学生的封锁体验量表 (LESS)
Ronán M Conroy1, Karen Fitzgerald2
1School of Population Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, Ireland. rconroy@rcsi.com.
BMC medical education
|November 4, 2023
概括
在Covid-19大流行期间的锁定导致学生孤立和丧失动力,影响了心理健康. 解决这些"客热"症状对于未来的学生在流行病期间的福祉至关重要.
科学领域:
- 心理学 心理学 心理学
- 公共卫生 公共卫生
- 医疗教育 医学教育
背景情况:
- 由于Covid-19的流行,学生们需要广泛的在线学习.
- 封锁的心理影响,称为"小屋发烧",仍然定义不佳.
- 了解学生在封锁期间的经历对于心理健康支持至关重要.
研究的目的:
- 描述锁定期间学生体验的"小屋热"的核心特征.
- 开发和验证一个衡量学生与封锁有关的经验的尺度.
- 调查这些经历与心理健康结果之间的关联.
主要方法:
- 对649名医学和健康科学本科生进行了问卷调查.
- 项目内容是根据现有的文献和学生的投入来决定的.
- 摩肯缩放分析被用来开发一个单维的尺度.
主要成果:
- 确定了一个七项尺度,形成两个领域的单一尺度:社会隔离/小屋热和动机下降/丧.
- 规模得分与抑郁症和自我评估的心理健康有显著的相关性.
- 研究效率下降和doomscrolling也与规模得分有关.
结论:
- 在封锁期间,学生的幸福感受到孤立和丧失动力的影响,这与"客热"的描述一致.
- 这些发现强调"小屋热"是未来流行病期间学生健康促进的关键目标.
- 侧重于社会联系和动机的干预措施可以减轻在锁定场景中在线学习的不良影响.
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