Ahmed Ahmed A, Almishaal Ali A, Hassan Sehar-Un-Nisa, Kamel Reham M, Atteya Mohammed Raafat M, Obeidat Sofian T, Abdelmaguid Hesham S, Alanazi Abdullah A, Villacorte Liza Mendizabal, Alghatani Fahad D
Department of Social Sciences, College of Arts, University of Ha'il, Ha'il 81451, Saudi Arabia.
Department of Working with Individuals and Families, Faculty of Social Work, Helwan University, Helwan 11795, Egypt.
Healthcare (Basel). 2023 Feb 6;11(4):464. doi: 10.3390/healthcare11040464.
University students with disabilities face an increased risk of experiencing negative implications in educational, psychological, and social spheres during the COVID-19 pandemic. This study aimed at assessing various dimensions of social support and its sources during the COVID-19 pandemic that availed university students with disabilities. This cross-sectional descriptive study collected data from 53 university students with disabilities. We administered the Social Support Scale (SSC) to assess five dimensions: informational, emotional, esteem, social integration and tangible support, and access to social support from four sources: family, friends, teachers, and colleagues. Multiple regression analysis showed that university students with disabilities mainly relied upon their friends for informational support (β = 0.64; < 0.001), emotional support (β = 0.52; < 0.001), and social integration support (β = 0.57; < 0.001). Family members (β = 0.406; < 0.01) and colleagues (β = 0.36; < 0.01) provided esteem support to students with disabilities. Support from teachers demonstrated an association with informational support (β = 0.24; < 0.05). The findings from the current study suggest that students with disabilities primarily sought informational, emotional, and social integration support from their peers. Although teachers were the primary source of informational support, emotional and esteem support were not found to be significantly associated with them. These findings necessitate exploring the underlying factors and how to enhance them during unusual circumstances such as online distance education and social distancing.
在新冠疫情期间，残疾大学生在教育、心理和社会领域面临负面影响的风险增加。本研究旨在评估新冠疫情期间残疾大学生可获得的社会支持的各个维度及其来源。这项横断面描述性研究收集了53名残疾大学生的数据。我们使用社会支持量表（SSC）来评估五个维度：信息支持、情感支持、自尊支持、社会融合支持和实际支持，并从四个来源评估社会支持的获取情况：家人、朋友、教师和同事。多元回归分析表明，残疾大学生主要依靠朋友获得信息支持（β = 0.64；< 0.001）、情感支持（β = 0.52；< 0.001）和社会融合支持（β = 0.57；< 0.001）。家庭成员（β = 0.406；< 0.01）和同事（β = 0.36；< 0.01）为残疾学生提供自尊支持。教师的支持与信息支持存在关联（β = 0.24；< 0.05）。本研究结果表明，残疾学生主要从同龄人那里寻求信息、情感和社会融合支持。虽然教师是信息支持的主要来源，但情感和自尊支持与他们没有显著关联。这些发现有必要探索潜在因素以及在诸如在线远程教育和社交距离等特殊情况下如何加强这些支持。
