Publication date: Dec 30, 2024
Objective: To investigate how remote learning has affected undergraduate students learning abilities, academic success, and mental health during the COVID-19 pandemic. Methods: This cross-sectional study took place between April and June 2020 in the United States. Participants completed a survey consisting of demographic questions, Depression, Anxiety, and Stress Scale-21 Items (DASS-21), and an open-ended question. We used a logistic regression model on objective variables and conducted a systematic thematic analysis of the open-ended response. Results: Our final sample consisted of 1,173 full-time undergraduate students in the United States. Most participants were public university students (n = 835, 71%) and reported that moving to remote learning had a negative impact on their school performance (n=802, 68%). Positive experiences in remote learning were associated with moving to their family house (p
| Concepts | Keywords |
|---|---|
| December | Academic |
| Harvard | Covid |
| June | Ended |
| Pandemic | Learning |
| Students | Mental |
| Moving | |
| Objective | |
| Open | |
| Participants | |
| Remote | |
| States | |
| Students | |
| Success | |
| Undergraduate | |
| United |
Semantics
| Type | Source | Name |
|---|---|---|
| drug | DRUGBANK | Spinosad |
| disease | MESH | COVID-19 |
| disease | MESH | Depression |
| disease | MESH | Anxiety |
| drug | DRUGBANK | Coenzyme M |