冠状病毒的焦虑和中国学生的认知,情感和行为参与,以及学术弹性:相关性和看法
1Prospect College, Jinzhong College of Information, 030800, Jinzhong, China. yxl20240115@sina.com.
BMC psychology
|February 29, 2024
概括
冠状病毒焦虑 (CVA) 对中国学生的学业参与和性产生了负面影响. 较高的CVA与较低的参与度和减少的持久性相关,这强调了在流行病期间需要心理健康支持的需要.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
背景情况:
- 全球范围内,COVID-19大流行给学生带来了前所未有的心理挑战.
- 冠状病毒焦虑 (CVA) 成为影响学生福祉的重要压力因素.
- 对于教育机构来说,了解CVA对学业成绩的影响至关重要.
研究的目的:
- 调查冠状病毒焦虑 (CVA) 和学生参与 (情感,行为,认知) 之间的关系.
- 探索CVA对学术性的影响,重点关注坚持和自我调节.
- 通过混合方法研究提供全面的理解.
主要方法:
- 一种混合方法的方法,结合了定量调查和定性访谈.
- 这些数据是从穆丹江医科大学的390名学生收集的.
- 使用皮尔森相关性进行定量分析;使用主题分析进行定性分析.
主要成果:
- 在CVA和学生参与的所有维度之间发现了显著的负相关性.
- CVA与学术性有负相关性,特别是持久性和自我调节.
- 定性主题揭示了CVA对学生生活的情感,认知,社会和技术方面的影响.
结论:
- CVA显著削弱了学生的参与度和学术性.
- 定性数据为与流行病相关的学生挑战提供了细微的见解.
- 调查结果强调,在全球危机期间,需要在教育环境中建立强大的心理健康支持系统.
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