and anxiety in college students have persisted for more than 6 months since the onset of the outbreak ( Li et al, 2021 ; Wu et al, 2021 ). Previous studies reported that predictors of during-pandemic anxiety and depression included freshman status ( Mehus et al, 2021 ), loneliness ( Lee et al, 2020 ), and financial insecurity ( Jones et al, 2021 ). Such unprecedentedly prolonged psychological burdens may have an adverse impact on student mental health.…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal survey of depressive symptoms among university students during the COVID-19 pandemic in Japan

et al. 2022

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While changes in response to the different stages of the pandemic remain unknown, this study investigated the longitudinal impact of the COVID-19 pandemic on depressive symptoms in Japanese university students and identified factors associated with new onset of depression and suicidal ideation. Two surveys were conducted at one university in Akita, Japan, during the first COVID-19 outbreak period (T1: May–June 2020) and 1 year later (T2: March–May 2021). Moderate depressive symptoms were defined as a Patient Health Questionnaire-9 score ≥ 10 and suicide-related ideation score ≥ 1 on question 9 of the questionnaire. Among 985 students who completed surveys in T1 and T2, participants with moderate depressive symptoms and suicide-related ideation increased from 11 to 17% and from 5.8 to 11.8%, respectively. Among 872 students at risk after excluding those with moderate depressive symptoms at T1, 103 students (11.8%) developed moderate depressive symptoms at T2. Among the 928 students at risk, after excluding those who had suicidal ideation at T1, 79 (8.5%) developed suicidal ideation. Multivariate logistic modeling revealed financial insecurity and academic performance as risk factors (ps < 0.01), while having someone to consult about worries was a coping factor for depressive symptoms and suicidal ideation (ps < 0.001). Our findings demonstrated that socioenvironmental factors may determine depressive symptoms of university students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Longitudinal survey of depressive symptoms among university students during the COVID-19 pandemic in Japan

et al. 2022

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“…These unexpected effects of COVID-19 are both a limitation of the current intervention trial and an important topic for future research on the acute and longer-term impacts of this pandemic and other disruptions to young adults’ lives. In this sample, the impacts of COVID-19 included reduced binge drinking (Bonar et al, 2021) but increased mental health symptoms (Mehus et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Main outcomes of M-bridge: A sequential multiple assignment randomized trial (SMART) for developing an adaptive preventive intervention for college drinking.

Patrick

Lyden

Morrell

et al. 2021

Journal of Consulting and Clinical Psychology

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Objective: The goal was to develop a universal and resource-efficient adaptive preventive intervention (API) for incoming first-year students as a bridge to indicated interventions to address alcohol-related risks. The aims were to examine: (a) API versus assessment-only control, (b) the different APIs (i.e., 4 intervention sequences) embedded in the study design, and (c) moderators of intervention effects on binge drinking. Method: A sequential multiple assignment randomized trial (SMART) included two randomizations: timing (summer before vs. first semester) of universal personalized normative feedback and biweekly self-monitoring and, for heavy drinkers, bridging strategy (resource email vs. health coaching invitation). Participants (N = 891, 62.4% female, 76.8% White) were surveyed at the end of first and second semesters. The primary outcome was binge drinking frequency (4+/5+ drinks for females/males); secondary outcomes were alcohol consequences and health services utilization. Results: API (vs. control) was not significantly associated with outcomes. There were no differences between embedded APIs. Among heavy drinkers, the resource email (vs. health coach invitation) led to greater health services utilization. Moderator analyses suggested students intending to pledge into Greek life benefited more from any API (vs. control; 42% smaller increase from precollege in binge drinking frequency). Conclusions: Although overall effects were not significant, students at high risk (i.e., entering fraternities/sororities) did benefit more from the intervention. Furthermore, the resource email was effective for heavier drinkers. A technology-based strategy to deliver targeted resource-light interventions for heavy drinkers may be effective for reducing binge drinking during the transition to college. What is the public health significance of this article?The study examined the effect of adaptive preventive interventions (APIs), which are interventions tailored over time to better meet the needs of individuals, on college student drinking. In this case, the APIs did not have overall effects for the student population of incoming first-year college students, but the APIs did reduce binge drinking for students intending to pledge into fraternities or sororities. For heavy-drinking students, a resource email providing a link to an online intervention (i.e., Web-BASICS) was more effective in increasing health services utilization than an invitation to chat with an online health coach. Such technologybased strategies to deliver targeted interventions require minimal resources and may be effective for supporting health for high-risk students during the transition to college.

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“…For mental health challenges, students described worries about themselves or family/friends contracting COVID-19, stress; anger; and sadness related to lost experiences, and limited motivation, which are difficulties that were also faced by college students back in the U.S. when the pandemic broke Mehus et al, 2021;Son et al, 2020). However, students described mental health difficulties unique to their experiences as study abroad participants.…”

Section: Discussionmentioning

confidence: 99%

“…For U.S. college students, there is also emerging evidence of the negative impacts of COVID-19 on mental health. During the pandemic in the U.S., which formally began in early March 2020 when in reaction to the World Health Organization's declaration of COVID-19 as a pandemic, the Trump administration's declared a national emergency in the U.S. (AJMC, 2020), students have experienced high levels of depression, anxiety, and stress Mehus et al, 2021;Son et al, 2020). These mental health symptoms have centered on COVID-19-related health fears for themselves and loved ones, isolation and loneliness, and distress tolerance, as well as academic-related factors such as uncertainty about the future of their education, concerns about falling behind in coursework, and struggles with remote learning (Kecojevic et al, 2020;Perz, Lang, & Harrington, 2020;Son et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Look at the Impact of the COVID-19 Pandemic on American College Students Studying Abroad

Pedersen

Fitzke²,

Bouskill³

et al. 2021

Frontiers

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COVID-19 has impacted higher education greatly, with many colleges and universities being forced to quickly implement procedures for operation as closures and restrictions shifted many programs online. These abrupt changes amounted to uncertainty and challenges for students worldwide. Students who were studying abroad during the onset of the COVID-19 pandemic faced unique challenges as programs shut down and many returned home from overseas. The current study investigated the impact of COVID-19 on U.S. study abroad students through a qualitative lens. Students reported unique stressors related to being abroad during the onset of the pandemic, such as missed experiences, financial loss, travel difficulties, and stressors related to academic programs. Additionally, many reported considerable and lasting impacts on emotional and behavioral health. This study provides preliminary evidence for the effects of COVID-19 on study abroad students, and highlights the importance of addressing the needs of this population during and after the pandemic.

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Association between COVID-19-related loneliness or worry and symptoms of anxiety and depression among first-year college students

Cited by 25 publications

References 30 publications

Longitudinal survey of depressive symptoms among university students during the COVID-19 pandemic in Japan

Longitudinal survey of depressive symptoms among university students during the COVID-19 pandemic in Japan

Main outcomes of M-bridge: A sequential multiple assignment randomized trial (SMART) for developing an adaptive preventive intervention for college drinking.

A Qualitative Look at the Impact of the COVID-19 Pandemic on American College Students Studying Abroad

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