In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The (...) results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students’ learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students’ learning by improving their adaptability and developing positive academic emotions. (shrink)

Accumulating empirical evidence suggests that anger elicited in one situation can influence trust behaviors in another situation. However, the conditions under which anger influences trust are still unclear. The present study addresses this research gap and examines the ways in which anger influences trust. We hypothesized that the social distance to the trustee, and the trusting person’s gender would moderate the effect of anger on trust. To test this hypothesis, a study using a 2 (Anger vs. Control) × 2 (Low (...) vs. High social distance) × 2 (Men vs. Women) factorial design was conducted in Germany (N= 215) and in China (N= 310). Results reveal that in both countries men’s trust behavior was not influenced by the manipulations (i.e., anger and social distance). The pattern for women, however, differed by country. In Germany, women’s trust to a stranger (i.e., high social distance) was increased by anger; while in China, women’s trust to someone who they have communicated with (i.e., low social distance) was increased by anger. These results indicate that women’s trust levels seem to be more context-sensitive than men’s. (shrink)

Although accumulating evidence suggests the COVID-19 pandemic is associated with costs in mental health, the development of students' mental health, including the change from their previous levels of depression and anxiety and the factors associated with this change, has not been well-studied. The present study investigates changes in students' anxiety and depression from before the pandemic to during the lockdown and identifies factors that are associated with these changes. 14,769 university students participated in a longitudinal study with two time points (...) with a 6-month interval. Students completed the Anxiety and Depression subscales of the Symptom Checklist 90 before the COVID-19 outbreak, and the Self-rating Anxiety Scale and Self-rating Depression Scale during the pandemic. The prevalence of anxiety and depression symptoms were 1.44 and 1.46% at Time 1, and 4.06 and 22.09% at Time 2, respectively, showing a 181.94% increase in anxiety and a 1413.01% increase in depression. Furthermore, the increases in anxiety and depression from pre-pandemic levels were associated with students' gender and the severity of the pandemic in the province where they resided. This study contributes to the gap in knowledge regarding changes in students' mental health in response to the pandemic and the role of local factors in these changes. Implications for gender and the Typhoon Eye effect are discussed. (shrink)