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首页> 外文期刊>Frontiers in Psychology >Extra-Curricular Activities and Well-Being: Results From a Survey of Undergraduate University Students During COVID-19 Lockdown Restrictions
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Extra-Curricular Activities and Well-Being: Results From a Survey of Undergraduate University Students During COVID-19 Lockdown Restrictions

机译：课外活动和福祉：在Covid-19锁定限制期间对本科大学生的调查结果

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Participation in extra-curricular activities has been found to associate with increased well-being. Here we investigated in a survey ( n = 786) what activities university students at a Canadian university engaged in during the stressful COVID-19 pandemic lockdown in April, 2020, which coincided with a novel online exam period, and how these activities related to perceived well-being, anxiety (STAI-S), social aspects of activities, and personality. Sixty-five percentage of students scored in the high anxiety category of the STAI-S, an alarming statistic given that only 24% had reached out for professional supports. This is consistent with reports that current supports on university campuses are inadequate. Listening to music (92%) and watching movies/series (92%) were engaged in most frequently, followed by socializing virtually (89%) and engaging in social media (85%). The activities students rated as most helpful to their well-being were somewhat different, with outdoor exercise rated highest, followed by socializing virtually and listening to music. While all activities were rated as beneficial, those with a social component tended to have high ratings, consistent with students attempting to replace lost social interactions. Linear regression models found few associations between STAI-S scores and other measures, likely because of large individual differences and lack of a pre-pandemic baseline needed to assess changes in anxiety. The importance of individual differences was evident in that those higher in conscientiousness or extraversion or emotional stability were more likely to engage in exercise, while those higher in openness to experience were more likely to engage in journaling, playing a musical instrument, or singing, with a trend for higher engagement in song writing. Individual differences were also evident in that equal numbers of students gave positive and negative comments related to their well-being during the pandemic. The individual differences uncovered here suggest that having a variety of proactive interventions would likely reach more students. Indeed, 52% indicated an interest in online group music therapy, 48% in art therapy and 40% in verbal therapy, despite music and art therapies being virtually non-existent on campuses. In sum, the findings highlight the importance of choice in extra-curricular activities and therapies that support well-being.
机译：已经发现参加课外活动，并与福祉增加。在这里，我们在一项调查（n = 786）中调查了一所在加拿大大学的大学生在2020年4月的压力Covid-19大流行锁定期间的大学学生，这恰逢在线考试期，以及这些活动如何与感知有关幸福，焦虑（stai-s），活动的社会方面和个性。令人惊叹的统计数据六十五个学生的学生们在斯泰-s的高焦虑类别中得分，鉴于专业支持只有24％才能达到。这与大学校园的当前支持不充分，这一致。听音乐（92％）和观看电影/系列（92％）最常用，其次是几乎（89％），并从事社交媒体（85％）。学生评级最有助于他们幸福的活动有些不同，户外运动评价最高，其次是近似交流音乐。虽然所有活动被评为有益，但具有社会部件的人往往具有高评级，与试图取代失去的社会互动的学生一致。线性回归模型发现了斯泰-S分数与其他措施之间的一些关联，可能是因为缺乏大流行性基线来评估焦虑的变化所需的。个人差异的重要性是显而易见的，因为剥夺性或剥脱性或剥落或情感稳定性更高的人更有可能从事运动，而在开放的开放方面更有可能从事日记，播放乐器或唱歌歌曲写作较高参与的趋势。在平等数量的学生中，个人差异也很明显，与他们在大流行期间有关的积极和负面评论。这里未发现的个体差异表明，拥有各种主动干预措施可能会达到更多学生。实际上，52％表示对在线组音乐疗法的兴趣，艺术治疗中的48％和言语疗法40％，尽管音乐和艺术治疗在校园内几乎不存在。总之，调查结果突出了选择在支持福祉的课外活动和疗法中的重要性。

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