Duke D Biber1, Bridget Melton2, Daniel R Czech2. 1. Sport Management, Wellness, and Physical Education College of Education, University of West Georgia, Carrollton, Georgia, USA. 2. Health Sciences and Kinesiology, Waters College of Health Professions, Georgia Southern University, Statesboro, Georgia, USA.
Abstract
ObjectiveTo examine the relationship between college student anxiety, optimism, gratitude, and perception of the Physical Activity and Lifestyle program (PAL) instructional response/effectiveness following COVID-19. Participants: Data were collected from a southeastern, midsize university (n = 1640) during April 2020. Methods: Participants responded to a Web-based survey that included mental health factors (optimism, gratitude, anxiety) and perceptions of COVID-19 academic response. Results: The results of this study revealed a significant, negative relationship between anxiety and optimism (r = .36), gratitude (r = -.12), and perceived instruction following COVID-19 (r = -.11). There were statistically significant differences in perceived PAL instructional response/effectiveness following COVID-19 between anxiety classification, with severely anxious students expressing lower instructional response to COVID-19 when compared to moderately or mildly anxious students, [F(2,1516) = 10.60, p < .001]. Conclusions: The results inform educators on the importance of effective education and coping strategies following online transition during a pandemic.
ObjectiveTo examine the relationship between college student anxiety, optimism, gratitude, and perception of the Physical Activity and Lifestyle program (PAL) instructional response/effectiveness following COVID-19. Participants: Data were collected from a southeastern, midsize university (n = 1640) during April 2020. Methods: Participants responded to a Web-based survey that included mental health factors (optimism, gratitude, anxiety) and perceptions of COVID-19 academic response. Results: The results of this study revealed a significant, negative relationship between anxiety and optimism (r = .36), gratitude (r = -.12), and perceived instruction following COVID-19 (r = -.11). There were statistically significant differences in perceived PAL instructional response/effectiveness following COVID-19 between anxiety classification, with severely anxious students expressing lower instructional response to COVID-19 when compared to moderately or mildly anxious students, [F(2,1516) = 10.60, p < .001]. Conclusions: The results inform educators on the importance of effective education and coping strategies following online transition during a pandemic.
Entities:
Keywords:
Anxiety; college students; pandemic; remote learning
Authors: Sara Puig-Perez; Irene Cano-López; Paula Martínez; Malgorzata W Kozusznik; Adrian Alacreu-Crespo; Matias M Pulopulos; Aranzazu Duque; Mercedes Almela; Marta Aliño; María J Garcia-Rubio; Anita Pollak; Barbara Kożusznik Journal: Curr Psychol Date: 2022-03-16
Authors: Kristen N Gilley; Loubna Baroudi; Miao Yu; Izzy Gainsburg; Niyanth Reddy; Christina Bradley; Christine Cislo; Michelle Lois Rozwadowski; Caroline Ashley Clingan; Matthew Stephen DeMoss; Tracey Churay; Kira Birditt; Natalie Colabianchi; Mosharaf Chowdhury; Daniel Forger; Joel Gagnier; Ronald F Zernicke; Julia Lee Cunningham; Stephen M Cain; Muneesh Tewari; Sung Won Choi Journal: JMIR Ment Health Date: 2022-02-10