Exposure to conflicting COVID-19 information in undergraduates: Implications for pandemic-related information-seeking and concern, attention, and cognitive workload.

Objectives: To examine college students' conflicting COVID-19 information exposure, information-seeking, concern, and cognitive functioning. Participants: 179 undergraduates were recruited in March-April 2020, and 220 in September 2020 (Samples 1 and 2, respectively). Methods: Students completed the Attention Network Test, NASA Task Load Index, and COVID-related questions. Results: In Sample 1, exposure to conflicting information predicted poorer attentional performance and greater COVID-related information-seeking and concern; concern was correlated with workload. In Sample 2, conflicting information was associated with information-seeking. In Sample 1, but not Sample 2, cognitive effects of conflicting information were mediated by information-seeking and virus-related concern. Conclusions: Conflicting COVID-19 information may undermine students' cognitive functions, bearing implications for health, academic performance, and stress. Strategies for countering these effects include enhancing the clarity of institutional messaging, and tailoring course curricula and offering workshops to students, faculty, administrators, and counseling staff to augment students' capacity to comprehend and utilize COVID-related communications.

A Qualitative Study of COVID-19 Distress in University Students

The psychological effect of the pandemic and measures taken in response to control viral spread are not yet well understood in university students;in-depth qualitative analysis can provide nuanced information about the young adult distress experience. Undergraduate students (N = 624) in an early US outbreak ?hotspot? completed an online narrative writing about the impact and distress experienced due to the COVID-19 pandemic. Data were collected April-May 2020. A random selection of 50 cases were sampled for thematic analysis. Nine themes were identified: viral outbreak distress, fear of virus contraction/transmission, proximity to virus, dissatisfaction with public response, physical distancing distress, social distancing distress, academic and school-related distress, disruptive changes in health behavior and routines, financial strain and unemployment, worsening of pre-existing mental health problems, and social referencing that minimizes distress. Future work is needed to understand the persistence of the distress, in addition to developing methods for assessment, monitoring, and mitigation of the distress.

Psychosocial predictors of virus and social distancing fears in undergraduate students living in a US COVID-19 "hotspot".

The COVID-19 pandemic is positioned to exact a substantial mental health toll on the global population. Heightened fears of viral contamination and fears of the negative consequences of social distancing (e.g., fears related to home confinement, fears of loneliness and isolation) might contribute to the distress caused by the pandemic. Cross-sectional data were collected from undergraduates (N = 608) residing in a U.S. pandemic "hotspot" at the time of data collection (between 7 April to 9 May, 2020). Outcome variables included viral contamination fears and social distancing fears. Predictor variables included biological sex, underlying medical vulnerability, number of recent viral symptoms, presence of positive COVID-19 test in social network, anxiety, depression, stress, emotion dysregulation, intolerance of uncertainty, body vigilance, and health anxiety. Female sex, anxiety severity, intolerance of uncertainty, and health anxiety uniquely predicted fears of viral contamination. Female sex and depression severity uniquely predicted fears of social distancing. Multiple anxiety-related vulnerabilities are potential intervention targets for reducing viral contamination fears. Depression is a potential intervention target for social distancing fears. Females might be at greater risk for both types of fears.

Anxiety, depression, and health anxiety in undergraduate students living in initial US outbreak "hotspot" during COVID-19 pandemic.

Evidence of the psychological distress associated with the COVID-19 pandemic, including depression, anxiety, and health anxiety, has been documented globally. College students are a unique sub-set of the population with consistently elevated psychological distress associated with the pandemic, and well-informed intervention is urgently needed. The current study is the first, to our knowledge, to document the effects of the COVID-19 pandemic on the mental health of undergraduates in a heavily impacted area in the United States. Cross-sectional, self-report data on psychological distress and COVID-19 exposure were collected from a racially and ethnically diverse sample of 641 undergraduates between April 7-9 May 2020. Nearly half of the students reported elevated psychological distress, including health anxiety, general anxiety, and depression. Heightened risk of psychological distress was associated with female sex, a COVID-19 case in one's immediate social network, underlying medical vulnerabilities, and recent experience of ≥3 viral symptoms. Vigilance to viral symptoms and worry about coronavirus were also factors associated with more severe psychological distress. The current study highlights some of the factors associated with a greater risk of developing psychological distress due to COVID-19 and can be used to inform the dissemination of psychological interventions.