Online learning adaptation during Covid-19 psychological impacts on Chinese students

Abstract

The COVID-19 pandemic necessitated a rapid shift to online learning, profoundly affecting students' psychological well-being. This study investigates the psychological impacts of online learning adaptation among 100 Chinese students, focusing on depression, anxiety, and stress levels. Data were collected through a structured questionnaire, and statistical analyses, including correlation and regression, were employed to identify key stressors and predictors of mental health outcomes. Results indicate that 25%, 20%, and 30% of students experienced severe or extreme depression, anxiety, and stress, respectively. Major challenges included digital fatigue, academic pressure, and social isolation, with rural students reporting higher isolation levels. Coping mechanisms such as relaxation techniques and structured schedules were effective in mitigating stress. The findings emphasize the need for mental health support, equitable access to resources, and interactive online learning environments to enhance student resilience during crises.