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How Course Support and Academic Support Impact on Chinese Graduate Students during the COVID-19: The Multiple Mediating Roles of Thesis Writing and Anxiety

Author

Listed:
  • Zhengyan Liang

    (School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Qing Zeng

    (School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Minqiang Zhang

    (School of Psychology, South China Normal University, Guangzhou 510631, China
    Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, South China Normal University, Guangzhou 510631, China
    Center for Studies of Psychological Application, School of Psychology, South China Normal University, Guangzhou 510631, China
    Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou 510631, China)

  • Huijun Luo

    (School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Sijuan Huang

    (School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Jia Li

    (School of Psychology, South China Normal University, Guangzhou 510631, China)

  • Da Yi

    (School of Psychology, South China Normal University, Guangzhou 510631, China)

Abstract

Because of the impact of the COVID-19 pandemic, the learning style of graduate students has changed considerably, making them more susceptible to psychological problems. This study aimed to explore the mediating roles of thesis writing and anxiety between course support (including course-arrangement, course-assessment, and course-learning), academic support (including academic exchange with colleges, tutors and schoolmates) and depression. There were 3137 graduate students investigated by self-developed Graduate Students’ Academic Affected Questionnaire, Self-Rating Anxiety Scale and Self-Rating Depression Scale. The results showed that (1) 82% of graduate students reported their course support, academic support and thesis writing were affected to varying degrees; (2) course support and academic support correlated with thesis writing, anxiety and depression ( p < 0.001); (3) the mediation model fitted well, the mediating effect of anxiety between academic support and depression was significant (β = 0.086, SE = 0.02, p < 0.001), the serial multiple mediating effects of thesis writing and anxiety between academic support and depression were significant (β = 0.02, SE = 0.008, p = 0.013) and the serial multiple mediating effects of thesis writing and anxiety between course support and depression were also found to be significant (β = 0.014, SE = 0.006, p = 0.014).

Suggested Citation

  • Zhengyan Liang & Qing Zeng & Minqiang Zhang & Huijun Luo & Sijuan Huang & Jia Li & Da Yi, 2021. "How Course Support and Academic Support Impact on Chinese Graduate Students during the COVID-19: The Multiple Mediating Roles of Thesis Writing and Anxiety," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2021:i:1:p:265-:d:711979
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    References listed on IDEAS

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    1. Zhang, Yue & Zhao, Guochang & Zhou, Bo, 2021. "Does learning longer improve student achievement? Evidence from online education of graduating students in a high school during COVID-19 period," China Economic Review, Elsevier, vol. 70(C).
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