Adolescent Feelings on COVID-19 Distance Learning Support: Associations With Mental Health, Social-Emotional Health, Substance Use, and Delinquency.
Adolescent Feelings on COVID-19 Distance Learning Support: Associations With Mental Health, Social-Emotional Health, Substance Use, and Delinquency.
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DOI：
10.1016/j.jadohealth.2022.12.005
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发表时间：
2023-05
影响因子：
7.6
通讯作者：
Dudovitz, Rebecca
中科院分区：
文献类型：
--
作者：
Kwaning, Karen;Ullah, Ayman;Biely, Christopher;Jackson, Nicholas;Dosanjh, Kulwant K.;Galvez, Arzie;Arellano, Guadalupe;Dudovitz, Rebecca
关键词：
学校的社会支持与青少年的健康状况改善有关。然而，在2020年学校为减缓新冠疫情传播而转向远程学习时，积极的学校人际关系可能受到了干扰。本研究调查了低收入公立高中学生所感知的远程学习学校支持、心理健康、社会情感健康、物质使用和不良行为之间的关联。
我们分析了2020年6月至2021年6月期间从五所大型城市公立高中的372名学生收集的纵向调查数据。混合效应回归模型检验了远程学习支持的变化与心理健康、社会情感健康、物质使用和不良行为变化之间的关联，同时控制了时间、社会人口统计学因素和基线健康状况。
在这个以拉丁裔为主（83%）的样本中，个体内部所感知的远程学习支持的增加与心理健康改善、毅力增强、自我效能提高以及压力降低有关。远程学习支持的个体间差异表明，报告得到更多支持的学生在心理和社会情感方面的结果更好。尽管远程学习支持与绝望感或不良行为在个体内部没有关联，但得到更多远程学习支持（个体间）的学生绝望感水平较低，从事任何不良行为的几率也较低。远程学习支持与30天内的物质使用之间没有关联。
学校的社会支持，即使学生不在校园内，对于青少年的健康行为和社会情感结果也可能至关重要。
School social support is associated with improved adolescent wellbeing. However, positive school relationships were potentially disrupted when schools transitioned to distance learning in 2020 to mitigate the spread of COVID-19. This study investigated associations among perceived distance learning school support, mental health, social-emotional wellbeing, substance use, and delinquency among low-income, public high school students. We analyzed longitudinal survey data, collected between June 2020 and June 2021, from 372 students attending five large urban public high schools. Mixed-effects regression models examined associations among changes in distance learning support and changes in mental health, social-emotional wellbeing, substance use, and delinquency, controlling for time, social-demographics, and baseline health. In this predominantly Latinx (83%) sample, within-person increases in perceived distance learning support were associated with improved mental health, increased grit, increased self-efficacy, and decreased stress. Between-person differences in distance learning support indicated that students reporting greater support had improved mental and social-emotional outcomes. Although there were no within-person associations among distance learning support and hopelessness or delinquency, students with greater distance learning support (between-person) had lower levels of hopelessness and lower odds of engaging in any delinquent behavior. There were no associations between distance learning support and 30-day substance use. School social support, even without students physically on campus, may be critical to adolescent health behaviors and social-emotional outcomes.
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影响因子：
5
作者：
COHEN, S;KAMARCK, T;MERMELSTEIN, R
通讯作者：
MERMELSTEIN, R
DOI：
10.3390/ijerph18073432
发表时间：
2021-03-26
影响因子：
--
作者：
Meherali S;Punjani N;Louie-Poon S;Abdul Rahim K;Das JK;Salam RA;Lassi ZS
通讯作者：
Lassi ZS
影响因子：
26.1
作者：
Dudovitz RN;Chung PJ;Reber S;Kennedy D;Tucker JS;Shoptaw S;Dosanjh KK;Wong MD
通讯作者：
Wong MD
影响因子：
3.8
作者：
Bolland, JM
通讯作者：
Bolland, JM
影响因子：
9.5
作者：
Chen, G;Gully, SM;Eden, D
通讯作者：
Eden, D