Akin-Odanye Elizabeth O, Kaninjing Ernest, Ndip Roland N, Warren Carol L, Asuzu Chioma C, Lopez Ivette, Muiruri Charles, Vilme Helene
Department of Clinical Psychology, University College Hospital, Ibadan, Nigeria.
School of Health and Human Performance, Georgia College & State University, 231 W Hancock St, Milledgeville, GA 31061, United States of America.
Eur J Educ Stud. 2021;8(6):112-128. doi: 10.46827/ejes.v8i6.3770.
Students at higher institutions of learning are more susceptible to psychosocial problems compared to the general public. These may further be exacerbated by the measures put in place to curb the spread of COVID-19. This mixed methods study examined the factors associated with the psychosocial impact of COVID-19 on students' financial stability, interpersonal relationships and worries related to achieving academic milestones. Data comprised of a series of closed and open-ended questions collected via Qualtrics from students in the United States and Africa (Central and West). The quantitative data were analyzed using frequency counts, percentages and chi-square, while the qualitative data was analyzed using thematic content analysis. More than 90% of the students resided in the United States, 72.5% were females and 78.4% were undergraduates. Financial hardship was experienced by 26.4% of the students, 55.8% indicated that COVID-19 negatively affected their relationship with friends and over 40% worried over delays in achieving academic milestones. Continent of residence, employment status and financial hardship were significantly associated with the negative impact of COVID-19 on one or more of the students' relationships and with worries about achieving academic milestones. Qualitative data support the findings that financial hardship contributed to experience of psychological distress by students. It also revealed negative (compromised relationships - broken or fractured relationships and loneliness) and positive (bonding) impact of COVID-19 on interpersonal relationships. School administrators should provide students with resources to access economic relief packages and tele-counseling services to help meet their financial and psychosocial support needs amidst COVID-19.
与普通大众相比，高等院校的学生更容易受到心理社会问题的影响。为遏制新冠病毒传播而采取的措施可能会进一步加剧这些问题。这项混合方法研究调查了与新冠病毒对学生财务稳定、人际关系以及实现学业里程碑相关担忧的心理社会影响有关的因素。数据包括通过Qualtrics从美国和非洲（中部和西部）的学生那里收集的一系列封闭式和开放式问题。定量数据采用频数计数、百分比和卡方分析，而定性数据采用主题内容分析。超过90%的学生居住在美国，72.5%为女性，78.4%为本科生。26.4%的学生经历了经济困难，55.8%的学生表示新冠病毒对他们与朋友的关系产生了负面影响，超过40%的学生担心实现学业里程碑会延迟。居住大陆、就业状况和经济困难与新冠病毒对学生一种或多种关系的负面影响以及对实现学业里程碑的担忧显著相关。定性数据支持了经济困难导致学生心理困扰的研究结果。它还揭示了新冠病毒对人际关系的负面（关系受损——破裂或断裂的关系以及孤独感）和正面（亲密关系）影响。学校管理人员应向学生提供资源，以便他们能够获得经济救助计划和远程咨询服务，以帮助满足他们在新冠疫情期间的财务和心理社会支持需求。
