Al-Tammemi Ala'a B, Akour Amal, Alfalah Laith
Department of Epidemiology and Global Health, Faculty of Medicine, Umeå University, Umeå, Sweden.
Doctoral School of Health Sciences, University of Debrecen, Debrecen, Hungary.
Front Psychol. 2020 Nov 6;11:562213. doi: 10.3389/fpsyg.2020.562213. eCollection 2020.
Since the spread of COVID-19 on a global scale, most of efforts at national and international levels were directed to mitigate the spread of the disease and its physical harm, paying less attention to the psychological impacts of COVID-19 on global mental health especially at early stages of the pandemic.
This study aimed to assess and explore (i) The levels of psychological distress and its correlates (ii) Motivation for distance learning (iii) Coping activities and pandemic related concerns, among university students in Jordan in the midst of COVID-19 pandemic.
A cross-sectional study was conducted using an online self-administered questionnaire. The measure of psychological distress was obtained using the 10-item Kessler Psychological Distress Scale, while other questions have explored our study's second and third aims.
A total of 381 completed questionnaires were included in the analysis. Female participants slightly predominated the sample ( = 199, 52.2%). The respondents aged 18-38 years (mean 22.6 years, SD: 3.16). Concerning distress severity, most of respondents were regarded as having severe psychological distress ( = 265, 69.5%). 209 students (54.9%) reported that they had no motivation for distance learning. Ordinal logistic regression revealed a significant correlation between distress severity and many predictors. Among the predictors that were found to act as protective factors against higher levels of distress included older age (aOR = 0.64, = 0.022; 95% CI: 0.44-0.94), and having a strong motivation for distance learning (aOR = 0.10, = 0.048; 95% CI: 0.01-0.96). In contrary, being a current smoker (aOR = 1.99, = 0.049; 95% CI: 1.10-3.39), and having no motivation for distance learning (aOR = 2.49, = 0.007; 95% CI: 1.29-4.80) acted as risk factors for having higher levels of psychological distress among the students. The most common coping activity reported was spending more time on social media platforms ( = 269, 70.6%), and 209 students (54.9%) reported distance learning as their most distressing concern.
The COVID-19 pandemic and related control measures could impact the mental health of individuals, including students. We recommend a nationwide psychological support program to be incorporated into Jordan's preparedness plan and response strategy in combating the COVID-19 pandemic.
自新冠病毒在全球范围内传播以来，国家和国际层面的大部分努力都致力于减轻该疾病的传播及其身体伤害，而较少关注新冠病毒对全球心理健康的心理影响，尤其是在疫情早期阶段。
本研究旨在评估和探索：（i）心理困扰水平及其相关因素；（ii）远程学习的动机；（iii）新冠疫情期间约旦大学生的应对活动及与疫情相关的担忧。
采用在线自填问卷进行横断面研究。使用10项凯斯勒心理困扰量表来获取心理困扰的测量结果，而其他问题则探讨了本研究的第二个和第三个目标。
共有381份完整问卷纳入分析。女性参与者在样本中略占多数（n = 199，52.2%）。受访者年龄在18 - 38岁之间（平均22.6岁，标准差：3.16）。关于困扰严重程度，大多数受访者被视为有严重心理困扰（n = 265，69.5%）。209名学生（54.9%）表示他们没有远程学习的动机。有序逻辑回归显示困扰严重程度与许多预测因素之间存在显著相关性。在被发现可作为抵御更高水平困扰的保护因素的预测因素中，包括年龄较大（调整后比值比 = 0.64，p = 0.022；95%置信区间：0.44 - 0.94），以及对远程学习有强烈动机（调整后比值比 = 0.10，p = 0.048；95%置信区间：0.01 - 0.96）。相反，当前吸烟（调整后比值比 = 1.99，p = 0.049；95%置信区间：1.10 - 3.39），以及没有远程学习的动机（调整后比值比 = 2.49，p = 0.007；95%置信区间：1.29 - 4.80）是学生中出现更高水平心理困扰的危险因素。报告的最常见应对活动是在社交媒体平台上花费更多时间（n = 269，70.6%），209名学生（54.9%）表示远程学习是他们最苦恼的问题。
新冠疫情及相关防控措施可能会影响包括学生在内个体的心理健康。我们建议在约旦抗击新冠疫情的准备计划和应对策略中纳入一项全国性心理支持项目。
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