ArticleBMC psychology2022
Understanding the role of stress, personality and coping on learning motivation and mental health in university students during a pandemic.
Article in BMC psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Transitions to adulthood among U.S. young adults with mental health disabilities before and during the COVID-19 pandemic: traveling multiple pathways in uncertain times.Frontiers in psychiatry · 2026Article
- Qualitative investigation of academic routines and mental health among medical students following coronavirus vaccination.BMC psychology · 2025Article
- Perceived stress and life satisfaction among university students: the mediating and moderating roles of coping strategies and personality traits.Frontiers in psychology · 2025Article
- Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning.BMC nursing · 2024Article
- Examining Sociodemographic Factors, Reasons, and Barriers in the Diversity of Fruit and Vegetable Intake among Undergraduate Students.Nutrients · 2024Article
- Influence of the first wave of COVID-19 on Chinese students' psychology and behavior: a case study approach.Frontiers in psychiatry · 2024Article
- The Global Pandemic as a Life-Changer? Medical, Psychological, or Self Help during COVID-19 Pandemic: A Cross-Sectional Representative Study.International journal of environmental research and public health · 2023Article
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Authors and funding
1 author.
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Abstract
The aims explored the associations between stress, personality and coping on student mental health and compared defensive-pessimism and optimism as influences on learning motivation. Most research construes 'stress' as 'distress', with little attempt to measure the stress that enhances motivation and wellbeing. Undergraduate psychology students (N = 162) were surveyed on student and pandemic-related stressors, personality, support, control, mental health and learning motivation. Overall, adverse mental health was high and the lack of motivation acute. While positive ratings of teaching and optimistic thinking were associated with good mental health, context control was key. Adverse ratings of teaching quality lowered learning motivation. Support and conscientiousness bolstered learning motivation and conscientiousness buffered against the adverse impact of stress on motivation. Openness was associated with the stress involved in learning. For those anxious-prone, defensive-pessimism was as effective as optimism was in stimulating learning motivation. Developing context control, support and strategies linked to personality could bolster student resilience during and post Covid-19.
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