{"title":"COVID-19 期间的青少年情感经历:与内化问题和社会支持的关系","authors":"Lucia Sun, Stephanie Fredrick","doi":"10.1007/s12187-024-10123-8","DOIUrl":null,"url":null,"abstract":"<p>The COVID-19 pandemic affected youth positively and negatively through regulations related to social distancing and remote learning. The current study aimed to understand youth’s positive and negative emotional experiences of COVID-19 and how emotions were associated with internalizing problems and social support from teachers and classmates. Seven hundred and fifteen students in fourth to twelfth grade from a suburban school district in the Northeast (53.4% female; 93.3% White) were asked to complete a survey from March to May 2021 assessing their emotional experiences, internalizing problems, and sense of social support during COVID-19. Data were analyzed and interpreted using descriptive statistics and regression analyses, including moderation. Results indicated that students experienced more positive emotions (<i>M</i> = 7.47) than negative emotions (<i>M</i> = 6.99) during COVID-19, and females experienced more negative emotions compared to males and gender non-conforming students. Negative emotions were significantly and positively related to internalizing problems and positive emotions were significantly and negatively related to internalizing problems for females. Additionally, high teacher and classmate support moderated, or buffered, the relation between negative emotions and internalizing behaviors. Further research is needed to better understand the positive and negative emotional experiences of COVID-19 among racially and ethnically diverse youth.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"58 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Youth Emotional Experiences during COVID-19: Relations with Internalizing Problems and Social Support\",\"authors\":\"Lucia Sun, Stephanie Fredrick\",\"doi\":\"10.1007/s12187-024-10123-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The COVID-19 pandemic affected youth positively and negatively through regulations related to social distancing and remote learning. The current study aimed to understand youth’s positive and negative emotional experiences of COVID-19 and how emotions were associated with internalizing problems and social support from teachers and classmates. Seven hundred and fifteen students in fourth to twelfth grade from a suburban school district in the Northeast (53.4% female; 93.3% White) were asked to complete a survey from March to May 2021 assessing their emotional experiences, internalizing problems, and sense of social support during COVID-19. Data were analyzed and interpreted using descriptive statistics and regression analyses, including moderation. Results indicated that students experienced more positive emotions (<i>M</i> = 7.47) than negative emotions (<i>M</i> = 6.99) during COVID-19, and females experienced more negative emotions compared to males and gender non-conforming students. Negative emotions were significantly and positively related to internalizing problems and positive emotions were significantly and negatively related to internalizing problems for females. Additionally, high teacher and classmate support moderated, or buffered, the relation between negative emotions and internalizing behaviors. Further research is needed to better understand the positive and negative emotional experiences of COVID-19 among racially and ethnically diverse youth.</p>\",\"PeriodicalId\":47682,\"journal\":{\"name\":\"Child Indicators Research\",\"volume\":\"58 1\",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-04-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child Indicators Research\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://doi.org/10.1007/s12187-024-10123-8\",\"RegionNum\":3,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Indicators Research","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1007/s12187-024-10123-8","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
Youth Emotional Experiences during COVID-19: Relations with Internalizing Problems and Social Support
The COVID-19 pandemic affected youth positively and negatively through regulations related to social distancing and remote learning. The current study aimed to understand youth’s positive and negative emotional experiences of COVID-19 and how emotions were associated with internalizing problems and social support from teachers and classmates. Seven hundred and fifteen students in fourth to twelfth grade from a suburban school district in the Northeast (53.4% female; 93.3% White) were asked to complete a survey from March to May 2021 assessing their emotional experiences, internalizing problems, and sense of social support during COVID-19. Data were analyzed and interpreted using descriptive statistics and regression analyses, including moderation. Results indicated that students experienced more positive emotions (M = 7.47) than negative emotions (M = 6.99) during COVID-19, and females experienced more negative emotions compared to males and gender non-conforming students. Negative emotions were significantly and positively related to internalizing problems and positive emotions were significantly and negatively related to internalizing problems for females. Additionally, high teacher and classmate support moderated, or buffered, the relation between negative emotions and internalizing behaviors. Further research is needed to better understand the positive and negative emotional experiences of COVID-19 among racially and ethnically diverse youth.
期刊介绍:
Child Indicators Research is an international, peer-reviewed quarterly that focuses on measurements and indicators of children''s well-being, and their usage within multiple domains and in diverse cultures. The Journal will present measures and data resources, analysis of the data, exploration of theoretical issues, and information about the status of children, as well as the implementation of this information in policy and practice. It explores how child indicators can be used to improve the development and well-being of children. Child Indicators Research will provide a unique, applied perspective, by presenting a variety of analytical models, different perspectives, and a range of social policy regimes. The Journal will break through the current ‘isolation’ of academicians, researchers and practitioners and serve as a ‘natural habitat’ for anyone interested in child indicators. Unique and exclusive, the Journal will be a source of high quality, policy impact and rigorous scientific papers. Readership: academicians, researchers, government officials, data collectors, providers of funding, practitioners, and journalists who have an interest in children’s well-being issues.