COVID Stress and Depressive Symptoms among High School Students: A Moderated Mediation Model of Sleep Quality and Optimism

Autor/inn/en	Nguyen, Hung Thanh; Ho, Thi Truc Quynh; Dau Minh, Long
Titel	COVID Stress and Depressive Symptoms among High School Students: A Moderated Mediation Model of Sleep Quality and Optimism
Quelle	In: Health Education, 123 (2023) 2, S.93-103 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Thi Truc Quynh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-4283
DOI	10.1108/HE-02-2023-0011
Schlagwörter	COVID-19; Pandemics; Depression (Psychology); Symptoms (Individual Disorders); High School Students; Sleep; Positive Attitudes; Foreign Countries; Predictor Variables; Student Attitudes; Anxiety; Vietnam + Suchen Sie Ihr Suchwort? Psychiatrische Symptomatik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schlaf; Ausland; Prädiktor; Schülerverhalten; Angst
Abstract	Purpose: This study aimed to investigate whether optimism buffers an indirect relationship between COVID stress and depressive symptoms via poor sleep quality among Vietnamese high school students. Design/methodology/approach: Six hundred and eighty-five participants completed the Coronavirus Stress Measure, the Life Orientation Test-Revised, the Pittsburgh Sleep Quality Index and the Depression, Anxiety and Stress Scales. Process Macro 3.5 for SPSS (Model 4 and Model 14) was used to analyze the mediating effect and moderated mediation effect. Findings: The results indicated that COVID stress was associated with an increase in depressive symptoms via the indirect pathway of poor sleep quality. Furthermore, optimism moderated the indirect relationship between COVID stress and depressive symptoms through poor sleep quality among Vietnamese students. Originality/value: The study's findings may serve as a basis for the development of depression prevention interventions for students with high COVID stress in the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01