PDF(Pubmed)
Abstract：
BACKGROUND: Higher education students exhibit heightened sensitivity to environmental changes as they navigate the critical transition from adolescence to adulthood. The coronavirus disease 2019 (COVID-19) pandemic has posed unprecedented challenges to universities worldwide, exemplifying a crisis that profoundly affects the learning outcomes and psychological status of college students. Although it is known that campus lockdown has triggered dramatic changes in lifestyles, learning outcomes, and psychological statuses, in-depth knowledge of the causal relationships among these changes remains largely unclear.
METHODS: Here, we conducted a cross-sectional survey designed to assess the impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels among college students. We surveyed over 3,500 junior college, undergraduate and graduate participants from 94 colleges/universities across 30 provinces, municipalities, and autonomous regions in China.We employed structural equation modeling (SEM) to explore the relationships between changes in lifestyle, educational performance, and levels of anxiety associated with campus open or closure regulations during the COVID-19 pandemic.
RESULTS: Our results discovered that sleep duration, physical activity involvement, and social connections were crucial for sustaining students\' learning outcomes and mental health. The shift to online learning and campus lockdown exacerbated stressors, contributing to heightened anxiety (β = 0.066), disrupted sleep patterns, and enhanced physical activity (β = 0.070) and reduced learning effect (β = -0.059). Sleep patterns were disrupted by the campus lockdown, an effect mediated by the degradation of relationships among classmates. Nonetheless, the best-fitting SEM uncovered the intricate relationships among lifestyle changes, learning outcomes, and psychological status in response to sudden environmental changes (Fisher\'s C = 80.949, P = 0.328). These results highlight the critical role of adaptable, supportive campus policies tailored to meet the diverse needs and interests of students during and beyond crises (Fisher\'s C = 59.568, P = 0.809).
CONCLUSIONS: Our study advocates for a holistic approach that addresses the multifaceted aspects of student life to cultivate a resilient academic community. This approach contributes to a deeper understanding of the effects of sudden environmental changes on students\' psychological well-being and academic performance in the post-pandemic era.
METHODS: Here, we conducted a cross-sectional survey designed to assess the impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels among college students. We surveyed over 3,500 junior college, undergraduate and graduate participants from 94 colleges/universities across 30 provinces, municipalities, and autonomous regions in China.We employed structural equation modeling (SEM) to explore the relationships between changes in lifestyle, educational performance, and levels of anxiety associated with campus open or closure regulations during the COVID-19 pandemic.
RESULTS: Our results discovered that sleep duration, physical activity involvement, and social connections were crucial for sustaining students\' learning outcomes and mental health. The shift to online learning and campus lockdown exacerbated stressors, contributing to heightened anxiety (β = 0.066), disrupted sleep patterns, and enhanced physical activity (β = 0.070) and reduced learning effect (β = -0.059). Sleep patterns were disrupted by the campus lockdown, an effect mediated by the degradation of relationships among classmates. Nonetheless, the best-fitting SEM uncovered the intricate relationships among lifestyle changes, learning outcomes, and psychological status in response to sudden environmental changes (Fisher\'s C = 80.949, P = 0.328). These results highlight the critical role of adaptable, supportive campus policies tailored to meet the diverse needs and interests of students during and beyond crises (Fisher\'s C = 59.568, P = 0.809).
CONCLUSIONS: Our study advocates for a holistic approach that addresses the multifaceted aspects of student life to cultivate a resilient academic community. This approach contributes to a deeper understanding of the effects of sudden environmental changes on students\' psychological well-being and academic performance in the post-pandemic era.
摘要：
背景：高等教育学生在从青春期到成年期的关键过渡中表现出对环境变化的高度敏感性。2019年冠状病毒病(COVID-19)大流行给世界各地的大学带来了前所未有的挑战，体现了深刻影响大学生学习成果和心理状况的危机。尽管众所周知，校园封锁引发了生活方式的巨大变化，学习成果，和心理状态，对这些变化之间因果关系的深入了解仍不清楚.
方法：这里，我们进行了一项横断面调查，旨在评估COVID-19期间校园关闭对生活方式的影响，教育表现，和大学生的焦虑水平。我们调查了3500多所大专，来自30个省的94所学院/大学的本科生和研究生参与者，市政当局,和中国的自治区。我们采用结构方程模型(SEM)来探索生活方式变化之间的关系，教育表现，以及与COVID-19大流行期间校园开放或关闭规定相关的焦虑水平。
结果：我们的结果发现，睡眠持续时间，参与身体活动，和社会关系对于维持学生的学习成果和心理健康至关重要。向在线学习和校园封锁的转变加剧了压力源，导致焦虑加剧(β=0.066)，被打乱的睡眠模式,和增强身体活动（β=0.070）和降低学习效果（β=-0.059）。校园封锁扰乱了睡眠模式，由同学之间的关系退化所介导的效应。尽管如此，最合适的SEM揭示了生活方式改变之间的复杂关系，学习成果，和心理状态响应突然的环境变化（费舍尔C=80.949，P=0.328）。这些结果突出了适应性的关键作用，支持性校园政策量身定制，以满足危机期间和之后学生的不同需求和兴趣（费舍尔的C=59.568，P=0.809）。
结论：我们的研究提倡一种整体方法，解决学生生活的多方面问题，以培养一个有弹性的学术社区。这种方法有助于更深入地了解后大流行时代突然的环境变化对学生心理健康和学习成绩的影响。
方法：这里，我们进行了一项横断面调查，旨在评估COVID-19期间校园关闭对生活方式的影响，教育表现，和大学生的焦虑水平。我们调查了3500多所大专，来自30个省的94所学院/大学的本科生和研究生参与者，市政当局,和中国的自治区。我们采用结构方程模型(SEM)来探索生活方式变化之间的关系，教育表现，以及与COVID-19大流行期间校园开放或关闭规定相关的焦虑水平。
结果：我们的结果发现，睡眠持续时间，参与身体活动，和社会关系对于维持学生的学习成果和心理健康至关重要。向在线学习和校园封锁的转变加剧了压力源，导致焦虑加剧(β=0.066)，被打乱的睡眠模式,和增强身体活动（β=0.070）和降低学习效果（β=-0.059）。校园封锁扰乱了睡眠模式，由同学之间的关系退化所介导的效应。尽管如此，最合适的SEM揭示了生活方式改变之间的复杂关系，学习成果，和心理状态响应突然的环境变化（费舍尔C=80.949，P=0.328）。这些结果突出了适应性的关键作用，支持性校园政策量身定制，以满足危机期间和之后学生的不同需求和兴趣（费舍尔的C=59.568，P=0.809）。
结论：我们的研究提倡一种整体方法，解决学生生活的多方面问题，以培养一个有弹性的学术社区。这种方法有助于更深入地了解后大流行时代突然的环境变化对学生心理健康和学习成绩的影响。
