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

Zhengyan Liang, Qing Zeng, Minqiang Zhang, Huijun Luo, Sijuan Huang, Jia Li and Da Yi
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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
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

IJERPH, 2021, vol. 19, issue 1, 1-12

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).

Keywords: graduate students; course support; academic support; thesis writing; anxiety; depression; COVID-19 (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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