Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID-19 experiences, social connectedness and greenspace use

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anaïs Lemyre, Benjamin W. Chrisinger, Emma Palmer-Cooper, Jane P. Messina
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Abstract

The COVID-19 pandemic control measures substantially impacted the life of university students in the UK. While multiple studies investigated early stages of the pandemic, focusing on risk factors for depression and anxiety, fewer studies assessed later phases of the pandemic or examined positive protective factors for mental wellbeing. Our longitudinal study investigated changes and associations between COVID-19 experiences, lifestyle behaviours, social connectedness and mental wellbeing in the second year of the pandemic. The validated Warwick–Edinburgh Mental Wellbeing Scale was used to measure the primary outcome mental wellbeing. Self-reported data from 161 university students (18–35-year-old) in England was obtained. Data collection took place across two time points with contrasting COVID-19 epidemiological and countermeasure attributes. T1 occurred in the spring of 2021, during the tail end of the third national lockdown when indoor household mixing was prohibited and vaccination rates were low among 18–35 year olds. T2 took place 6 months later, in the autumn of 2021, when restrictions had ended and vaccination rates were high. Within-participant changes in students showed that mental wellbeing significantly improved over 6 months, suggesting positive adjustment. Fear of COVID-19 and engagement in COVID-19 protective behaviours significantly decreased as pandemic restrictions eased. Physical activity levels were high and did not change over time, while greenspace visits significantly diminished. Social support remained the same and group membership significantly increased over time. Hierarchal regressions revealed that social support was the most critical contributor to mental wellbeing. We discuss lessons for mental wellbeing promotion strategies: encouraging the use of greenspace as locations for distanced social interaction and physical activity in times of lockdown constraints.

Abstract Image

大流行病期间英格兰高校学生的心理健康:关于 COVID-19 体验、社会联系和绿地使用的纵向研究
COVID-19 大流行控制措施对英国大学生的生活产生了重大影响。虽然有多项研究调查了大流行的早期阶段,重点关注抑郁和焦虑的风险因素,但较少研究评估大流行的后期阶段或研究心理健康的积极保护因素。我们的纵向研究调查了大流行第二年 COVID-19 体验、生活方式行为、社会联系和心理健康之间的变化和关联。我们使用经过验证的沃里克-爱丁堡心理健康量表来测量心理健康的主要结果。我们获得了英格兰 161 名大学生(18-35 岁)的自我报告数据。数据收集跨越了两个时间点,这两个时间点的 COVID-19 流行病学和对策属性截然不同。T1 发生在 2021 年春季,当时正值第三次全国封锁的尾声,禁止室内家庭混居,18-35 岁人群的疫苗接种率较低。T2 发生在 6 个月后,即 2021 年秋季,当时限制措施已经结束,疫苗接种率较高。学生的内部变化显示,心理健康在 6 个月内得到了显著改善,这表明学生已经适应了新环境。随着大流行限制的放松,对 COVID-19 的恐惧感和 COVID-19 防护行为的参与度明显下降。学生的体育锻炼水平很高,并且没有随着时间的推移而发生变化,而绿地的访问量则明显减少。随着时间的推移,社会支持保持不变,而团体成员人数则明显增加。分层回归显示,社会支持是影响心理健康的最关键因素。我们讨论了促进心理健康策略的经验教训:在封锁限制时期,鼓励使用绿地作为远距离社交互动和体育活动的场所。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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