Abstract

The current study examined (a) the associations of COVID-19 stress with anxiety and depression and whether those associations differed by gender or grade level, and (b) how different coping strategies mitigated the associations of COVID-19 stress with anxiety and depression. During remote learning due to COVID-19, data were collected from 2,738 students in fourth through twelfth grade in a suburban midwestern U.S. school district on stress associated with COVID-19, symptoms of anxiety and depression, and coping strategies. Secondary students and females reported more symptoms of anxiety and depression and more use of coping strategies. Schoolwork Stress was associated with anxiety and depressive symptoms for all students, with additional associations found between various stressors and symptoms developmentally. Finally, more Self-Distraction coping was associated with higher symptoms of anxiety and depression. Positive Reframing and depressive symptoms were negatively associated. The coping strategy of Self-Distraction exhibited a small, significant buffering effect on the association between Schoolwork Stress and depressive symptoms. Students used less Self-Distraction at higher levels of social isolation stress and higher anxiety or depression and more self-distraction when anxiety and social isolation stress was lower. Implications for the reopening of schools and future quarantine and remote learning settings are discussed.

摘要

目前的研究检查了 (a) COVID-19 压力与焦虑和抑郁的关联，以及这些关联是否因性别或年级而异，以及 (b) 不同的应对策略如何减轻 COVID-19 压力与焦虑和抑郁的关联。在因 COVID-19 而进行的远程学习期间，从美国中西部郊区学区的 2,738 名四年级到十二年级的学生收集了与 COVID-19 相关的压力、焦虑和抑郁症状以及应对策略的数据。中学生和女性报告了更多的焦虑和抑郁症状，并且更多地使用了应对策略。学业压力与所有学生的焦虑和抑郁症状有关，在各种压力源和发育症状之间发现了额外的关联。最后，更多的自我分心应对与更高的焦虑和抑郁症状有关。积极重构和​​抑郁症状呈负相关。自我分心的应对策略对学业压力和抑郁症状之间的关联表现出小的、显着的缓冲作用。学生在社交孤立压力和焦虑或抑郁程度较高时使用较少的自我分心，而当焦虑和社会孤立压力较低时，学生会使用更多的自我分心。讨论了重新开放学校以及未来隔离和远程学习设置的影响。对学业压力和抑郁症状之间的关联有显着的缓冲作用。学生在社交孤立压力和焦虑或抑郁程度较高时使用较少的自我分心，而当焦虑和社会孤立压力较低时，学生会使用更多的自我分心。讨论了重新开放学校以及未来隔离和远程学习设置的影响。对学业压力和抑郁症状之间的关联有显着的缓冲作用。学生在社交孤立压力和焦虑或抑郁程度较高时使用较少的自我分心，而当焦虑和社会孤立压力较低时，学生会使用更多的自我分心。讨论了重新开放学校以及未来隔离和远程学习设置的影响。