Levels and facets of university students' stress during the COVID-19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S.

IF 4.8 2区 心理学 Q1 PSYCHOLOGY, SOCIAL
Elisabeth Höhne, Luise von Keyserlingk, Jannika Haase, Richard Arum, Lysann Zander
{"title":"Levels and facets of university students' stress during the COVID-19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S.","authors":"Elisabeth Höhne, Luise von Keyserlingk, Jannika Haase, Richard Arum, Lysann Zander","doi":"10.1111/spc3.12935","DOIUrl":null,"url":null,"abstract":"Following its outbreak, the COVID-19 pandemic had strong negative effects on university students' stress and mental health worldwide. Using two longitudinal datasets from Germany (<i>N</i> = 504) and the U.S. (<i>N</i> = 893), we investigated how students' stress developed over the first two academic years during the pandemic. In both studies, we found elevated levels of students' stress at the beginning of the pandemic. In Germany, we found a significant intraindividual decrease in students' general stress experiences even before universities had returned to in-person classes. When examining specific stress facets in the U.S., we found that students' academic stress increased during the first pandemic year with remote teaching and decreased significantly after the university resumed normal operations, that is, in-person classes and on-campus residence. Students' practical stress decreased towards all later time points compared to the onset of the pandemic, whereas health stress continuously increased until the university resumed normal operations. We report differences by students' demographic backgrounds (gender, college generation status, childcare status, ethnicity, academic year) and discuss our findings against the background of the course of the pandemic in the particular context in which both studies were conducted.","PeriodicalId":53583,"journal":{"name":"Social and Personality Psychology Compass","volume":"242 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social and Personality Psychology Compass","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/spc3.12935","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Following its outbreak, the COVID-19 pandemic had strong negative effects on university students' stress and mental health worldwide. Using two longitudinal datasets from Germany (N = 504) and the U.S. (N = 893), we investigated how students' stress developed over the first two academic years during the pandemic. In both studies, we found elevated levels of students' stress at the beginning of the pandemic. In Germany, we found a significant intraindividual decrease in students' general stress experiences even before universities had returned to in-person classes. When examining specific stress facets in the U.S., we found that students' academic stress increased during the first pandemic year with remote teaching and decreased significantly after the university resumed normal operations, that is, in-person classes and on-campus residence. Students' practical stress decreased towards all later time points compared to the onset of the pandemic, whereas health stress continuously increased until the university resumed normal operations. We report differences by students' demographic backgrounds (gender, college generation status, childcare status, ethnicity, academic year) and discuss our findings against the background of the course of the pandemic in the particular context in which both studies were conducted.
COVID-19 大流行期间大学生的压力水平和方面:来自德国和美国前两个学年的纵向证据
COVID-19 大流行爆发后,对全球大学生的压力和心理健康产生了强烈的负面影响。我们利用德国(N = 504)和美国(N = 893)的两个纵向数据集,调查了大流行期间头两个学年学生压力的发展情况。在这两项研究中,我们都发现在大流行开始时,学生的压力水平较高。在德国,我们发现即使在大学恢复面授课程之前,学生的总体压力体验在个体内部也有显著下降。在研究美国的具体压力方面时,我们发现,在大流行病第一年的远程教学中,学生的学习压力增加了,而在大学恢复正常运作(即亲自上课和校内住宿)后,学生的学习压力明显下降。与大流行开始时相比,学生的实践压力在后来的所有时间点都有所下降,而健康压力则持续上升,直到大学恢复正常运作。我们报告了学生人口背景(性别、大学世代状况、育儿状况、种族、学年)的差异,并在进行这两项研究的特殊背景下,结合大流行病的进程讨论了我们的发现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Social and Personality Psychology Compass
Social and Personality Psychology Compass Psychology-Social Psychology
CiteScore
5.20
自引率
2.20%
发文量
59
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信