大学学生从远程学习过渡到亲自学习的影响:一项纵向研究
Aline Siteneski1,2, Melina de la Cruz-Velez1, Karime Montes-Escobar3,4
1School of Medicine, Faculty of Health Sciences, Universidad Técnica de Manabí, Portoviejo 130102, Ecuador.
概括
返回大学课程并没有减少学生的焦虑和抑郁. 卫生科学学生表现出持续的心理健康症状,表明即使在恢复面对面学习后,他们仍然存在脆弱性.
科学领域:
- 心理健康研究 心理健康研究
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 大学学生在转向远程学习期间经历了显著的心理健康影响.
- 回到面对面的课堂的过渡是评估学生幸福感的关键时期.
- 卫生科学学生可能面临独特的压力因素影响他们的心理健康.
研究的目的:
- 调查大学环境对健康科学学生焦虑和抑郁症状的影响.
- 分析学生从远程学习过渡到亲自学习的心理健康变化.
- 为了确定影响焦虑和抑郁的因素,在校园返回期间.
主要方法:
- 这是一项纵向研究,涉及到厄瓜多尔马纳比技术大学的323名健康科学学生.
- 利用一般焦虑障碍-7 (GAD-7) 和患者健康问卷-9 (PHQ-9) 来评估症状.
- 在返回后的第1周和第15周收集了有关社交互动,体育活动,情绪和睡眠习惯的数据.
主要成果:
- 在返回面对面课程后,焦虑和抑郁率在第1周和第15周之间保持一致.
- 以前的抑郁和焦虑诊断与第一周的症状水平较高有关,但在随访时这种关联减少了.
- 在返回大学环境后,没有观察到焦虑或抑郁症状的显著变化.
结论:
- 恢复面对面学习并没有缓解健康科学学生现有的焦虑和抑郁症状.
- 大学的学生,特别是健康科学的学生,表现出持续的心理健康脆弱性.
- 持续的支持和干预对于在大学环境中解决学生心理健康挑战至关重要.
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