Dataset Information

How Does Digital Competence Preserve University Students' Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory.

ABSTRACT: This study conceptualized digital competence in line with self-determined theory (SDT) and investigated how it alongside help-seeking and learning agency collectively preserved university students' psychological well-being by assisting them to manage cognitive load and academic burnout, as well as increasing their engagement in online learning during the coronavirus disease 2019 (COVID-19) pandemic. Moreover, students' socioeconomic status and demographic variables were examined. Partial least square modeling and cluster analysis were performed on the survey data collected from 695 students. The findings show that mental load and mental effort were positively related to academic burnout, which was significantly negatively associated with student engagement in online learning. Digital competence did not directly affect academic burnout, but indirectly via its counteracting effect on cognitive load. However, help-seeking and agency were not found to be significantly negatively related to cognitive load. Among the three SDT constructs, digital competence demonstrated the greatest positive influence on student engagement. In addition, female students from humanities and social sciences disciplines and lower-income families seemed to demonstrate the weakest digital competence, lowest learning agency, and least help-seeking behaviors. Consequently, they were more vulnerable to high cognitive load and academic burnout, leading to the lowest learning engagement. This study contributes to the ongoing arguments related to the psychological impact of the COVID-19 pandemic and informs the development of efficient interventions that preserve university students' psychological well-being in online learning.

SUBMITTER: Wang X

PROVIDER: S-EPMC8102986 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BackgroundCollege students are increasingly reporting common mental health problems, such as depression and anxiety, and they frequently encounter barriers to seeking traditional mental health treatments. Digital mental health interventions, such as those delivered via the Web and apps, offer the potential to improve access to mental health treatment.ObjectiveThis study aimed to review the literature on digital mental health interventions focused on depression, anxiety, and enhancement of psychological well-being among samples of college students to identify the effectiveness, usability, acceptability, uptake, and adoption of such programs.MethodsWe conducted a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (registration number CRD42018092800), and the search strategy was conducted by a medical research librarian in the following databases: MEDLINE (Ovid), EMBASE (Elsevier), PsycINFO (EbscoHost), the Cochrane Library (Wiley), and Web of Science (Thomson Reuters) from the date of inception to April 2019. Data were synthesized using a systematic narrative synthesis framework, and formal quality assessments were conducted to address the risk of bias.ResultsA total of 89 studies met the inclusion criteria. The majority of interventions (71/89, 80%) were delivered via a website, and the most common intervention was internet-based cognitive behavioral therapy (28, 31%). Many programs (33, 37%) featured human support in the form of coaching. The majority of programs were either effective (42, 47%) or partially effective (30, 34%) in producing beneficial changes in the main psychological outcome variables. Approximately half of the studies (45, 51%) did not present any usability or acceptability outcomes, and few studies (4, 4%) examined a broad implementation of digital mental health interventions on college campuses. Quality assessments revealed a moderate-to-severe risk of bias in many of the studies.ConclusionsResults suggest that digital mental health interventions can be effective for improving depression, anxiety, and psychological well-being among college students, but more rigorous studies are needed to ascertain the effective elements of these interventions. Continued research on improving the user experience of, and thus user engagement with, these programs appears vital for the sustainable implementation of digital mental health interventions on college campuses.

Project description:Objectives To investigate changes in moderate and vigorous physical activity (PA), and find correlation with psychological well-being and perceived health status in university students prior to versus 4–6 weeks following the outbreak of coronavirus pandemic Methods Registered students to the 2020/2021 academic year participated in an online survey representing four Hungarian universities in the framework of “COVID-19 International Student Well-being Study” project. Moderate and vigorous PA were measured with a single question, psychological well-being was evaluated using the Center for Epidemiological Studies − Depression Scale (CES-D) short form and perceived health status on the 11-point Cantril ladder respectively. Statistical analyses were calculated using SPSS 26.0 software Results A total of 2779 Hungarian citizen students completed the questionnaire and 2162 (27.7% males) provided full information on PA. Mean age was 24.52 (SD = 7.15) years. A significant decrease was observed in moderate PA prior to and during social isolation (Z = -14.956; p < .001). Students mean well-being was 10.23, SD = 5.28)/32. After analyzing changes (decreased, unchanged, increased) of PA in the context of well-being, it was found students with reduced PA had significantly less favorable scores on well-being scale than students who unchanged or increased their PA level, both in moderate (F = 32.35; p < .001) and vigorous (F = 21.44; p < .001) PA. Regarding the perceived health status there was significant reduction during the pandemic (M = 7.58, SD = 2.19) compared to the preceding period (M = 7.94, SD = 1.85; p < .001). This reduction was most notable in the group that reduced PA Conclusions The closure of universities and sport facilities unfavorably influenced the students’ previous PA level. Based on the result, there is a negative relationship between PA and psychological wellbeing also between PA and perceived health status. Universities may pay more attention to keep their students physically active even during a pandemic as it may be far from being over yet.

Dataset Information

How Does Digital Competence Preserve University Students' Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets