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Objective <p>This study aims to explore the difference and relationship between anxiety, benefit finding (BF), and academic engagement in the outbreak and stable stages of COVID-19, as well as the effects of anxiety and BF on academic engagement.</p> Methods <p>This repeated cross-sectional pilot study involved online surveys of college students in cities in the outbreak stage from November 10 to 19, 2021, and in the stable stage from December 1 to 19, 2021. The questionnaire collected demographic information and included the Generalized Anxiety Disorder Scale, Benefit Finding Scale, and Student Version of the Utrecht Work Engagement Scale. A convenience sampling method was employed, yielding 3602 valid responses from the first survey and 1262 from the second. Propensity score matching was employed to control for confounding variables. SPSS was used for data analysis, while AMOS was employed for validate the relationships among anxiety, BF, and academic engagement.</p> Results <p>After matching 1262 pairs, the data results of age, gender, educational backgrounds, majors, and distance from medium-and high-risk areas were the same among students in the outbreak and stable stages of COVID-19 (<i>p</i> &gt; .05). The ages of college students were 20.69 ± 1.70 and 21.12 ± 1.42 in two periods of COVID-19. The proportion of males and females were 51.8% and 48.2%, respectively. There were statistically significant differences in academic engagement, BF, and anxiety between two periods (<i>t</i> = -2.655, <i>p</i> = .008; <i>t</i> = 8.408, <i>p</i> &lt; .001; <i>t</i> = 24.222, <i>p</i> &lt; .001). Anxiety was negatively correlated with academic engagement, while BF was positively correlated with it in two periods. Compared with the stable stage of COVID-19, the influence of BF on academic engagement weakened, while the influence of anxiety on academic engagement was strengthened in the outbreak stage, which was validated through structural equation modeling using AMOS.</p> Conclusion <p>With the control of the COVID-19, college students have shown increased academic engagement, alongside reduced BF and anxiety. Enhancing students' BF and alleviating their anxiety can further promote academic engagement. In the outbreak stage, interventions aimed at reducing anxiety may be more critical. Simultaneously, sustained efforts to effectively enhance and maintain BF are essential to further promote academic engagement.</p>

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The relationship of anxiety, benefit finding and academic engagement among Chinese college students in different stages of COVID-19: a repeated cross-sectional pilot study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年1月24日

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  • Renjie Lu,
  • Jing Zhou,
  • Shenyu Zhao,
  • Weiyan Ou,
  • Jiaying Ge,
  • Yuwen Yang,
  • Yang Chen,
  • Juan Wen,
  • Lingmin Hu

摘要

Objective

This study aims to explore the difference and relationship between anxiety, benefit finding (BF), and academic engagement in the outbreak and stable stages of COVID-19, as well as the effects of anxiety and BF on academic engagement.

Methods

This repeated cross-sectional pilot study involved online surveys of college students in cities in the outbreak stage from November 10 to 19, 2021, and in the stable stage from December 1 to 19, 2021. The questionnaire collected demographic information and included the Generalized Anxiety Disorder Scale, Benefit Finding Scale, and Student Version of the Utrecht Work Engagement Scale. A convenience sampling method was employed, yielding 3602 valid responses from the first survey and 1262 from the second. Propensity score matching was employed to control for confounding variables. SPSS was used for data analysis, while AMOS was employed for validate the relationships among anxiety, BF, and academic engagement.

Results

After matching 1262 pairs, the data results of age, gender, educational backgrounds, majors, and distance from medium-and high-risk areas were the same among students in the outbreak and stable stages of COVID-19 (p > .05). The ages of college students were 20.69 ± 1.70 and 21.12 ± 1.42 in two periods of COVID-19. The proportion of males and females were 51.8% and 48.2%, respectively. There were statistically significant differences in academic engagement, BF, and anxiety between two periods (t = -2.655, p = .008; t = 8.408, p < .001; t = 24.222, p < .001). Anxiety was negatively correlated with academic engagement, while BF was positively correlated with it in two periods. Compared with the stable stage of COVID-19, the influence of BF on academic engagement weakened, while the influence of anxiety on academic engagement was strengthened in the outbreak stage, which was validated through structural equation modeling using AMOS.

Conclusion

With the control of the COVID-19, college students have shown increased academic engagement, alongside reduced BF and anxiety. Enhancing students' BF and alleviating their anxiety can further promote academic engagement. In the outbreak stage, interventions aimed at reducing anxiety may be more critical. Simultaneously, sustained efforts to effectively enhance and maintain BF are essential to further promote academic engagement.