The impact of the COVID-19 pandemic on college students in USA: Two years later

Hu, Kejin; Godfrey, Kathryn; Li, Qiannan

doi:10.1016/j.psychres.2022.114685

Cited by 23 publications

(14 citation statements)

References 39 publications

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“…Researchers should continue to explore potential resources that may alleviate the association between sexual assault and mental health and alcohol use outcomes among college women. Additionally, data from the parent study were collected approximately 1 year after the onset of the COVID-19 pandemic, which may have contributed to increases in college students’ psychological distress (Firkey et al, 2022; Hu et al, 2022) and decreases in students’ perceived sense of campus belonging due to remote learning. Given that in-person instruction has resumed for most universities, future research should seek to replicate our findings in a sample of students residing on campus at the time of data collection.…”

Section: Discussionmentioning

confidence: 99%

Sexual Assault, Mental Health, and Alcohol Use in College Women: The Role of Resilience and Campus Belonging

Firkey

Tully

Schiros

et al. 2023

J Interpers Violence

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Understanding the mental health outcomes of sexual assault among college women is a public health priority. Although research has identified risk factors for the development of mental health problems following an assault, few studies have utilized a strengths-based approach to identify personal and social resources that may mediate the sexual assault–mental health link. Prior studies allude to the role of resilience and perceived campus belonging in explaining the relationship between sexual assault and mental health. This study represents the first application of the stress process model using a large sample of college women to examine (a) the association between sexual assault and mental health (i.e., psychological distress, suicidality, self-harm) and alcohol use problems and (b) the role of resilience and perceived campus belonging as partial mediators of these associations. Data were collected as part of the Spring 2021 American College Health Association National College Health Assessment (ACHA-NCHA; n = 31,328, Mean age = 20.26, SD = 1.64, 58.8% White), a cross-sectional, online survey that samples college students from 143 self-selected United States colleges. To test our primary hypothesis, a structural regression model was conducted, which included a latent sexual assault predictor, manifest resilience and campus belonging mediators, a latent mental health outcome, and a manifest alcohol use problems outcome. Mental health and alcohol use problems were positively associated with sexual assault and negatively associated with resilience and campus belonging. Resilience partially mediated the association between sexual assault and mental health. Campus belonging partially mediated the association between sexual assault, mental health, and alcohol use problems. This model explained 23.2% of the variance in mental health and 5.9% of the variance in alcohol use. Resilience and campus belonging may represent modifiable factors that can be targeted in trauma-focused interventions in efforts to improve victimized college women’s mental health.

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Section: Discussionmentioning

confidence: 99%

Sexual Assault, Mental Health, and Alcohol Use in College Women: The Role of Resilience and Campus Belonging

Firkey

Tully

Schiros

et al. 2023

J Interpers Violence

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“…Additionally, students’ mental-health needs and concerns have come to play a more central role in higher education. Surveys reveal the depth of students’ suffering (Hu et al 2022; Son et al 2020) and gaps in faculty management of and preparedness for students’ psychological crises (Lipson et al 2022). Likewise, issues of political and cultural polarization, which reflect struggles to define and decide our collective past, present, and future, have moved beyond objects of/for classroom debate to become fodder for wide-ranging attacks on the people, practices, and purposes that constitute higher education more broadly (see e.g., Hollingsworth 2023).…”

Section: Our Iterative Conceptualization(s) Of “Teaching and Learning...mentioning

confidence: 99%

Introduction: Teaching and Learning a Humanistic Sociology

Traver,

Shin,

Bakalarz-Duverger

2024

Teach Sociol

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“…In the study of Kok et al (2022), every individual has persistently experienced a lower level of happiness because of the adverse impact of the pandemic on almost every aspect of an individual's lifestyle. Likewise, Hu et al (2022) depicted that students are having difficulty catching up on their lessons due to stress and an unhealthy learning environment brought about by the pandemic which negatively affects their happiness or well-being. However, the coef-ficient of variation (CV=20.73%) has revealed that students' happiness perception score is not consistent.…”

Section: Descriptive Statisticsmentioning

confidence: 99%

Mathematics Students' Coping Behaviour, Happiness, and Self-efficacy in the New Normal: Correlation and K-means Cluster Analysis

Casinillo¹

2023

CJFY

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Students in distance education are expected to have low levels of happiness in learning. As such, they must possess coping behaviour and self-efficacy to become motivated in school. This article aims to depict the level of students’ coping behaviour, happiness, and self-efficacy in learning mathematics amid the COVID-19 pandemic and determine their association. Primary data were gathered through Google Forms from 233 available samples of mathematics students at Visayas State University, Baybay City, Leyte, Philippines. The data were summarized through selected descriptive statistics and depicted their relationship with the aid of Spearman rho correlation. In addition, K-means clustering was employed to categorize the students into similar characteristics in regard to coping, happiness, and efficacy. The results showed that students during the pandemic are coping, moderately happy, and possess moderate self-efficacy. The correlation analysis revealed that students’ coping behaviour, happiness level, and self-efficacy are highly and directly associated with each other. This suggests that the students’ coping, happiness, and efficacy levels must go together to achieve a good academic performance in mathematics during distance education. Moreover, the K-means clustering analysis revealed that there are a group of students with significantly lower coping behaviour, happiness level, and self-efficacy in learning. In conclusion, mathematics teachers must encourage their students to engage in the classroom to boost their coping, happiness, and efficacy. Furthermore, teachers must give interesting and realistic mathematics activities, however, doable and suitable for online learning amid the health crisis.

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The impact of the COVID-19 pandemic on college students in USA: Two years later

Cited by 23 publications

References 39 publications

Sexual Assault, Mental Health, and Alcohol Use in College Women: The Role of Resilience and Campus Belonging

Sexual Assault, Mental Health, and Alcohol Use in College Women: The Role of Resilience and Campus Belonging

Introduction: Teaching and Learning a Humanistic Sociology

Mathematics Students' Coping Behaviour, Happiness, and Self-efficacy in the New Normal: Correlation and K-means Cluster Analysis

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