Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19.
Adolescent Mental Health, Connectedness, and Mode of School Instruction During COVID-19.
复制标题
DOI：
10.1016/j.jadohealth.2021.10.021
复制
发表时间：
2022-01
期刊：
影响因子：
--
通讯作者：
Ethier KA
中科院分区：
文献类型：
--
作者：
Hertz MF;Kilmer G;Verlenden J;Liddon N;Rasberry CN;Barrios LC;Ethier KA
由于2019冠状病毒病于2020年3月被宣布为大流行病，近93%的美国学生参与了一些远程学习。这些学校中断可能会对青少年的心理健康产生负面影响。保护性因素，如与家庭或学校的联系可能会表现出缓冲作用，可能会缓和负面的心理健康结果。本研究的目的是检验我们的假设，即学校教育模式影响心理健康，并确定学校和家庭的联系是否会削弱这些关系。2020年10月至11月，美国国家民意研究中心的AmeriSpeak小组通过网络或电话对13至19岁的青少年进行了COVID体验调查，该小组是一个基于概率的小组，使用基于地址的随机抽样进行招募，并进行邮件和电话无回复随访。最终的样本包括567名7-12年级的青少年，他们接受了虚拟，面对面或组合的指导。未经调整和调整的协会之间的四个心理健康的结果和教学模式进行了测量，并与学校和家庭的连通性进行了探索的保护作用。实际上，上学的学生报告的心理健康状况比亲自上学的学生差。接受虚拟教学的青少年报告说，与其他教学模式的学生相比，他们有更多的精神不健康的日子，更持久的抑郁症状，以及更大的可能性认真考虑自杀。经过人口统计学调整后，学校和家庭的联系都减轻了虚拟与面对面教学之间的关联。正如假设的那样，学校教学模式与心理健康结果相关，接受面对面教学的青少年报告的负面心理健康指标的患病率最低。学校和家庭的联系可能在缓冲负面心理健康结果方面发挥关键作用。
Because COVID-19 was declared a pandemic in March 2020, nearly 93% of U.S. students engaged in some distance learning. These school disruptions may negatively influence adolescent mental health. Protective factors, like feeling connected to family or school may demonstrate a buffering effect, potentially moderating negative mental health outcomes. The purpose of the study is to test our hypothesis that mode of school instruction influences mental health and determine if school and family connectedness attenuates these relationships. The COVID Experiences Survey was administered online or via telephone from October to November 2020 in adolescents ages 13–19 using National Opinion Research Center’s AmeriSpeak Panel, a probability-based panel recruited using random address–based sampling with mail and telephone nonresponse follow-up. The final sample included 567 adolescents in grades 7–12 who received virtual, in-person, or combined instruction. Unadjusted and adjusted associations among four mental health outcomes and instruction mode were measured, and associations with school and family connectedness were explored for protective effects. Students attending school virtually reported poorer mental health than students attending in-person. Adolescents receiving virtual instruction reported more mentally unhealthy days, more persistent symptoms of depression, and a greater likelihood of seriously considering attempting suicide than students in other modes of instruction. After demographic adjustments school and family connectedness each mitigated the association between virtual versus in-person instruction for all four mental health indicators. As hypothesized, mode of school instruction was associated with mental health outcomes, with adolescents receiving in-person instruction reporting the lowest prevalence of negative mental health indicators. School and family connectedness may play a critical role in buffering negative mental health outcomes.
登录
查看更多内容
影响因子：
7.9
作者：
Nitschke JP;Forbes PAG;Ali N;Cutler J;Apps MAJ;Lockwood PL;Lamm C
通讯作者：
Lamm C
影响因子：
4.8
作者：
Guo, Jing;Fu, Mingqi;van IJzendoorn, Marinus H.
通讯作者：
van IJzendoorn, Marinus H.
影响因子：
2.3
作者：
Lapan, Richard T.;Wells, Ryan;McCann, Leigh Ann
通讯作者：
McCann, Leigh Ann
影响因子：
5.5
作者：
Cui W;Zack MM
通讯作者：
Zack MM
影响因子：
13.8
作者：
Raviv T;Warren CM;Washburn JJ;Kanaley MK;Eihentale L;Goldenthal HJ;Russo J;Martin CP;Lombard LS;Tully J;Fox K;Gupta R
通讯作者：
Gupta R