Contacts and behaviours of university students during the COVID-19 pandemic at the start of the 2020/2021 academic year.
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ABSTRACT:
SUBMITTER: Nixon E
PROVIDER: S-EPMC8175593 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:University students have high rates of health risk behaviours, and these may be predictive of academic success. This cross-sectional study aimed to determine the association between individual and multiple health risk behaviours and academic achievement in a sample of Australian university students. Data from the University of Newcastle Student Healthy Lifestyle Survey 2019 were used. Health risk behaviours (diet, physical activity, sitting time, sleep, alcohol consumption, smoking) were assessed, and total number of risk factors calculated. Academic achievement was assessed using self-reported grade point average (GPA). The association between health risk behaviours and GPA was explored using linear regression, adjusted for socio-demographic and student characteristics. The sample included 1543 students (mean age 25.0 ± 7.9 years, 70.6% female). Lower GPA was associated with not meeting fruit consumption recommendations (β = -0.203), consuming >1 cup of soft drink/week (β = -0.307), having takeaway foods ≥1 time/week (β = -0.130), not consuming breakfast daily (β = -0.261), not meeting sleep recommendations (β = -0.163), exceeding single occasion alcohol consumption risk (β = -0.277), smoking (β = -0.393), and having a higher number of risk factors (β = -0.105). This study identified modest associations between GPA and health risk behaviours, suggesting that further research is warranted into whether strategies to improve university students' health could modestly improve their academic achievement.
| S-EPMC8392864 | biostudies-literature
Project description:ImportanceDuring the 2020-2021 academic year, many institutions of higher education reopened to residential students while pursuing strategies to mitigate the risk of SARS-CoV-2 transmission on campus. Reopening guidance emphasized polymerase chain reaction or antigen testing for residential students and social distancing measures to reduce the frequency of close interpersonal contact, and Connecticut colleges and universities used a variety of approaches to reopen campuses to residential students.ObjectiveTo characterize institutional reopening strategies and COVID-19 outcomes in 18 residential college and university campuses across Connecticut.Design, setting, and participantsThis retrospective cohort study used data on COVID-19 testing and cases and social contact from 18 college and university campuses in Connecticut that had residential students during the 2020-2021 academic year.ExposuresTests for COVID-19 performed per week per residential student.Main outcomes and measuresCases per week per residential student and mean (95% CI) social contact per week per residential student.ResultsBetween 235 and 4603 residential students attended the fall semester across each of 18 institutions of higher education in Connecticut, with fewer residential students at most institutions during the spring semester. In census block groups containing residence halls, the fall student move-in resulted in a 475% (95% CI, 373%-606%) increase in mean contact, and the spring move-in resulted in a 561% (95% CI, 441%-713%) increase in mean contact compared with the 7 weeks prior to move-in. The association between test frequency and case rate per residential student was complex; institutions that tested students infrequently detected few cases but failed to blunt transmission, whereas institutions that tested students more frequently detected more cases and prevented further spread. In fall 2020, each additional test per student per week was associated with a decrease of 0.0014 cases per student per week (95% CI, -0.0028 to -0.00001).Conclusions and relevanceThe findings of this cohort study suggest that, in the era of available vaccinations and highly transmissible SARS-CoV-2 variants, colleges and universities should continue to test residential students and use mitigation strategies to control on-campus COVID-19 cases.
| S-EPMC8703252 | biostudies-literature
Project description:The coronavirus (COVID-19) pandemic has impacted various institutions significantly, including education. Although several studies have explored the transmission of the COVID-19 virus among humans health, few have investigated its impact on tertiary education in Ghana. This study, therefore, aimed to unmask the effects of COVID-19 on the academic performance of tertiary students in Ghana, specifically at the University of Cape Coast (UCC). Stratified and convenience sampling techniques were employed to select respondents from the College of Health and Allied Sciences at UCC for this study. Based on Krejcie and Morgan's table for determining sample sizes for a large population in a study, a sample size of 531 was studied. Questionnaires were created and distributed to respondents from various departments to solicit their views. COVID-19 has significantly affected the academic performance of students at the University of Cape Coast, Ghana. A strong positive correlation was found between the positive impact of COVID-19 and academic performance (β = 3.385, p < 0.001). The study identified the absence of group discussions, poor internet networks, and other factors hurting students' academic performance (β = -2.308, p < 0.001). Resources such as libraries, conducive environments in halls and hostels, and other factors also significantly influenced students' academic performance (β = 2.941, p < 0.005). The study's findings suggest that virtual learning platforms, adequate learning infrastructures, and internet packages should be available to students to facilitate teaching and learning as the University prepares for future pandemics.
| S-EPMC11251575 | biostudies-literature
Project description:Background Numerous factors may influence academic performance and success in undergraduate physiotherapy programmes. Understanding these factors could assist with student selection and design of support structures. Objectives The objective of our study was to explore the amount of variance explained by the National Benchmark Test (NBT) and the National Senior Certificate (NSC) in passing the first year of study and to explore the association between the NBT performance bands and first-year progression outcome. Method The sample comprised 2013–2017 student cohorts. Hierarchical regression models were used to explore significant predictors for academic success in the first year of study. The chi-square test was used to assess the association between the NBT performance bands and the categorised progression outcome. Results The NBT domains explained 22% of the variance, R2 = 0.229, F (3, 212) = 20.97, p = 0.000. The four NSC subjects accounted for 20% of the variance. All seven predicting variables contributed to 43% of the variance in the first year of study, R2 = 0.435, F (7, 208) = 27.29, p = 0.000. Associations between NBT domains and GPA: quantitative literacy (? = 0.27; p < 0.000); academic literacy (? = 0.22; p < 0.000); mathematics (? = 0.18; p = 0.014). Conclusion Academic success is associated with academic factors as measured by the NBT and physical sciences matriculation results. Clinical implications Support programmes in the first year of study are needed to improve student performance and success such as additional tutorials and language enrichment programmes.
| S-EPMC7433222 | biostudies-literature
Project description:Little is known about how binge drinking or the combination of binge drinking and cannabis consumption affect academic achievement in students during the transition to university, or about the mechanisms that mediate this relationship. The purpose of this study was to evaluate the association between this pattern of alcohol/cannabis consumption and academic achievement, considering academic adjustment as a possible mediator. A total of 258 Spanish, first-year university students (145 females and 113 males), enrolled in undergraduate degree courses, were categorized into three groups on the basis of their patterns of alcohol/cannabis consumption: control, binge drinkers and co-consumers. The findings showed a significant effect of the combined binge drinking/cannabis consumption, but not of binge drinking alone, upon academic achievement and academic adjustment. Grade point average (GPA) and academic adjustment were lower in the co-consumers than in the other groups. Regarding the mediation effect, 34.33% of the impact of combined alcohol/cannabis use on GPA was mediated by academic adjustment. The combined consumption of alcohol and cannabis led to difficulties in adaptation to academic life, which in turn contributed to poorer performance at university. The implications of the findings are discussed.
| S-EPMC7014040 | biostudies-literature
Project description:For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academic performance in university students is correlated with BMI. Students from two consecutive academic years (Jan-May 2013 and Jan-May 2014) were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male) consented to participate in the study. The number of correct answers to problem-solving questions (PSQs) and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t-tests. BMI was significantly negatively correlated with student's final grades (P = 0.001 Pearson's r = - 0.190) and PSQs were positively correlated with final grades (P < 0.001; Pearson's r = 0.357). Our findings show a correlation between healthy body weight and improved academic performance. Further, the data suggest that future research in the area of body weight, diet, and exercise and any correlations of these with academic performance in college students are warranted.
| S-EPMC5222954 | biostudies-literature
Project description:BACKGROUND:Although there is growing interest in mental health problems in university students there is limited understanding of the scope of need and determinants to inform intervention efforts. AIMS:To longitudinally examine the extent and persistence of mental health symptoms and the importance of psychosocial and lifestyle factors for student mental health and academic outcomes. METHOD:Undergraduates at a Canadian university were invited to complete electronic surveys at entry and completion of their first year. The baseline survey measured important distal and proximal risk factors and the follow-up assessed mental health and well-being. Surveys were linked to academic grades. Multivariable models of risk factors and mental health and academic outcomes were fit and adjusted for confounders. RESULTS:In 1530 students surveyed at entry to university 28% and 33% screened positive for clinically significant depressive and anxiety symptoms respectively, which increased to 36% and 39% at the completion of first year. Over the academic year, 14% of students reported suicidal thoughts and 1.6% suicide attempts. Moreover, there was persistence and overlap in these mental health outcomes. Modifiable psychosocial and lifestyle factors at entry were associated with positive screens for mental health outcomes at completion of first year, while anxiety and depressive symptoms were associated with lower grades and university well-being. CONCLUSIONS:Clinically significant mental health symptoms are common and persistent among first-year university students and have a negative impact on academic performance and well-being. A comprehensive mental health strategy that includes a whole university approach to prevention and targeted early-intervention measures and associated research is justified.
| S-EPMC7331085 | biostudies-literature
Project description:BackgroundSuicide remains the leading cause of death among university students often resulting from multiple physical and psychological challenges. Moreover, suicidal behaviours among students appear to have increased due to the COVID-19 pandemic according to some studies.ObjectiveTo explore the prevalence and associated factors for suicidal ideation, suicide plans, and suicide attempts among university students in Uganda.MethodsCross-sectional study data were collected from May to September 2021 from 540 undergraduate university students in south-western Uganda (363 males, mean age 23.3 years). Questions from the General Health Questionnaire (GHQ-28) were used to assess suicidal ideation, while other bespoke questions were used to assess suicide plans and attempts. The survey also investigated the suicide attempt/plan method, location of the suicidal activity, and reason for not enacting the suicide plan. Three independent regression analyses were used to determine the factors associated with different forms of suicidal behaviours.ResultsThe prevalence of past-year suicidal behaviours was 31.85% for suicidal ideation, 8.15% for suicide plans, and 6.11% for suicide attempts. Having a chronic physical medical condition increased the likelihood of having all forms of suicidal behaviours. Suicidal ideation was associated with having difficulty paying university tuition fees. However, being in the fifth year of university education, and feeling satisfied with current academic grades reduced the likelihood of suicidal ideation. Individuals feeling satisfied with academic performance appeared to be a protective factor against having suicide plans. Suicide attempts were associated with having a history of sexual abuse and having difficulty paying university tuition fees. The most common method used for attempted suicide was a drug overdose, and the most common location for attempted suicide was their homes.ConclusionUniversity students have prevalent suicide behaviours especially among students with a chronic physical medical condition, a history of sexual abuse, and problems paying university tuition fees. Based on the present study, for students at risk, universities should provide appropriate interventions such as life skills education and suicide prevention techniques.
| S-EPMC8972906 | biostudies-literature
Project description:The outbreak of COVID-19 has been affecting the daily lives of almost everyone and puts huge psychological pressure on people worldwide, including Turkey. Anxiety and stress levels among university students were already a public health concern. Our study aims to demonstrate the anxiety and stress levels of university students in Turkey after the outbreak of COVID-19 according to the Coronavirus Anxiety Scale (CAS) and COVID Stress Scale (CSS). CAS is a brief mental health screener to identify probable cases of dysfunctional anxiety associated with the COVID-19 pandemic, and CSS was developed to understand and assess COVID-19-related distress. An online questionnaire was administered to active 1,265 university students in Turkey between February 27 and March 8, 2021, via Google forms. The questionnaire consists of three parts that assess participants' demographic information, anxiety, and stress levels related to the pandemic. According to CAS and CSS analysis, anxiety and stress levels were associated with each other and influenced university students during the COVID-19 pandemic. Both were associated with gender and family member loss. The academic year of students had a relationship with anxiety. It was observed that the danger factor was the highest stressor in university students in Turkey related to the novel coronavirus, followed by contamination fears. Both factors were shown as moderate stressors. As a result of the study, it was revealed that anxiety and stress associated with the COVID-19 pandemic are now included in the social, academic, and physical burdens of the university years, which are decisive and important in terms of mental development and psychological health of the person. It is essential to ascertain the long-term effects of COVID-19 and take effective precautions to support the physical and mental health of today's university students accordingly.
| S-EPMC8585741 | biostudies-literature
Project description:The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students' changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students' learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data were derived from a longitudinal study examining the development of college students including students' academic achievement and critical thinking (including both skills and dispositions) before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students' readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status (SES). Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations.
| S-EPMC9643715 | biostudies-literature