Muñoz Lopez Daniela E, Sherwin Elizabeth B, Quispe Martijena Camila, Liu Yilin, Magis-Weinberg Lucía
Department of Psychology, University of Washington, Seattle, Washington.
School of Public Health, University of California, Berkeley, California.
J Adolesc Health. 2025 Jan;76(1):62-71. doi: 10.1016/j.jadohealth.2024.08.012. Epub 2024 Oct 2.
This study investigated symptoms of anxiety and depression, feelings of loneliness, and life satisfaction among low-to-middle income Peruvian adolescents during 2 years of remote schooling due to the COVID-19 lockdown.
We used a four-wave longitudinal observational approach. Data were collected in April 2020, October 2020, June 2021, and November 2021 in Perú. A total of 2,392 adolescents (ages 10-15; 57% female) participated in the study. We described longitudinal changes in symptoms of anxiety and depression, feelings of loneliness, and life satisfaction across the four time points and investigated sex and school grade differences.
Symptoms of anxiety, depression, and loneliness increased, and life satisfaction decreased over the course of 2 years of remote education. The rate of change was different for each outcome of well-being. We found robust sex differences for all outcomes. In addition, we found school grade differences for anxiety and depression.
The mental health and well-being of Peruvian adolescents, particularly female adolescents, declined during 2 years of remote education, despite loosening of other pandemic restrictions. Depression appears to have the earliest impacts, with anxiety levels showing even some improvement for male adolescents. School grade differences in levels of anxiety and depression for seventh and eighth graders in 2020 and 2021 provide initial evidence to disentangle pandemic from developmental effects.
本研究调查了在因新冠疫情封锁而进行的两年远程教育期间，秘鲁中低收入青少年的焦虑和抑郁症状、孤独感以及生活满意度。
我们采用了四波纵向观察法。于2020年4月、2020年10月、2021年6月和2021年11月在秘鲁收集数据。共有2392名青少年（年龄10 - 15岁；57%为女性）参与了该研究。我们描述了四个时间点上焦虑和抑郁症状、孤独感以及生活满意度的纵向变化，并调查了性别和年级差异。
在两年的远程教育过程中，焦虑、抑郁和孤独症状增加，生活满意度下降。幸福感的每个指标的变化率都有所不同。我们发现所有指标都存在显著的性别差异。此外，我们还发现了焦虑和抑郁在年级上的差异。
尽管其他疫情限制有所放宽，但在两年的远程教育期间，秘鲁青少年，尤其是女性青少年的心理健康和幸福感有所下降。抑郁似乎最早产生影响，而男性青少年的焦虑水平甚至有所改善。2020年和2021年七年级和八年级学生焦虑和抑郁水平的年级差异为区分疫情影响和发育影响提供了初步证据。
