Li Zhen-Hua, Wang Jie, Cheng Xin, Mao Yi-Cheng, Zhang Kang-Di, Yu Wen-Jie, Li Ying-Qing, Huang Kai, Ding Kun, Yang Xiao-Jing, Hu Cheng-Yang, Zhang Xiu-Jun
Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei, Anhui, People's Republic of China.
Department of Hospital Infection Prevention and Control, The Second Affiliated Hospital of Anhui Medical University, Hefei, Anhui, People's Republic of China.
Psychol Res Behav Manag. 2023 Mar 11;16:727-737. doi: 10.2147/PRBM.S403399. eCollection 2023.
There is growing evidence that the COVID-19 pandemic has had a dramatic impact on public mental health. However, less attention has been paid to left-behind experience college students (LBEs). This online study aimed to investigate the relationship between psychological capital (PsyCap) and anxiety among LBEs during COVID-19 pandemic, and further analyze the mediation role of self-esteem between them.
A total of 9990 students were chosen using the stratified cluster sampling method. Three self-reported questionnaires were used to assess the PsyCap, self-esteem, and anxiety, respectively. All the statistical analyses were conducted using SPSS 23.0 and R, and to further investigate the mediation effect of self-esteem in the association of PsyCap with anxiety, AMOS 23.0 was used to build a structural equation model.
PsyCap, self-esteem, and anxiety were significantly correlated among LBEs during the COVID-19 pandemic. PsyCap affects anxiety directly (β = -0.22, SE = 0.051, 95% CI: -0.27, -0.17, P < 0.05). In addition, self-esteem partially mediated the relationship between PsyCap and anxiety (mediating effect value = -0.16, 95% CI: -0.20, -0.13, P < 0.05).
During the pandemic of COVID-19, left-behind experience had a negative influence on the PsyCap and self-esteem of college students. In addition, for LBEs, self-esteem plays an important mediating role between PsyCap and anxiety. Therefore, from the perspective of PsyCap and self-esteem, schools should translate them into practical educational strategies to enhance the mental health and mitigate the anxiety levels of LBEs.
越来越多的证据表明，新冠疫情对公众心理健康产生了巨大影响。然而，留守儿童大学生（LBEs）受到的关注较少。这项在线研究旨在调查新冠疫情期间留守儿童大学生的心理资本（PsyCap）与焦虑之间的关系，并进一步分析自尊在两者之间的中介作用。
采用分层整群抽样方法选取了9990名学生。分别使用三份自陈式问卷来评估心理资本、自尊和焦虑。所有统计分析均使用SPSS 23.0和R进行，为进一步研究自尊在心理资本与焦虑关联中的中介作用，使用AMOS 23.0构建结构方程模型。
在新冠疫情期间，留守儿童大学生的心理资本、自尊和焦虑之间存在显著相关性。心理资本直接影响焦虑（β = -0.22，SE = 0.051，95%CI：-0.27，-0.17，P < 0.05）。此外，自尊部分中介了心理资本与焦虑之间的关系（中介效应值 = -0.16，95%CI：-0.20，-0.13，P < 0.05）。
在新冠疫情期间，留守儿童经历对大学生的心理资本和自尊有负面影响。此外，对于留守儿童大学生来说，自尊在心理资本与焦虑之间起着重要的中介作用。因此，从心理资本和自尊的角度来看，学校应将其转化为切实可行的教育策略，以促进留守儿童大学生的心理健康并减轻其焦虑水平。
