Winkel Carmen, McNally Beverley, Omari Razan Al
Prince Mohammad Bin Fahd University, Kingdom of Saudi Arabia.
University of Amsterdam, Netherlands.
Illn Crises Loss. 2023 Jul;31(3):592-607. doi: 10.1177/10541373221105815. Epub 2022 Jun 1.
This paper contributes to the Covid-19 literature by exploring the concept of post-traumatic growth (PTG) utilizing a mixed methods approach. The study examines to what extent the participants experienced positive growth and renewal arising from the prolonged period of lockdowns and emergency online learning. Exploring the experiences of 552 female undergraduate students in a private Saudi Arabian university, an online survey was utilized to gather the data. All the students had experienced online education as a result of the pandemic. The findings indicate the participants underwent a diversity of personal growth experiences. In addition, they also developed different coping mechanisms. The study provides insights into the responses of the students to the issues they were facing during the pandemic. It identifies ways in which participants experienced personal growth as well as a shift in perspective about their lives. There are implications for educators, counselors and policymakers emerging from this study.
本文采用混合方法探讨创伤后成长（PTG）的概念，为新冠疫情相关文献做出了贡献。该研究考察了参与者在长期封锁和紧急在线学习期间在多大程度上经历了积极成长和自我更新。通过对沙特阿拉伯一所私立大学的552名本科女生的经历进行探索，利用在线调查收集数据。所有学生都因疫情经历了在线教育。研究结果表明，参与者经历了多种个人成长经历。此外，他们还形成了不同的应对机制。该研究深入了解了学生对疫情期间所面临问题的反应。它确定了参与者经历个人成长以及生活观念转变的方式。这项研究对教育工作者、顾问和政策制定者具有启示意义。
