How Social Support and Parent-Child Relationships Related to LGBTQ+ College Students' Academic Challenges During COVID-19.

Yuan Zhang, Miranda R Garcia, Eva S Lefkowitz

Abstract read

In one paragraph

Article in International journal of environmental research and public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Yuan ZhangSchool of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287, USA.ORCID 0000-0002-9998-8535

Miranda R GarciaWomen's Resource Center, Student Engagement and Wellbeing, Georgia Institute of Technology, Atlanta, GA 30332, USA.

Eva S LefkowitzDepartment of Human Development and Family Sciences, University of Connecticut, Storrs, CT 85287, USA.ORCID 0000-0001-9227-0662

Funding

Institute for Collaboration on Health, Intervention, and Policy (InCHIP), University of Connecticut. N/A

6 · The paper itself

Abstract

The COVID-19 pandemic disrupted the living arrangements of many college students in the United States, potentially impacting their academic development, which plays a critical role in their mental health. At the start of the pandemic, university closures led to an abrupt transition from face-to-face instruction to online instruction, which may have caused significant challenges for college students, particularly lesbian, gay, bisexual, transgender, queer, and others who identify as having a minority sexual orientation and/or gender identity (LGBTQ+). To identify academic challenges and associated protective factors, we examined LGBTQ+ college students' social support from family and friends, the parent-child relationship quality, and their associations with academic challenges during the first months of the pandemic. The results of online surveys indicated that LGBTQ+ college students (

Indexed as

COVID-19Parent-Child RelationsSexual and Gender MinoritiesSocial SupportStudentsAdolescentAdultFemaleHumansMalePandemicsSARS-CoV-2Surveys and QuestionnairesUnited StatesUniversitiesYoung Adultacademic challengesCOVID-19LGBTQ+ college studentsparent–child relationshipssocial support

Identifiers

PMID40238588

DOI10.3390/ijerph22030459

PMCPMC11942293

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.