The Prevalence and Determinant of PTSD Symptoms among Home-Quarantined Chinese University Students during the COVID-19 Pandemic

Zhang, Yueyang; Zhao, Jingjing; Xi, Juzhe; Fan, Bingbing; Wang, Qiong; Yao, Zhiying; Huang, Tianhui; Bai, Han

doi:10.3390/healthcare9101383

Cited by 9 publications

(12 citation statements)

References 42 publications

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“…The interventions proposed in the included studies can be divided into two broad categories: social support and coping strategies. Social support was provided by government authorities [ 49 , 52 - 54 , 61 , 62 , 68 , 72 , 84 , 86 - 88 ]; university authorities [ 12 , 48 , 50 , 51 , 53 - 55 , 57 - 59 , 62 , 64 , 65 , 67 , 69 , 91 , 93 ]; students’ affairs counselors and teachers [ 54 , 75 , 83 - 85 , 87 , 93 ]; family members [ 52 , 54 , 57 , 83 , 94 ]; health care authorities and professionals [ 52 , 63 , 66 , 75 , 77 - 79 , 87 ]; researchers [ 70 , 85 ]; and media-, internet-, and smartphone-based interventions [ 26 , 53 , 55 , 56 , 60 , 71 , 73 , 75 , 77 , 80 , 81 ]. Positive coping strategies were adopted by undergraduate students themselves [ 52 , 82 , 83 , 85 , 86 ,…”

Section: Resultsmentioning

confidence: 99%

“…Governments need to join hands with school administrators and various social parties to strengthen feasibility research to offer coping strategies, perform psychological interventions, and conduct relevant training [ 68 ]. Specifically, government authorities at all levels need to (1) specially improve efficacy appraisal through providing psychological backup for undergraduate students, by inviting psychiatrists to deliver relevant lectures [ 49 ]; (2) offer free psychological counseling via hotlines to help undergraduate students solve their psychological problems [ 53 ]; (3) develop interventions to improve undergraduate students’ various cognitive, behavioral, and psychosocial responses to public health emergencies such as COVID-19 [ 61 ]; (4) provide parents with relevant education and psychological counseling to help them understand their children’s mental state [ 62 ]; (5) advocate adequate social support and long-term targeted psychological intervention to provide more employment opportunities and develop mental health rehabilitation programs for the fourth-year undergraduate students who suffered more mental problems [ 72 , 84 ]; (6) pay special attention to mental health concerns induced by intolerance of uncertainty [ 86 ]; and (7) particularly care for students who have lost loved ones and experienced family financial losses [ 87 ].…”

Section: Resultsmentioning

confidence: 99%

“…Previous studies proposed university authorities to make the following interventions in undergraduate students’ mental health concerns, including (1) developing a caring culture and ambience, which backs up undergraduate students to make life adjustments, promoting cultural and sports activities, facilitating the expansion of social networks, strengthening mental health education and counseling (eg, hotlines providing timely help for those in urgent need), early detection and effectively managing mental health concerns [ 12 ]; (2) screening for adverse childhood experiences and providing strength-based, trauma-informed interventions on fostering resilience [ 48 ]; (3) screening for anxiety disorders [ 50 , 57 ]; (4) screening and managing of emotional eating [ 51 ]; (5) organizing health education activities, and encouraging undergraduate students to arrange their time reasonably and find a proper approach to alleviate stress [ 53 ]; (6) encouraging timely, effective communication between family members [ 54 ]; (7) conducting interventions using cognitive behavioral approaches and screening for and addressing excessive social networking service use [ 55 ]; (8) developing psychological help-seeking interventions, strengthening the dissemination of mental health knowledge, and improving the level of mental health perception to improve help-seeking attitudes and increase the probability of seeking psychological help [ 57 ]; (9) being aware of undergraduate students’ coping strategies, organizing programs such as an online experience-sharing competition, encouraging students by offering rewards or financial aids, and supplying necessary food and health care materials [ 58 ]; (10) implementing various interventions such as sleep hygiene, mobile phone and internet use hygiene, mental health education courses, and professional psychological counseling [ 59 , 62 , 64 , 67 , 91 ]; (11) providing positive mental imagery training [ 65 ]; (12) offering relevant online mental health courses [ 67 ]; (13) adopting a web-based positive psychology intervention [ 69 ]; (14) establishing an early warning system for mental health concerns, guiding students to correctly understand their mental health status and individual differences in mental tolerance while encouraging them to seek help if necessary, developing targeted mental health education programs, and creating a new guidance mode to improve the communication between students and counselors [ 91 ]; and (15) promoting stress-coping strategies [ 93 ].…”

Section: Resultsmentioning

confidence: 99%

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Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Shan¹,

Ji²,

Xie³

et al. 2022

Interact J Med Res

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Background Over 30% of university students from 8 countries were afflicted with mental distress according to a World Health Organization survey. Undergraduate students in increasing numbers in China have also been reported to suffer from different mental problems. Various psychological distresses significantly impact their academic and daily life, thereby causing role impairments and unsatisfactory academic achievements. While the prevalence of, diverse underlying factors for, and interventions of social support in college students’ mental health have extensively been investigated in China, there is no study exclusively focusing on the impact of interventions on their psychological well-being. Objective The aim of this review was to identify and synthesize the interventions in the mental health concerns of Chinese undergraduate students studying in China reported in the literature to inform educational authorities, college and university management, students’ affairs counselors, and mental health providers. Methods We performed a systematic review and reported the research findings of previous studies according to the protocol of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 statement. First, based on the predefined search strategy, keyword searches were performed in the PubMed and ProQuest databases to retrieve relevant studies. Subsequently, we screened the candidate articles based on predefined inclusion and exclusion criteria. Finally, we analyzed the included papers for qualitative synthesis. Results We retrieved a total of 675 studies from the PubMed and ProQuest databases using the search strategy on March 15, 2022. Among these candidate studies, 15 that were not written in English, 76 duplicates, and 149 studies of other document types were removed before screening. An additional 313 studies were excluded in the screening process, with 73 articles ruled out for being not relevant to interventions, not related to mental health, or not focused on undergraduate students in the full-text review. As a result, 49 papers were eligible and included in this systematic review. In the qualitative synthesis, we divided the interventions reported in the selected studies into two categories: (1) social support from government authorities, university authorities, students’ affairs counselors and teachers, family members, health care authorities and professionals, and the media (various online platforms), and (2) various coping strategies adopted by undergraduate students themselves. We identified further research on mental health interventions that may be delivered by digital medical platforms, conversational agents (eg, chatbots), and researchers. Conclusions This was the first systematic review of interventions to address the mental health concerns of Chinese undergraduate students studying in China. The categorization of reported interventions and the identification of new intervention channels can effectively inform stakeholders. Interventions for undergraduate students’ mental health is a research topic worth further investigation.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Shan¹,

Ji²,

Xie³

et al. 2022

Interact J Med Res

View full text Add to dashboard Cite

show abstract

“…Consequently, the fear and uncertainty caused by COVID-19, such as dealing with online-based academic challenges, renegotiating parent–child relationships, and fear of bleak job prospects, has dramatically changed university students’ mental health and associated behaviors. 9–11 A high prevalence of mental, psychiatric, and behavioral health problems, such as PTSD, depressive symptoms, and sleep disturbances has been reported among this community. 4 , 12 Although the COVID-19 outbreak has been effectively controlled in mainland China, recent outbreaks in South and Southeast Asia, such as India 13 and Indonesia 14 and the rise in the delta variant have continued to challenge governments and medical institutions.…”

Section: Introductionmentioning

confidence: 99%

Resilience and Prosocial Behavior Among Chinese University Students During COVID-19 Mitigation: Testing Mediation and Moderation Models of Social Support

Xue¹,

Kaufman²,

Zhang³

et al. 2022

PRBM

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Purpose Suffering during events such as the COVID-19 pandemic threatens university students’ physical and psychological health. Given the literature indicating the protective role of resilience and social support, the current study explored the mediating and moderating roles of social support in the association between resilience and prosocial behavior among university students in mainland China during COVID-19 mitigation. Methods We conducted an online survey using convenience sampling from 23rd February to 3rd March 2020 among Chinese university students who had encountered home-quarantine due to the COVID-19 pandemic. Self-report scales were used to measure levels of resilience (Connor-Davidson Resilience Scale), social support (the Social Support Scale), and prosocial behavior (Prosocial Tendencies Measure). A total of 313 university students participated in this online survey. Hayes PROCESS macro for SPSS was used to test the hypothesized mediating and moderating effects of social support in the relationship between resilience and prosocial behavior. Results Pearson’s correlations analysis showed that all outcomes of interest were positively associated. Importantly, social support (subjective support, objective support, and support utilization) mediated the indirect link of resilience with prosocial behavior. Furthermore, moderation analyses indicated that support utilization played a moderating role in this link. Support utilization may reduce the negative influence of COVID-19 on university students’ prosocial behavior and serve as a protective factor between resilience and prosocial behavior in highly stressful contexts. Conclusion Our findings enrich research on prosocial behavior by investigating the potential internal and external variables that influence such behavior during periods of suffering. Findings also provide evidence for the need to promote university students’ prosocial behavior.

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“…Researchers and policymakers have increasingly focused on the mental health status and adjustment caused by school closures and home confinement. In a previous study by this research team, we demonstrated the short-term psychological impact of the pandemic on the home-quarantined university students, revealing the presence of post-traumatic stress [ 17 ]. A longitudinal study by Wu S.Z.…”

Section: Introductionmentioning

confidence: 99%

Changing Social Mentality among University Students in the COVID-19 Pandemic: A Five-Wave Longitudinal Study in China

Zhao

Yan

Fan

et al. 2022

IJERPH

Self Cite

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(1) Background: The COVID-19 pandemic has led to significant shifts in university students’ lives, which could be displayed by social mentality, a psychosocial conception at the individual and social levels. This five-wave longitudinal study aims to evaluate the changing social mentality of university students during the peak and preventive-order phases of the pandemic in China and investigate the trends and differences in social-demographic variables. (2) Methods: The Bi-Dimensional Structure Questionnaire of Social Mentality (B-DSMQ) was used to collect data from March 2020 to January 2021. Five-wave surveys were administered to 1319 students from five universities using online questionnaires. Analysis of variance (ANOVA) was used to compare the changes in social mentality over time and covariate groups. Linear mixed models were used to explore the associations of overall social mentality with time and covariates. Post hoc analysis was implemented within subgroups, including university, major, grade, parenting style, and the harmonious degree of parents. (3) Results: Students’ social mentality changed significantly from Waves 1 to 5 (p < 0.001). It fell to its lowest in the third survey, increased in the fourth survey, and peaked in the fifth survey. In all of the subgroups, the changing social mentality differed significantly over time (p < 0.001). The p-values between groups suggested that changing social mentality was significantly different regarding gender, residence, university, major, grade, student cadre, graduates, nuclear family, economic status, parenting styles, and the harmonious degree of parents’ relationship (p < 0.001). (4) Conclusions: Social mentality among university students decreased during the peak of the pandemic before increasing in the contained-risk period. It was the lowest in June when students began to return to the pandemic-preventive campus from quarantined homes. Students living in provinces (except for Shandong) who were from high-level universities in 2016 and 2017 and who majored in medicine displayed a more negative social mentality. Students who were female, student cadres, non-graduates, and enjoying high socioeconomic status displayed a more positive social mentality. Further research is needed on the relationship between mental health and social mentality, specifically the associates and interventions for positive social mentality.

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The Prevalence and Determinant of PTSD Symptoms among Home-Quarantined Chinese University Students during the COVID-19 Pandemic

Cited by 9 publications

References 42 publications

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Resilience and Prosocial Behavior Among Chinese University Students During COVID-19 Mitigation: Testing Mediation and Moderation Models of Social Support

Changing Social Mentality among University Students in the COVID-19 Pandemic: A Five-Wave Longitudinal Study in China

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