Lize Vanderstraeten, E. Opdecam, P. Everaert, Wim Beyers
{"title":"新冠肺炎对大学一年级学生幸福感的影响","authors":"Lize Vanderstraeten, E. Opdecam, P. Everaert, Wim Beyers","doi":"10.1080/01443410.2023.2223787","DOIUrl":null,"url":null,"abstract":"Abstract Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students. Both cross-sectional and longitudinal data were used. Survey data were collected from two cohorts of first-year students at a Belgian university (N = 997): a pre-covid cohort (N = 493) and a covid-affected cohort (N = 504). Data were gathered at two measurement moments for the pre-covid cohort and at four measurement moments for the covid-affected cohort. First, between-subject analyses (ANCOVA) revealed no significant effect of COVID-19 on students’ well-being (p > .100), academic confidence (p > .100), and feeling of informedness (p > .100), on arrival at university. Three weeks later, however, the covid-affected cohort reported (marginally) lower well-being than the pre-covid cohort (p = .057, η2 = .01). Second, longitudinal analyses (repeated measures ANCOVA) on the covid-affected cohort revealed changes throughout the academic year in well-being (p < .001, ηp 2 = .39) and self-efficacy (p < .001, ηp 2 = .04). Well-being and self-efficacy decreased during the first semester (p < .001), and slightly recovered at the start of the second semester (p < .001). Educational implications on how to support students during their transition to higher education are discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"407 - 429"},"PeriodicalIF":3.6000,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The effect of COVID-19 on the well-being of first-year university students\",\"authors\":\"Lize Vanderstraeten, E. Opdecam, P. Everaert, Wim Beyers\",\"doi\":\"10.1080/01443410.2023.2223787\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students. Both cross-sectional and longitudinal data were used. Survey data were collected from two cohorts of first-year students at a Belgian university (N = 997): a pre-covid cohort (N = 493) and a covid-affected cohort (N = 504). Data were gathered at two measurement moments for the pre-covid cohort and at four measurement moments for the covid-affected cohort. First, between-subject analyses (ANCOVA) revealed no significant effect of COVID-19 on students’ well-being (p > .100), academic confidence (p > .100), and feeling of informedness (p > .100), on arrival at university. Three weeks later, however, the covid-affected cohort reported (marginally) lower well-being than the pre-covid cohort (p = .057, η2 = .01). Second, longitudinal analyses (repeated measures ANCOVA) on the covid-affected cohort revealed changes throughout the academic year in well-being (p < .001, ηp 2 = .39) and self-efficacy (p < .001, ηp 2 = .04). Well-being and self-efficacy decreased during the first semester (p < .001), and slightly recovered at the start of the second semester (p < .001). 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The effect of COVID-19 on the well-being of first-year university students
Abstract Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students. Both cross-sectional and longitudinal data were used. Survey data were collected from two cohorts of first-year students at a Belgian university (N = 997): a pre-covid cohort (N = 493) and a covid-affected cohort (N = 504). Data were gathered at two measurement moments for the pre-covid cohort and at four measurement moments for the covid-affected cohort. First, between-subject analyses (ANCOVA) revealed no significant effect of COVID-19 on students’ well-being (p > .100), academic confidence (p > .100), and feeling of informedness (p > .100), on arrival at university. Three weeks later, however, the covid-affected cohort reported (marginally) lower well-being than the pre-covid cohort (p = .057, η2 = .01). Second, longitudinal analyses (repeated measures ANCOVA) on the covid-affected cohort revealed changes throughout the academic year in well-being (p < .001, ηp 2 = .39) and self-efficacy (p < .001, ηp 2 = .04). Well-being and self-efficacy decreased during the first semester (p < .001), and slightly recovered at the start of the second semester (p < .001). Educational implications on how to support students during their transition to higher education are discussed.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.