The Impact of Socio-Economic Status and Physical Activity on Psychological Well-being and Sleep Quality Among College Students During the COVID-19 Pandemic
Keywords:
COVID-19, college students, socio-economic status, physical activity, psychological well-being, sleep quality, gender differencesAbstract
This study aims to examine the effects of socio-economic status and physical activity on anxiety, depression, and sleep quality among college students during the COVID-19 pandemic, with an emphasis on gender differences in these relationships. In this cross-sectional study, a total of 525 participants, including 93 men and 432 women from a university setting were recruited. Data were collected through online surveys, using standard tools, that assessed socio-economic status, physical activity levels, anxiety, depression, and sleep quality. For data analysis, regression analyses were conducted to determine the predictive power of socio-economic status and physical activity on the psychological outcomes. Regression analysis indicated that socio-economic status significantly predicted anxiety (Women: β = -0.23, p < 0.001; Men: β = -0.21, p < 0.001), depression (Women: β = -0.25, p < 0.001; Men: β = -0.24, p < 0.001), and sleep quality (Women: β = 0.28, p < 0.001; Men: β = 0.27, p < 0.001) in both genders. Physical activity also emerged as a significant predictor, with negative associations with anxiety (Women: β = -0.19, p < 0.001; Men: β = -0.18, p < 0.01) and depression (Women: β = -0.21, p < 0.001; Men: β = -0.20, p < 0.001), and a positive relationship with sleep quality (Women: β = 0.32, p < 0.001; Men: β = 0.30, p < 0.001). Thus, it can be concluded that socio-economic status and physical activity are crucial factors influencing psychological well-being and sleep quality among college students during the COVID-19 pandemic which address the importance of considering socio-economic disparities and promoting physical activity as potential strategies to mitigate psychological distress and improve sleep quality in this population. According to the findings, gender-specific considerations should also be incorporated into intervention designs to effectively address the unique needs of male and female students.
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