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      COVID-19 Related Experiences Among College Students With and Without Disabilities: Psychosocial Impacts, Supports, and Virtual Learning Environments

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          Abstract

          This cross-sectional analysis estimated differences, based on disability status, in college students' ( n = 777) experiences during the COVID-19 pandemic. Data were modeled using t-tests and logistic regression. Most participants were white (86.2%), and women (66.4%). The mode age was 23. A third (35.6%) had at least one disability. Students reported high rates of psychosocial distress, like fear of contracting (59.7%) and spreading (74.3%) COVID-19, worry about friends and family (83.7%), and increased anxiety (72.5%), depression (59.9%), and substance use (24.7%). Forty-two percent (42.2%) were scared they would miss out on their education through virtual classes. About a third feared forgetting assignments (34.1%) and making mistakes (33.9%). Fewer students expressed apprehension about (27.9%) and intimidation by (26.3%) virtual learning. Only 17.2% would continue taking virtual classes after the pandemic. Students with disabilities ( M = 12.4, SD = 4.1) experienced more psychosocial stressors compared to students without disabilities ( M = 9.9, SD = 4.2), [ t (775) = 7.86, p < 0.001]. In adjusted models, disabled students were more than twice as likely to experience worry about medical bills (OR = 2.29), loneliness (OR = 2.09), and increased anxiety (OR = 2.31). They were also more than three times as likely to report increased depression (OR = 3.51) and changes in sexual activity (OR = 3.12). However, students with disabilities ( M = 1.5, SD = 1.1) also reported receiving more support compared to their non-disabled classmates ( M = 1.1, SD = 1.1), [ t (775) = 6.06, p < 0.001]. Disabled students were more likely to feel a sense of contributing to society by following precautions (OR = 1.80) and receive support from family and others (emotional support: OR = 2.01, financial support: OR = 2.04). Interestingly, no significant differences were found in students' feelings associated with online or virtual learning [ t (526.08) = 0.42, p = 0.68]. Students with disabilities, though, trended toward reporting negative experiences with virtual learning. In conclusion, students with disabilities were disproportionately affected by COVID-19 stressors, but also expressed more support and a sense of contributing to the common good.

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          User Acceptance of Information Technology: Toward a Unified View

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            Improving the Quality of Web Surveys: The Checklist for Reporting Results of Internet E-Surveys (CHERRIES)

            Analogous to checklists of recommendations such as the CONSORT statement (for randomized trials), or the QUORUM statement (for systematic reviews), which are designed to ensure the quality of reports in the medical literature, a checklist of recommendations for authors is being presented by the Journal of Medical Internet Research (JMIR) in an effort to ensure complete descriptions of Web-based surveys. Papers on Web-based surveys reported according to the CHERRIES statement will give readers a better understanding of the sample (self-)selection and its possible differences from a “representative” sample. It is hoped that author adherence to the checklist will increase the usefulness of such reports.
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              Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study

              Background Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. Objective Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. Methods We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. Results Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. Conclusions Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.
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                Author and article information

                Contributors
                Journal
                Front Public Health
                Front Public Health
                Front. Public Health
                Frontiers in Public Health
                Frontiers Media S.A.
                2296-2565
                10 December 2021
                2021
                10 December 2021
                : 9
                : 782793
                Affiliations
                [1] 1Health Education and Promotion, School of Community Health Sciences, Counseling and Counseling Psychology, Oklahoma State University , Stillwater, OK, United States
                [2] 2Department of Educational Psychology, College of Education and Human Sciences, Oklahoma State University , Stillwater, OK, United States
                [3] 3Department of Integrative Biology, College of Arts and Sciences, Oklahoma State University , Stillwater, OK, United States
                [4] 4Arnold School of Public Health, University of South Carolina , Columbia, SC, United States
                Author notes

                Edited by: Li Wang, Institute of Psychology (CAS), China

                Reviewed by: Richa Tripathi, All India Institute of Medical Sciences Gorakhpur, India; Jesús Saiz, Complutense University of Madrid, Spain

                *Correspondence: Darcy Jones McMaughan darcy.mcmaughan@ 123456okstate.edu

                This article was submitted to Public Mental Health, a section of the journal Frontiers in Public Health

                Article
                10.3389/fpubh.2021.782793
                8708905
                34957033
                a203fe0a-ebfd-4bc3-b870-804a06e7cc71
                Copyright © 2021 McMaughan, Rhoads, Davis, Chen, Han, Jones, Mahaffey and Miller.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 24 September 2021
                : 12 November 2021
                Page count
                Figures: 0, Tables: 4, Equations: 0, References: 58, Pages: 13, Words: 10536
                Categories
                Public Health
                Original Research

                covid-19,students,disability,mental health,higher education
                covid-19, students, disability, mental health, higher education

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