Stress of university students before and after campus closure in response to COVID‐19

Keyserlingk, Luise von; Yamaguchi‐Pedroza, Katsumi; Arum, Richard; Eccles, Jacquelynne S.

doi:10.1002/jcop.22561

Cited by 104 publications

(102 citation statements)

References 51 publications

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“…On the other hand, evidence across the world indicated that the younger people including children were vulnerable to the mental health problems during the Covid-19 pandemic [7][8][9]. Indeed, most recent studies have revealed that the university students were suffered from more psychological stress and experienced more depressive and anxiety symptoms during the pandemic due to the lockdown, uncertainty and life disruption [10,11]. Among them, medical students deserve special attention during the pandemic, as they are the future healthcare professionals, and the negative impact of Covid-19 may influence their future career choice [12].…”

Section: Introductionmentioning

confidence: 99%

Association of Covid-19 pandemic-related stress and depressive symptoms among international medical students

Wang

et al. 2022

BMC Psychiatry

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Background The outbreak of Covid-19 had negative impacts on the mental stress and induced psychological distress among university students worldwide. This study proposed a moderated mediation model, and hypothesized that the Covid-19 pandemic-related stress was positively related to depressive symptoms among international medical students. Methods An online survey on stress and depressive symptoms of international students was conducted in a medical university. Questions on Covid-19 pandemic-related stress, Patient Health Quesionnaire-9, Simplified Coping Style Questionnaire and the Perceived Social Support Scale were used as measurements, and model analyses were conducted using Hayes’ PROCESS macro for SPSS. Results It was found that 9.83%, 3.08% and 2.12% students had mild, moderate and severe depressive symptoms, respectively, and the positive association between Covid-19 pandemic-related stress and depressive symptoms was significant (β = 0.27, t = 6.87, P < 0.01). Negative coping was also significantly correlated to depressive symptoms (β = 0.26, t = 6.60, P < 0.01), and partially mediated the association between Covid-19 pandemic-related stress and depressive symptoms. Perceived social support had a negative association with depressive symptoms (β=-0.26, t=-6.25, P < 0.01), played a negative moderating role in the relationship between negative coping and depressive symptoms, and moderated the indirect effect of Covid-19 pandemic-related stress on depressive symptoms via negative coping. Conclusions Results of the study suggested that under the background of continuing pandemic, intervention or prevention of mental health problem is urgently needed for the international students, and depression may be alleviated through reducing negative coping and increasing perceived social support.

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Section: Introductionmentioning

confidence: 99%

Association of Covid-19 pandemic-related stress and depressive symptoms among international medical students

Wang

et al. 2022

BMC Psychiatry

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“…Thus, it would not be practical to provide equal support to all students; however, it would be practical to support those who are at a high risk of mental illness and are in need of help. Previous studies showed that women ( Nomura et al, 2021 , Patsali et al, 2020 , Wathelet et al, 2020 ), who had lower social support or were isolated ( Kohls et al, 2021 , Elmer et al, 2020 ), with lower self-efficacy ( Kohls et al, 2021 , von Keyserlingk et al, 2021 ), and having a mental disorder or suicidal behavior ( López Steinmetz et al, 2021b ), had a higher risk of psychological distress.…”

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confidence: 99%

Mental health status among university students during COVID-19 pandemic in Japan: A longitudinal study with one year interval

Fuse-Nagase

2022

Asian Journal of Psychiatry

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“…For example, students with poorer mental health perceive less support from their teachers (Tinklin et al, 2005;Rubach et al, 2020). In addition, poorer mental health also leads to less satisfaction and more stress if associated mental health impairments have not been adequately treated (Lipson and Eisenberg, 2018;von Keyserlingk et al, 2021). These results support the theorized bi-directional links between social support, psychological states, such as satisfaction and stress, and mental health as described in the main effect model (Cohen and Wills, 1985;Cohen et al, 2000).…”

Section: The Concept Of Instructional Qualitymentioning

confidence: 60%

“…Investigating such bi-directional effects is essential for research on the impact of the COVID-19 pandemic on students' academic development. In terms of stress, the COVID-19 pandemic has caused increased stress among university students on multiple levels (von Keyserlingk et al, 2021). The future health impacts of the COVID-19 pandemic remain unknown.…”

Section: The Concept Of Instructional Qualitymentioning

confidence: 99%

Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

et al. 2022

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Gender differences in university students’ well-being and mental health are prominent concerns in higher education. During the COVID-19 pandemic, male and female students have reported specific stressors that have impacted their well-being and mental health, including difficulty concentrating, concerns about academic performance, and classroom workload. All of these stressors could be mitigated by instructional quality in courses. This study sought to better understand the associations between instructional quality and mental health impairment, i.e., poor mental health and high psychological distress, among male and female undergraduate students during the COVID-19 pandemic. We asked whether perceived instructional quality has a protective effect on students’ mental health with regard to academic stress and academic satisfaction across genders. We used longitudinal data from an ethnically diverse sample of 209 students (68% females, 82% freshmen, 50% Asian, 32% Hispanic, 13% White, 5% other) from a public university in Southern California, United States. Data were assessed during the winter and spring quarters of the academic year 2019–2020, i.e., before and after the outbreak of the COVID-19 pandemic in the US. Associations between instructional quality and students’ mental health impairment did not differ across genders. The findings indicated that perceived instructional quality at the beginning of the spring quarter 2020 was indirectly related to male and female students’ mental health impairment at the end of this quarter. This association was mediated by academic satisfaction. This finding points to a protective effect of instructional quality on students’ mental health. However, no effect was found concerning changes to mental health. Gender differences occurred in the link between academic stress and mental health impairment. Academic stress was a stronger predictor of mental health impairment for female students compared to male students. Furthermore, for female students alone, academic stress predicted changes in mental health impairment. We discuss practical implications for higher education. First, our study highlighted that instructional quality in higher education courses might lead to academic satisfaction and thereby help protect university students’ mental health. Second, higher education might consider providing additional support for (female) students to improve their stress management. We argue that improving and enhancing the academic environment are more important than reducing the burden of stressors.

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Stress of university students before and after campus closure in response to COVID‐19

Cited by 104 publications

References 51 publications

Association of Covid-19 pandemic-related stress and depressive symptoms among international medical students

Association of Covid-19 pandemic-related stress and depressive symptoms among international medical students

Mental health status among university students during COVID-19 pandemic in Japan: A longitudinal study with one year interval

Does Instructional Quality Impact Male and Female University Students Differently? Focusing on Academic Stress, Academic Satisfaction, and Mental Health Impairment

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