Rahal Danny, Shaw Stacy
University of California, Los Angeles.
Worcester Polytechnic Institute.
J Stud Aff Res Pract. 2023;60(1):108-122. doi: 10.1080/19496591.2022.2111519. Epub 2022 Oct 5.
In March 2020, 234 students (77.50% female; 63.09% second-year, 28.33% third-year) enrolled in a psychological statistics course at a public university described their experiences during the first week of the COVID-19-related transition to remote instruction. Qualitative responses indicated 13 common concerns including financial, housing, and food insecurity; social life concerns; distress; sleep difficulties; and academic problems. Students with lower socioeconomic status were more likely to experience financial instability, food insecurity, and difficulty focusing academically.
2020年3月，一所公立大学的234名学生（77.50%为女性；63.09%为二年级学生，28.33%为三年级学生）参加了一门心理统计学课程，他们描述了在与COVID-19相关的远程教学过渡第一周的经历。定性回答表明存在13个共同担忧，包括经济、住房和粮食不安全；社交生活担忧；困扰；睡眠困难；以及学业问题。社会经济地位较低的学生更有可能经历经济不稳定、粮食不安全和学业注意力不集中的困难。
