Influencing Factors of International Students’ Anxiety Under Online Learning During the COVID-19 Pandemic: A Cross-Sectional Study of 1,090 Chinese International Students

Abstract

ObjectiveWe conducted the following cross-sectional study to comprehensively assess the anxiety among Chinese international students who studied online during the COVID-19 pandemic and its influencing factors.MethodsQuestionnaires were distributed through “Sojump,” and a total of 1,090 valid questionnaires were collected. The questionnaire was divided into two parts: general situation and anxiety assessment of students. The former used a self-made questionnaire, and the international general GAD-7 scale was used to measure anxiety. Chi-square test was used to analyze the differences between groups, and logistic regression analysis was performed for the factors with differences.ResultsAnxiety was found in 707 (64.9%) of 1,090 international students. Chi-square test and multivariate Logistic regression analysis showed that the incidence of anxiety was higher in the group under 22 years of age than in the group over 22 years of age (68% vs. 61%, p = 0.015; OR = 1.186, 95% CI 1.045–1.347, p = 0.008); International students living in big cities had a higher incidence of anxiety than those living in rural areas (67% vs. 60%, p = 0.022; OR = 1.419, 95%CI 1.038–1.859, p = 0.011); international students who socialized 3 times or less monthly had a higher incidence of anxiety than those who socialized more than 3 times per month (68% vs. 58%, p = 0.003; OR = 1.52, 95%CI 1.160–1.992, p = 0.002); international students who expected purely online teaching had a higher incidence of anxiety than those who expected purely offline teaching or dual-track teaching (72% vs. 64%, p = 0.037; OR = 1.525, 95%CI 1.069–2.177, p = 0.02); international students with a subjective score of online learning experience of 6 or less had a higher incidence of anxiety than those with subjective scores of more than 6 (70% vs. 60%, p = 0.001, OR = 1.25, 95%CI 1.099–1.422, p = 0.001). However, gender, emotional status, BMI, major of study, vaccination status, and degree type had no significant difference in the incidence of anxiety among international students who studied online during the COVID-19 pandemic.ConclusionDuring COVID-19, international students who were younger, came from big cities, had low social frequency, expected purely online teaching, and had poor experience of online classes were risk factors for anxiety during online classes.

A Study on the Sense of Belonging of Chinese Students in the United States in the Post-epidemic Era

“…In other words, the last external chances for Chinese international students to socialize are eliminated. According to a study conducted by Tan and other scientists, the lower frequency of socializing during the pandemic decreases the approaches for releasing stress and thus increases the possibility of all kinds of negative moods [4]. Under this circumstance, Chinese international students tend to suffer from psychological issues, and their daily lives will be severely affected.…”

Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning

“…The COVID-19 pandemic brought about challenges and difficulties to international students. Studies reported that international students are likely to suffer from psychological and emotional problems, which in turn negatively affect their learning [39][40][41]. In addition, an increasing number of studies have investigated the challenges of emergency online foreign language classes in the pandemic [42][43][44][45][46][47][48][49].…”

“…Previous research on international students in degree courses reported negative influences of online environments on academic studies during the pandemic [39][40][41]. This research focused on the participants in online language courses designed specifically for international students to gain accuracy in pronunciation and fluency of speaking, understand spoken Chinese, and consolidate grammar.…”

Effect of Anxiety and Self-Efficacy on Class Performance in Arabic Language Online Class

“…However, for some students, online learning can cause anxiety and stress. According to research, several factors could contribute to online learning anxiety, including technical issues (Liaw et al, 2018), isolation and lack of support (Gao et al, 2020), lack of interaction with instructors and peers (Joo, Lim, & Kim, 2019), unclear expectations and requirements , fear of technology (Alqurashi, 2019), and a perceived lack of credibility (Chou, Peng, & Chang, 2020).…”