Youth Emotional Experiences during COVID-19: Relations with Internalizing Problems and Social Support

IF 2 3区社会学 Q1 SOCIAL SCIENCES, INTERDISCIPLINARY Child Indicators Research Pub Date : 2024-04-02 DOI:10.1007/s12187-024-10123-8

Lucia Sun, Stephanie Fredrick

{"title":"Youth Emotional Experiences during COVID-19: Relations with Internalizing Problems and Social Support","authors":"Lucia Sun, Stephanie Fredrick","doi":"10.1007/s12187-024-10123-8","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic affected youth positively and negatively through regulations related to social distancing and remote learning. The current study aimed to understand youth’s positive and negative emotional experiences of COVID-19 and how emotions were associated with internalizing problems and social support from teachers and classmates. Seven hundred and fifteen students in fourth to twelfth grade from a suburban school district in the Northeast (53.4% female; 93.3% White) were asked to complete a survey from March to May 2021 assessing their emotional experiences, internalizing problems, and sense of social support during COVID-19. Data were analyzed and interpreted using descriptive statistics and regression analyses, including moderation. Results indicated that students experienced more positive emotions (M = 7.47) than negative emotions (M = 6.99) during COVID-19, and females experienced more negative emotions compared to males and gender non-conforming students. Negative emotions were significantly and positively related to internalizing problems and positive emotions were significantly and negatively related to internalizing problems for females. Additionally, high teacher and classmate support moderated, or buffered, the relation between negative emotions and internalizing behaviors. Further research is needed to better understand the positive and negative emotional experiences of COVID-19 among racially and ethnically diverse youth.","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"58 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Indicators Research","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1007/s12187-024-10123-8","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

The COVID-19 pandemic affected youth positively and negatively through regulations related to social distancing and remote learning. The current study aimed to understand youth’s positive and negative emotional experiences of COVID-19 and how emotions were associated with internalizing problems and social support from teachers and classmates. Seven hundred and fifteen students in fourth to twelfth grade from a suburban school district in the Northeast (53.4% female; 93.3% White) were asked to complete a survey from March to May 2021 assessing their emotional experiences, internalizing problems, and sense of social support during COVID-19. Data were analyzed and interpreted using descriptive statistics and regression analyses, including moderation. Results indicated that students experienced more positive emotions (M = 7.47) than negative emotions (M = 6.99) during COVID-19, and females experienced more negative emotions compared to males and gender non-conforming students. Negative emotions were significantly and positively related to internalizing problems and positive emotions were significantly and negatively related to internalizing problems for females. Additionally, high teacher and classmate support moderated, or buffered, the relation between negative emotions and internalizing behaviors. Further research is needed to better understand the positive and negative emotional experiences of COVID-19 among racially and ethnically diverse youth.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

COVID-19 期间的青少年情感经历：与内化问题和社会支持的关系

COVID-19 大流行通过与社会疏远和远程学习相关的规定对青少年产生了积极和消极的影响。本研究旨在了解青少年对 COVID-19 的积极和消极情绪体验，以及情绪如何与内化问题和来自老师和同学的社会支持相关联。研究人员要求东北部一个郊区学区的 715 名四年级至十二年级学生（53.4% 为女性；93.3% 为白人）在 2021 年 3 月至 5 月期间完成一项调查，评估他们在 COVID-19 期间的情绪体验、内化问题和社会支持感。我们使用描述性统计和回归分析（包括调节）对数据进行了分析和解释。结果表明，在 COVID-19 期间，学生体验到的积极情绪（M = 7.47）多于消极情绪（M = 6.99），与男生和性别不符的学生相比，女生体验到的消极情绪更多。消极情绪与女性的内化问题呈显著正相关，而积极情绪与女性的内化问题呈显著负相关。此外，教师和同学的大力支持调节或缓冲了消极情绪与内化行为之间的关系。要想更好地了解不同种族和民族的青少年在 COVID-19 中的积极和消极情绪体验，还需要进一步的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Child Indicators Research SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

4.90

自引率

14.30%

发文量

103

期刊介绍： Child Indicators Research is an international, peer-reviewed quarterly that focuses on measurements and indicators of children''s well-being, and their usage within multiple domains and in diverse cultures. The Journal will present measures and data resources, analysis of the data, exploration of theoretical issues, and information about the status of children, as well as the implementation of this information in policy and practice. It explores how child indicators can be used to improve the development and well-being of children. Child Indicators Research will provide a unique, applied perspective, by presenting a variety of analytical models, different perspectives, and a range of social policy regimes. The Journal will break through the current ‘isolation’ of academicians, researchers and practitioners and serve as a ‘natural habitat’ for anyone interested in child indicators. Unique and exclusive, the Journal will be a source of high quality, policy impact and rigorous scientific papers. Readership: academicians, researchers, government officials, data collectors, providers of funding, practitioners, and journalists who have an interest in children’s well-being issues.