Impact of COVID-19 Campus Closure on Undergraduates

Autor/inn/en	Telli, Olufunmilayo; Mountcastle, Lindsey; Jehl, Brianna L.; Munoz-Osorio, Angel; Dahlquist, Lynnda M.; Jayasekera, Ashani; Dougherty, Aryn; Castillo, Raquel; Miner, Kollin
Titel	Impact of COVID-19 Campus Closure on Undergraduates
Quelle	In: Teaching of Psychology, 50 (2023) 3, S.264-277 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dougherty, Aryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211043924
Schlagwörter	COVID-19; Pandemics; School Closing; Undergraduate Students; Psychology; Academic Achievement; Electronic Learning; Stress Variables; Posttraumatic Stress Disorder; Distance Education + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Psychologie; Schulleistung; Distance study; Distance learning; Fernunterricht
Abstract	Background: The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020. Objective: The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure. Method: 131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5). Results: Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities. Conclusions: The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction. Teaching Implication: Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01