Sideropoulos Vassilis, Midouhas Emily, Kokosi Theodora, Brinkert Jana, Wong Keri Ka-Yee, Kambouri Maria A
IOE (Institute of Education), UCL's Faculty of Education and Society (University College London), Department of Psychology & Human Development, UK.
Department of Population, Policy, and Practice, UCL Great Ormond Street Institute of Child Health, University College London, UK.
UCL Open Environ. 2022 Nov 8;4:e048. doi: 10.14324/111.444/ucloe.000048. eCollection 2022.
High rates of psychological distress including anxiety and depression are common in the doctoral community and the learning environment has a role to play. With the coronavirus disease (Covid-19) pandemic taking a toll on mental health it is necessary to explore the risk and protective factors for this population. Using data from the Covid-19: Global Study of Social Trust and Mental Health, the present study examined the relationship between Covid-19-related stressful educational experiences and doctoral students' mental health problems. Moreover, it assessed the role of attentional ability and coping skills in promoting good mental health. One hundred and fifty-five doctoral students completed an online survey where micro-, meso- and macro-level educational stressors were measured. The Patient Health Questionnaire and the Generalized Anxiety Disorder Questionnaire were used to measure depression and anxiety symptoms, respectively. We also measured coping skills using a 13-item scale and attentional ability using a questionnaire. The results of multiple linear regression analyses showed that specific stressful educational experiences were unrelated but cumulative stressful educational experiences were related to increased depression symptoms (but not anxiety symptoms) in fully adjusted models. Additionally, higher coping skills and attentional ability were related to fewer depression and anxiety symptoms. Finally, no associations between demographics and other covariates and mental health problems were found. The experience of multiple educational stressful events in their learning environment due to Covid-19 is a key risk factor for increased mental illness in the doctoral community. This could be explained by the uncertainty that the Covid-19 pandemic has caused to the students.
在博士群体中，包括焦虑和抑郁在内的高心理困扰率很常见，学习环境也起到了一定作用。随着冠状病毒病（Covid-19）大流行对心理健康造成损害，有必要探索该人群的风险和保护因素。本研究利用来自“Covid-19：全球社会信任与心理健康研究”的数据，考察了与Covid-19相关的压力性教育经历与博士生心理健康问题之间的关系。此外，它还评估了注意力能力和应对技能在促进良好心理健康方面的作用。155名博士生完成了一项在线调查，其中测量了微观、中观和宏观层面的教育压力源。分别使用患者健康问卷和广泛性焦虑障碍问卷来测量抑郁和焦虑症状。我们还使用一个13项量表测量应对技能，并用一份问卷测量注意力能力。多元线性回归分析结果表明，在完全调整模型中，特定的压力性教育经历无关，但累积的压力性教育经历与抑郁症状增加（而非焦虑症状）有关。此外，较高的应对技能和注意力能力与较少的抑郁和焦虑症状有关。最后，未发现人口统计学和其他协变量与心理健康问题之间存在关联。由于Covid-19，他们在学习环境中经历多次教育压力事件是博士群体中精神疾病增加的一个关键风险因素。这可以用Covid-19大流行给学生带来的不确定性来解释。
