Mental Health Education Counseling Center, Student Affairs Office, Anhui Sanlian University, Hefei, China.
Department of Education, School of Culture and Media, Anhui Xinhua University, Hefei, China.
BMC Med Educ. 2024 May 24;24(1):575. doi: 10.1186/s12909-024-05551-7.
The problems of students' social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwide due to the COVID-19 pandemic, affecting their Social Emotional Learning. This paper aimed to compare the students' loneliness, social anxiety, social interaction, and general psychological well-being at different stages of online learning (at the beginning and the height of the pandemic), considering their criteria (presence/absence of a job and own family).
For this, the researchers conducted an electronic survey of students (n = 320) twice, in February and May 2020, using four questionnaires: UCLA loneliness scale-3, Social Anxiety Scale for E-Learning Environments, Social Interaction Scale, and Brief Adjustment Scale. The responses at different stages of online learning were compared using Student's t-test. Differences between employed and unemployed students with or without their own families were determined using the analysis of variance (ANOVA).
The findings showed that unemployed students without their families suffered the most from loneliness. Social interaction online was rated higher by students with their own families; psychological well-being at the beginning of the distance period and social anxiety at the height of the distance period were higher among unemployed students.
This research can become a theoretical basis for a phase-by-phase study of social predictors for the psychological well-being of higher education students and is of practical value for teachers and administrators of online learning aimed at students' socialization. In addition, it provides education officials with information about how students perceive psychological well-being, anxiety, social interaction, and loneliness during distance learning, which can help officials direct their decisions and reforms to improve interaction in the online environment.
由于 COVID-19 大流行，学生的社交互动和心理健康问题与在线学习依赖自主学习有关，这已成为近年来全球研究的重要课题，影响了他们的社会情感学习。本文旨在比较学生在不同在线学习阶段（大流行开始和高峰时）的孤独感、社交焦虑、社交互动和一般心理健康状况，同时考虑到他们的标准（是否有工作和自己的家庭）。
为此，研究人员在 2020 年 2 月和 5 月两次通过电子方式对学生（n=320）进行了调查，使用了四个问卷：UCLA 孤独感量表-3、电子学习环境社交焦虑量表、社交互动量表和简要调整量表。使用学生 t 检验比较不同在线学习阶段的反应。使用方差分析（ANOVA）确定有或没有自己家庭的有或没有工作的学生之间的差异。
研究结果表明，没有自己家庭的失业学生孤独感最严重。有自己家庭的学生在线社交互动评价较高；远程学习初期的心理健康状况和远程学习高峰期的社交焦虑程度较高的是失业学生。
这项研究可以成为高等教育学生心理健康的社会预测因素分阶段研究的理论基础，对在线学习的教师和管理人员具有实用价值，旨在促进学生的社交化。此外，它为教育官员提供了有关学生在远程学习期间如何感知心理健康、焦虑、社交互动和孤独感的信息，这有助于官员在在线环境中做出改善互动的决策和改革。
