Cassaretto Mónica, Espinosa Agustín, Chau Cecilia
Department of Psychology, Pontificia Universidad Católica del Perú, Lima, Peru.
Front Psychol. 2024 Jul 8;15:1282281. doi: 10.3389/fpsyg.2024.1282281. eCollection 2024.
Mental health of university students has been impacted during the pandemic, highlighting the importance of understanding its psychosocial determinants. Nevertheless, there has been limited exploration into whether the digital inclusion conditions for remote education could mediate the effects that variables such as resilience, social support, and academic self-efficacy may have on mental health. Considering the above, there is evidence that shows a consistent relationship between resilience, social support and academic self-efficacy on mental health, to the extent that these are psychological variables. On the other hand, digital inclusion, which comprehends a contextual variable, not a psychological one, related to ICT access opportunities and mainly focused on the quality of Internet access, should be analyzed in a differential manner.
This study seeks to analyze the effect of resilience, social support and academic self-efficacy, on the mental health of a group of Peruvian university students; in addition, it seeks to analyze the mediating role of digital inclusion.
A cross-sectional study was conducted with 3,147 undergraduate students from a private university in Lima, Perú. From August to October 2020, data were collected online through questionnaire, this include The Depression, Anxiety and Stress Scale 21 (DASS-21), The 10-item version of the Connor-Davidson Resilience Scale (CD-RISC10), The Multidimensional Scale of Perceived Social Support (EMASP), The Perceived Self-Efficacy Specific for Academic Situations Scale (EAPESA) and to measure digital inclusion, the Perceived Quality of Internet Access reported by the students. The levels of participants' anxiety, depression and stress were described using frequency and percentage. Pearson Correlation test was used to measure the correlation between the variables and a Path analysis was conducted. Finally, The PROCESS macro for SPSS (Model 4) was applied to examine the mediating effect of the model controlling gender variable.
The results revealed significant levels of extremely severe symptoms of anxiety (36.8%), depression (33.4%) and stress (18.1%) among the participants. A path analysis, which indicated that resilience ( = -0.346), social support ( = -0.189), academic self-efficacy ( = -0.060) and digital inclusion ( = -0.089) had significant impact on students' General Distress. In addition, digital inclusion plays a partial mediation role with low but significant effect size in the relationship between resilience, social support and self-efficacy with mental health.
Mental health of university students during the pandemic shows alarming levels of general or emotional distress. The findings indicate that resilience, social support and self-efficacy protect college students' mental health by reducing general distress. However, the study shows that when there is a digital divide around internet quality the impact of these factors is affected.
在疫情期间，大学生的心理健康受到了影响，这凸显了了解其心理社会决定因素的重要性。然而，对于远程教育的数字包容条件是否能够调节诸如心理韧性、社会支持和学业自我效能感等变量对心理健康的影响，目前的探索还很有限。考虑到上述情况，有证据表明心理韧性、社会支持和学业自我效能感与心理健康之间存在一致的关系，因为这些都是心理变量。另一方面，数字包容是一个情境变量，而非心理变量，它与信息通信技术接入机会相关，主要关注互联网接入质量，应该以不同的方式进行分析。
本研究旨在分析心理韧性、社会支持和学业自我效能感对一组秘鲁大学生心理健康的影响；此外，还旨在分析数字包容的中介作用。
对秘鲁利马一所私立大学的3147名本科生进行了一项横断面研究。2020年8月至10月，通过问卷在线收集数据，问卷包括21项抑郁、焦虑和压力量表（DASS - 21）、10项版康纳 - 戴维森心理韧性量表（CD - RISC10）、多维感知社会支持量表（EMASP）、学业情境特定感知自我效能量表（EAPESA），并通过学生报告的互联网接入感知质量来衡量数字包容。使用频率和百分比描述参与者的焦虑、抑郁和压力水平。采用皮尔逊相关检验来测量变量之间的相关性，并进行路径分析。最后，应用SPSS的PROCESS宏程序（模型4）来检验控制性别变量后模型的中介效应。
结果显示，参与者中焦虑（36.8%）、抑郁（33.4%）和压力（18.1%）的极其严重症状水平显著。路径分析表明，心理韧性（= - 0.346）、社会支持（= - 0.189）、学业自我效能感（= - 0.060）和数字包容（= - 0.089）对学生的总体困扰有显著影响。此外，数字包容在心理韧性、社会支持和自我效能感与心理健康的关系中起部分中介作用，效应量虽低但显著。
疫情期间大学生的心理健康呈现出令人担忧的总体或情绪困扰水平。研究结果表明，心理韧性、社会支持和自我效能感通过减少总体困扰来保护大学生的心理健康。然而，研究表明，当互联网质量存在数字鸿沟时，这些因素的影响会受到影响。
