2019年新冠病毒肺炎(Covid-19)引起全球大流行，疫情擴及至全球經濟、政治、社會、教育等產業。在臺灣許多終身教育機構停止活動或轉為線上課程，而中高齡者固有的生活型態也受到轉變。疫情不僅危及人的生命，也限制著人們的日常生活，其嚴重程度及不確定性成為影響個人心理健康的壓力源。因此本文將探討在新冠肺炎疫情期間，中高齡者參與遠距學習之疫情焦慮、科技焦慮與學習滿意度情形，進而分析人格特質中的外向性、開放性和社會支持與的是否可調節其中關係。

本研究以社區大學實施遠距學習課程班級之45歲至65歲中高齡學員，且有在疫情中參與五次以上的遠距學習課程經驗者作為研究對象，本研究問卷共回收314份有效問卷，回收率為 89.71%。本研究工具有Bernardo等學者編製的疫情焦慮量表(Coronavirus Pandemic Anxiety Scale)、科技焦慮量表(Technology Anxiety Scale)、參考多位學者之學習滿意度量表(Learning Satisfaction Scale)、Saucier (1994)的簡短版五大人格特質量表(International English Big-Five Mini-Markers)以及Sherbourne和Stewart (1991)的社會支持量表，並以紙本問卷進行發放。本研究分析方法採用多元階層迴歸分析(multiple hierarchical regression analysis)。研究結果顯示疫情焦慮與學習滿意度呈現正向相關，科技焦慮與學習滿意度呈現負向相關，外向性與開放性對於焦慮來源與學習滿意度不具調節效果，社會支持可以調節科技焦慮和學習滿意度之關係，意即社會支持高之中高齡者，科技焦慮越低時，學習滿意度越高；社會支持低之中高齡者，科技焦慮越高時，學習滿意度越低。

In 2019, Covid -19 caused a global pandemic, and the epidemic spread to the global economy, politics, society, education, and other industries. In Taiwan, many lifelong education institutions ceased activities or switched to online courses, and the inherent lifestyles of middle-aged adults have also been transformed. The epidemic not only endangers people's lives, but also restricts people's daily life. Its severity and uncertainty have become a source of stress affecting personal mental health. Therefore, this article will discuss the coronavirus pandemic anxiety, technology anxiety, and learning satisfaction in distance learning among middle-aged adults during the Covid-19 pandemic, and then analyze whether the relationship between extroversion, openness, and social support in personality traits can be moderated.

In this study, middle-aged adults aged 45 to 65 who participated in distance learning courses more than five times during the epidemic were selected as the research subjects. A total of 314 valid questionnaires were recovered in this study, with a return rate of 89.71%. The tools of this research include the Coronavirus Pandemic Anxiety Scale, the Technology Anxiety Scale, the Learning Satisfaction Scale, the short version of the Big-Five Personality Scale, and Sherbourne and Stewart’s (1991) social support scale. They were distributed in the form of a paper questionnaire. The analysis method of this study was multiple hierarchical regression analysis. The research results show that coronavirus pandemic anxiety is positively correlated with learning satisfaction, and technology anxiety is negatively correlated with learning satisfaction. Extraversion and openness have no moderating effect on anxiety sources and learning satisfaction. Social support can moderate technology anxiety and learning satisfaction. For the middle-aged adults with high social support, when their technology anxiety was lower, their learning satisfaction is higher; for the middle-aged adults with low social support, when their technology anxiety was higher, their learning satisfaction was lower.

參考文獻
一、中文文獻
方士源（2010）。社區大學資訊科技課程學員學習動機、學習阻礙與學習滿意度之研究（未出版之碩士論文）。佛光大學社會教育學研究所碩士論文。
王玉珍、李宜玫、吳清麟（2019）。青少年優勢力量表之發展研究。教育心理學報，50(3)，503-528。
王梅玲、張艾琦（2016）。數位學習新發展與圖書館新服務。臺北市立圖書館館訊，33(3)，1-27。
何東興（2006）。國二學生理化學習焦慮之探討（未出版之碩士論文）。國立臺灣師範大學科學教育研究所碩士論文。
何信弘、王立亭、張少熙（2020）。以科技接受模式探討中高齡者使用運動 App 之需求。福祉科技與服務管理學刊，8(2)，137-147。https://doi.org/10.6283/JOCSG.202006_8(2).137
何思穎（2020）。初顯成人之依戀、性動機、愛情關係滿意度與性滿意度的相關研究（未出版之碩士論文）。臺灣師範大學教育心理與輔導學系學位論文。
吳少庭（2013）。同步與非同步遠距教學設計滿意度對遠距學習成效影響之研究─以淡江大學為例（未出版之碩士論文）。淡江大學教育科技學系碩士班。
吳舜堂、陳欽雨（2017）。高齡長者社會支持、社會參與與活躍老化關係之研 究。福祉科技與服務管理學刊 ，5(4)，331-352。https://doi.org/ 10.6283/JOCSG
吳新蓓、陸洛、顧家祈、張妤玥（2019）。轉換型領導行為、部屬工作壓力及主管滿意度的關聯─人格特質為調節變項。中華管理學報，11(2)，1-30。
吳翠珍（1992）。隔空教育與國家發展—超越隔空教學，邁向開放學習。成人教育與國家發展研討會論文集。台北：成人教育學會。
李日新（2011）。佛洛伊德精神分析、性學研究（未出版之碩士論文）。南華大學社會所碩士論文。
李佳純（2017）。中高齡學習者學習需求與學習滿意度研究-以南投縣貓羅溪社區大學為例（未出版之碩士論文）。南開科技大學福祉科技與服務管理所碩士論文。
李怡璇（2003）。探討e-Learning網路教學媒體呈現比較－以基督教中華福音神學院遠距教學為例（未出版之碩士論文）。國立雲林科技大學資訊管理所碩士論文。
李亭儀、楊仁仁、張育瑋（2012）。有氧舞蹈課程滿意度之研究—以朝陽科技大學為例。嶺東體育暨休閒學刊，10，1-10。https://doi.org/10.29849/JPELLTU.201206.0001
李嵩義（2007）。高齡學習者學習偏好，社會支持與幸福感關係之研究（未出版之博士論文），國立高雄師範大學成人教育研究所碩士論文。
杜宗達（2020）。南投縣埔里鎮社區照顧關懷據點學員社會支持與學習滿意度關係之研究（未出版之碩士論文）。國立暨南國際大學終身學習與人力資源發展碩士班論文。
卓馨怡、利翠珊（2008）。成年子女的孝道責任與焦慮：親子關係滿意度的影響。本土心理學研究，(30)，155-197。https://doi.org/10.6254/2008.30.155
周玉慧、莊義利（2000）。晚年生活壓力、社會支持與老人身心健康之變遷：長期資料分析。人文及社會科學集刊，281-317。
林子雯（1996）。成人學生多重角色與幸福感之相關研究（未出版之碩士論文）。國立高雄師範大學成人教育研究所碩士論文。
林佑儒（2009）。國立臺灣師範大學體育學習學生學習滿意度與生涯規劃之研究（未出版之碩士論文）。國立臺灣師範大學體育學系。
林志峰（2006）。主管領導型態、人格特質、組織承諾與工作績效關聯性之研究—以國防部軍備局生產製造中心生產工廠為例（未出版之碩士論文）。南台科技大學高階主管企管碩士班。
林庭寬（2019）。遊戲化設計、成人英語學習焦慮、學習動機與學習成效關係之研究（未出版之碩士論文）。高雄大學亞太工商管理系碩士班。
林黎凱（2008）。老人的幽默感、自我概念與其人際關係之相關研究（未出版之碩士論文）。國立嘉義大學輔導與諮商學系研究所碩士論文。
段伴虬、林易春（2016）。中高齡者樂觀特質與人際關係之相關研究－以南投地區為例。福祉科技與服務管理學刊，4(2)，131-132。
胡凱揚（2004）。體型滿意度、傳播媒體影響程度與身體活動自我呈現自信心對大學生社會體型焦慮及運動參與程度之影響（未出版之碩士論文）。國立體育大學體育研究所碩士論文。
孫彭淑鈞（2012）。科技大學學生遠距學習之學習動機與學習滿意度之個案研究（未出版之碩士論文）。國立臺灣師範大學工業教育學系在職進修碩士班。
徐惠娟（2003）。成功老化：老年健康的正向觀點。社區發展季刊，103，252-260。
國家教育研究院（1995）。國家資訊基礎建設。資料來源：https://terms.naer.edu.tw/detail/1681187/
國家通訊傳播委員會（2021）。109年通訊市場調查結果報告。https://www.ncc.gov.tw/chinese/files/21021/5190_45724_210217_2.pdf
張志成、洪新來、張雅君（2012）。運動依賴, 體型滿意度與社會體型焦慮的關係：以有氧舞蹈者為例。臨床心理學刊，6(2)，1-10。
張春興（1989）。張氏心理學辭典。台北：東華書局。
張春興（1996）。教育心理學——三化取向的理論與實踐。台北：東華書局。
張恩誠（2020）。臺灣高齡學習者社會興趣與成功老化之關係研究—以靈性健康為中介變項（未出版之碩士論文）。國立臺中教育大學諮商與應用心理學系研究所碩士論文。
張珺（2020）。新型冠狀病毒疫情下，探討工作負荷與離職意向關係之研究—工作倦怠為中介、社會支持為調節變項（未出版之碩士論文）。國立中央大學人力資源管理研究所碩士論文。
張鶴齡（2018）。遠距教學對學習成就影響之研究—以康寧大學為例（未出版之碩士論文）。康寧學校財團法人康寧大學數位應用學系碩士論文。
教育部（2016）。專科以上學校遠距教學實施辦法。教育部。
許民盛（2008）。南投縣社區大學生活藝能課程學員學習需求與滿意度之研究（未出版之碩士論文）。國立暨南國際大學成人及繼續教育研究所碩士論文。
許金田、彭文彥、胡秀華、劉勇呈（2008）。道德推理能力與衝突處理傾向之關聯研究—人格特質的調節效果。交大管理學報，1，63-103。
陳巧倩（2013）。臺中市社區大學學員學習動機與學習滿意度關係之研究（未出版之碩士論文）。國立中正大學教學專業發展數位學習碩士在職專班碩士論文。
陳佳琳（2018）。運用結構方程模式探討高齡學習者社會支持與靈性健康關係之研究：以老化態度為中介態度（未出版之碩士論文）。國立臺南大學教育學系教育經營與管理碩博士班。
陳怡真、郭千華（2022）。嚴重特殊傳染性肺炎疫情期間高齡者的遠距教學之探討。福祉科技與服務管理學刊，10(1)，21-36。https://doi.org/10.6283/JOCSG.202203_10(1).21
陳映潔、紀芬蓮、歐聖榮（2016）不同人格特質之中高齡者參與園藝活動對孤寂感及生活滿意度之影響。興大園藝，41(4)，143-155。
陳淑敏、林振春、謝婷婷（2010）。高齡者背景變項與其學習偏好和學習權之調查研究──以臺北縣為例。社區發展季刊，131，397-422。
陳義揚（1998）。推展遠距教學迎接終身學習年。隔空教育論叢，10，1-29。
陳嘉陽（2000）。國家教育研究院辭書—內部一致性。取自https://terms.naer.edu.tw/detail/1302712/?index=1
雲信翔（2008）。網路教學系統接受度與滿意度之研究—以南台科技大學Blackboard系統為例（未出版之碩士論文）。南臺科技大學工業管理研究所碩士論文。
黃弘欽（2011）。高齡志工社會支持與生活滿意度關係之研究（未出版之碩士論文）。國立屏東大學。
黃玉湘（2000）。我國社區大學學員學習動機與學習滿意度之研究（未出版之碩士論文）。國立中正大學成人及繼續教育研究所碩士論文。
黃湘、黃國光、林明哲（2013）。臺灣樂齡大學學員在社會支持、參與動機與學習滿意度之關聯性研究。亞洲高齡健康休閒及教育學刊，2(1)，1-11。
黃騏堯（2004）。國小高年級學童自然科實驗操作焦慮之研究-以存在主義的焦慮觀點為導向（未出版之碩士論文）。國立臺灣師範大學科學教育研究所碩士論文。
楊秀雯（2015）。台灣大學生英文口說策略、學習動機及學習焦慮（未出版之碩士論文）。屏東大學應用英語學系碩士班。
楊得明（2003）。問題解決教學策略應用於非同步遠距教學系統之研究—以高職電機電子群「微處理機實習」為例（未出版之碩士論文）。國立彰化師範大學工業教育學系碩士論文。
楊瑞松（2008）。金門縣社區大學學生之學習滿意度研究（未出版之碩士論文）。國立臺北教育大學教育行政碩士在職進修專班碩士論文。
鄒景平（2000）。e-learning是知識企業致勝的不二法門。資訊人通訊，59，96-99。
熊曉芳（2000）。獨居老人之社會支持及相關探討。長庚護專學報，2，53-69。
蓋浙生（1979）。教育經濟學研究，台北市：三民出版。
趙美聲、陳姚真（譯）（2002）。遠距教育系統觀（Distance Education—A System View）（原作者：Moore & Kearsley），高雄市：麗文。（原著出版年：2002）。
劉由貴（2015）。高齡學習者社會支持、情緒管理與成功老化關係之研究（未出版之碩士論文）。國立中正大學。
劉青飛、袁勇貴（2019）。神經質人格特徵的研究現狀。收藏，4。
劉珈菀（2013）。中高齡學習者學習動機與學習滿意度之相關研究─以南關社區大學為例（未出版之碩士論文）。國立中正大學高齡者教育研究所碩士論文。
劉書豪（2010）。社區大學繪畫課程學員學習型態、動機及滿意度之研究－以桃竹苗地（未出版之碩士論文）。玄奘大學成人教育與人力發展學系碩士論文。
樓家祺（2017）。不同教育型態高齡學習者社會支持、自我調控 學習與成功老化之比較研究（未出版之碩士論文）。國立高雄師範大學成人教育研究所博士論文。
歐陽怡（2012）。遠距教學之媒體運用與學生滿意度研究-以國立臺中科技大學附設空中進修學院為例（未出版之碩士論文）。嶺東科技大學經營管理研究所碩士論文。
蔡妍妮（2018）。中高齡者參與樂齡核心課程學習與焦慮感關係之研究：以台中樂齡學習中心為例（未出版之碩士論文）。國立中正大學成人及繼續教育學系博士論文。
蔡雅雯（2012）。社區大學學員休閒運動課程參與動機、滿意度與忠誠度之研究—以臺中市大墩社區大學為例（未出版之碩士論文）。國立臺灣體育運動大學體育研究所。
鄧景宜、曾旭民、李怡禎、游朝舜（2011）。" International English Big-Five Mini-Markers" 之繁體中文版量表發展。管理學報，28(6)，579-615。
鄭月秀、周文修、許志豪（2013）。高齡者對於手機介面之辨識率與偏好滿意度研究。設計學研究，16(1)，1-23。
鄭玉杏（2007）。運用合作學習於高職學生專題製作課程之學習成效及學習滿意度研究（未出版之碩士論文）。國立臺灣師範大學工業教育學系在職進修碩士班碩士論文。
鄭麗華、謝智玲（2010）。青少年情緒調節、社交焦慮與生活滿意度之研究（未出版之碩士論文）。大葉大學教育專業發展研究所碩士班。
蕭文龍（2009）。多變量分析最佳入門實用書（第二版）。臺北市：碁峰。
蕭安娣（2021）。探討成人教育學員的體驗價值、學習滿意度與生活行為意圖之相關研究—以中部某社區大學為例（未出版之碩士論文）。中臺科技大學文教事業經營研究所碩士論文。
賴昆宏（2006）。社會支持，孤寂感與休閒活動參與對老人生命意義影響之研究—以台中地區長青學苑為例（未出版之碩士論文）。朝陽科技大學休閒事業管理系碩士論文。
鍾玉珠、呂淑芬（2004）。衛教對剖腹術患者其術前焦慮及護理滿意度之成效探討。新臺北護理期刊，6(2)，63-72。
鍾漢軍、董道興、謝玉芬、黃麗華、師慧娟、石惠美（2008）。手術前麻醉諮詢門診對術前焦慮與術後滿意度之探討。醫務管理期刊，9(2)，114-130。
韓春屏（2000）。國中補校教學取向、學生批判思考與學習滿意相關之研究（未出版之碩士論文）。國立高雄師範大學成人教育研究所碩士論文。
簡鈺珊、鍾玉珠、李淑惠、鍾佳茹（2012）。運用多媒體衛教對心導管檢查患者焦慮與滿意度之成效。源遠護理，6(2)，29-38。
顏毓嫻（2020）。加護病房病患家屬焦慮，憂鬱與滿意度初探（未出版之碩士論文）。臺灣大學護理學研究所學位論文。
顏榮泉（1996）。媒體發展與遠距學習。視聽教育，37(4)，12-19。
魏銀河（2003）。台南市社區大學學員學習滿意度及其相關因素之研究（未出版之碩士論文）。國立中正大學成人及繼續教育研究所碩士論文。
魏麗敏（1988）。國小學生數學焦慮、數學態度與數學成就之關係暨數學團體諮商效果之研究（未出版之碩士論文）。國立臺灣師範大學教育心裡與輔導研究所碩士論文。
羅方吟、陳政煥（2021）。COVID-19 疫情下同步與非同步資訊科技輔助的大學遠距英語文教學。當代教育研究季刊，29(1)，69-114。https://doi.org/10.6151/CERQ.202103_29(1).0003
譚季紅、劉艷春（2010）。大學生英語學習焦慮研究及應對策略。US-China Foreign Language，8(6)，38-42。

二、英文文獻
Agogo, D., & Hess, T. J. (2015). Technostress and technology induced state anxiety: Scale development and implications. In Thirty Sixth International Conference on Information Systems, 1-11.
Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. sage.
Airaksinen, J., Komulainen, K., Jokela, M., & Gluschkoff, K. (2021). Big Five personality traits and COVID-19 precautionary behaviors among older adults in Europe. Aging and Health Research, 1(4). 1-5. https://doi.org/10.1016/j.ahr.2021.100038
Alexopoulou, S. (2020). The portrait of older people as (non) users of digital technologies: A scoping literature review and a typology of digital older (non) users. Gerontechnology, 19(3), 1-15. https://doi.org/10.4017/gt.2020.19.003.11
Andrews, J. A., Brown, L. J., Hawley, M. S., & Astell, A. J. (2019). Older Adults' Perspectives on Using Digital Technology to Maintain Good Mental Health: Interactive Group Study. Journal of Medical Internet Research, 21(2), e11694. https://doi.org/10.2196/11694
Audet, É. C., Levine, S. L., Metin, E., Koestner, S., & Barcan, S. (2021). Zooming their way through university: Which Big 5 traits facilitated students' adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180, 110969. https://doi.org/10.1016/j.paid.2021.110969
Badrakalimuthu, V. R., & Tarbuck, A. F. (2012). Anxiety: A hidden element in dementia. Advances in Psychiatric Treatment, 18(2), 119-128. https://doi.org/10.1192/apt.bp.110.008458
Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety Research, 1(2), 77-98. https://doi.org/10.1080/10615808808248222
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
https://doi.org/10.1037/0022-3514.51.6.1173
Barratt, J. M., & Duran, F. (2021). Does psychological capital and social support impact engagement and burnout in online distance learning students? The Internet and Higher Education, 51, 100821. https://doi.org/10.1016/j.iheduc.2021.100821
Barrera, M., Slander, I. N., & Ramsay, T. B. (1981). Preliminary development of a scale of social support: Studies on college students. American Journal of Community Psychology, 9(4) ,435-447. https://doi.org/10.1007/BF00918174
Barth, J., Schneider, S., & Von Känel, R. (2010). Lack of social support in the etiology and the prognosis of coronary heart disease: A systematic review and meta-analysis. Psychosomatic Medicine, 72(3), 229-238. https://doi.org/10.1097/PSY.0b013e3181d01611
Baruth, O., Cohen, A. Personality and satisfaction with online courses: The relation between the Big Five personality traits and satisfaction with online learning activities. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11199-x
Bauer, T. N., Etdogan, B., Liden, R. C. and Wayne. S. J. (2006). A longitudinal study of the moderating role of extraversion: leader-member exchange, Performance, and turnover during new executive development. Journal of Applied Psychology, 91(2), 298-310.
Bernardo, A., Mendoza, N. B., Simon, P. D., Cunanan, A., Dizon, J., Tarroja, M., Ma Balajadia-Alcala, A., & Saplala, J. (2020). Coronavirus Pandemic Anxiety Scale (CPAS-11): development and initial validation. Current psychology (New Brunswick, N.J.), 1–9. Advance online Publication. https://doi.org/10.1007/s12144-020-01193-2
Bolliger, D. U., & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, 33(1), 81-98. https://doi.org/10.1080/01587919.2012.667961
Bondanini, G., Giorgi, G., Ariza-Montes, A., Vega-Muñoz, A., & Andreucci-Annunziata, P. (2020). Technostress Dark Side of Technology in the Workplace: A Scientometric Analysis. International Journal of Environmental Research and Public Health, 17(21), 8013. https://doi.org/10.3390/ijerph17218013
Boulton-Lewis, G. (2006). Learning and active aging. Educational Gerontology, 32(4), 271–282. https://doi.org/10.1080/03601270500494030
Brivio, E., Gaudioso, F., Vergine, I., Mirizzi, C. R., Reina, C., Stellari, A., & Galimberti, C. (2018). Preventing Technostress Through Positive Technology. Frontiers in psychology, 9, 2569. https://doi.org/10.3389/fpsyg.2018.02569
Brod, C. (1984). Technostress: The human cost of the computer revolution. Reading, Mass.: Addison-Wesley.
Caplan, G. (1974). Support systems and community mental health: Lectures on concept development. Behavioral Publications.
Cassel, J. (1974). Psychosocial processes and “stress”: Theoretical formulation. International Journal of Health Services, 4(3), 471-482. https://doi.org/10.2190/WF7X-Y1L0-BFKH-9QU2
Cassel, J. (1976). The contribution of the social environment to host resistance: The fourth wade hampton frost lecture. American Journal of Epidemiology, 104(2), 107-123. https://doi.org/10.1093/oxfordjournals.aje.a112281
Chen, K., & Chan, A. H. S. (2013). Use or non-use of gerontechnology—A qualitative study. International Journal of Environmental Research and Public Health, 10(10), 4645-4666. https://doi.org/10.3390/ijerph10104645
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. https://doi.org/10.1111/j.1540-4781.1995.tb05418.x
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300–314. https://doi.org/10.1097/00006842-197609000-00003
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. https://doi.org/10.1037/0033-2909.98.2.310
Conrad, A. M., & Munro, D. (2008). Relationships between computer self-efficacy, technology, attitudes and anxiety: Development of the computer technology use scale (CTUS). Journal of Educational Computing Research, 39(1), 51-73.
Costa, P. T. & McCrae, R.R. (1986), Personality stability and its implications for clinical psychology. Clinical Psychology Review, 6, 407-423
Costa, P. T., Jr., McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5-13. https://doi.org/10.1037/1040-3590.4.1.5
Cross, R. W., Huberty, J. J. (1993). Factor analysis of the state-trait anxiety inventory for children with a sample of seventh-and eighth-grade students. Journal of Psycho Educational Assessment,11, 232-241. https://doi.org/10.1177/073428299301100303
Cutrona, C. E., & Russell, D. W.(1990). Type of social support and specific stress: toward a theory of optimal matching. In B. R. Burleson, G Sarason & G. R. Pierce. ( Eds. ), Social support : An interactional view ( pp. 319-366 ) .John Wiley & Sans.
Daly, M., & Robinson, E. (2021). Psychological distress and adaptation to the COVID-19 crisis in the United States. Journal of Psychiatric Research, 136, 603-609. https://doi.org/10.1016/j.jpsychires.2020.10.035
Dauvier, B., Pavani, J.-B., Le Vigouroux, S., Kop, J.-L., & Congard, A. (2019). The interactive effect of neuroticism and extraversion on the daily variability of affective states. Journal of Research in Personality, 78, 1–15. https://doi.org/10.1016/j.jrp.2018.10.007
David, L. V., & Stephen, R. W. (2003). To seek help or not to seek help: The risks of self-disclosure. Journal of Counseling Psychology, 50(3), 351-361. https://doi.org/10.1037/0022-0167.50.3.351
Domer. D. E. (1983). Understanding Educational Satisfaction. The University of Kansas School of Architecture and Urban Design. (ERIC Document Reproduction Service No.ED022-600).
Donovan, N. J., & Blazer, D. (2020). Social isolation and loneliness in older adults: review and commentary of a National Academies report. The American Journal of Geriatric Psychiatry, 28(12), 1233-1244. https://doi.org/10.1016/j.jagp.2020.08.005
Durand, R. B., Newby, R., & Sanghani, J. (2008). An intimate portrait of the individual investor. The Journal of Behavioral Finance, 9(4), 193-208. https://doi.org/10.1080/15427560802341020
Feng, L. S., Dong, Z. J., Yan, R. Y., Wu, X. Q., Zhang, L., Ma, J., & Zeng, Y. (2020). Psychological distress in the shadow of the COVID-19 pandemic: Preliminary development of an assessment scale. Psychiatry Research, 291, 113202. https://doi.org/10.1016/j.psychres.2020.113202
Finn, C. (2020). How tech is helping elderly fight coronavirus lockdown loneliness. Al Jazeera. Retrieved from: https://www.aljazeera.com/news/2020/4/6/how-tech-is-helping-elderly-fight-coronavirus-lockdown-loneliness
Fletcher-Watson, B., Crompton, C. J., Hutchison, M., & Lu, H. (2016). Strategies for enhancing success in digital tablet use by older adults: A pilot study. Gerontechnology, 15(3), 162-170. https://doi.org/10.4017/gt.2016.15.3.005.00
Folk, D., Okabe-Miyamoto, K., Dunn, E., & Lyubomirsky, S. (2020, July 24). Did Social Connection Decline During the First Wave of COVID-19? The Role of Extraversion. http://doi.org/10.14288/1.0398333
Freud, A. (1936). Part II： Examples of the avoidance of objective unpleasure and objective danger：Preliminary stages of defense. Part III： Examples of two types of defense. In the Ego and the Mechanisms of Defense. Writings 2：69-136.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update. Boston, MA: Allyn & Bacon.
Gilman, R. (2001). The relationship between life satisfaction, social interest, and frequency of extracurricular activities among adolescent students. Journal of Youth Adolescence, 30(6), 749-767. https://doi.org/10.1023/A:1
Gooding, P. A., Hurst, A., Johnson, J., & Tarrier, N. (2012). Psychological resilience in young and older adults. International Journal of Geriatric Psychiatry, 27(3), 262-270. https://doi.org/10.1002/gps.2712
Gorsuch, R, L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of Personality Assessment, 68, 532-560. https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa6803_5
Greenhalgh, T., Wherton, J., Sugarhood, P., Hinder, S., Procter, R., & Stones, R. (2013). What matters to older people with assisted living needs? A phenomenological analysis of the use and non-use of telehealth and telecare. Social Science & Medicine, 93, 86-94. https://doi.org/10.1016/j.socscimed.2013.05.036
Gruda, D., & Ojo, A. (2022). All about that trait: Examining extraversion and state anxiety during the SARS-CoV-2 pandemic using a machine learning approach. Personality and individual differences, 188, 111461. https://doi.org/10.1016/j.paid.2021.111461
Harris, L. A., & Dollinger, S. M. C. (2003). Individual differences in personality traits and anxiety about aging. Personality and Individual Differences, 34(2), 187-194. https://doi.org/10.1016/S0191-8869(02)00019-3
Harris, P. B. (2008). Another wrinkle in the debate about successful aging: The undervalued concept of resilience and the lived experience of dementia. The International Journal of Aging and Human Development, 67(1), 43-61. https://doi.org/10.2190/AG.67.1.c
Herzberg, F., Mausner, B., Peterson, R.O., & Capwell, D.F. (1957). Job attitudes: review of research and opinion. Psychological Service of Pittsburgh.
Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., … Bullmore, E. D. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet Psychiatry, 7, 547–560. https://doi.org/10.1016/S2215-0366(20)30168-1
Huang, Y., & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China: A web-based cross-sectional survey. Psychiatry Research, 288, 112954. https://doi.org/10.1016/j.psychres.2020.112954
Jacobson, C. K. (1986). Social Dislocations and the Search for Genealogical Roots. Human Relations, 39(4), 347–357. https://doi.org/10.1177/001872678603900404
James, N., & Thériault, V. (2020). Adult education in times of the COVID-19 pandemic: Inequalities, changes, and resilience. Studies in the Education of Adults, 52(2), 129-133. https://doi.org/10.1080/02660830.2020.1811474
John, O. P., & Srivistava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In E. Pervin & O. John (Eds.), Handbook of personality (pp.102-138). New York: Guilford Press.
Kaup, S., Jain, R., Shivalli, S., Pandey, S., & Kaup, S. (2020). Sustaining academics during COVID-19 pandemic: the role of online teaching-learning. Indian Journal of Ophthalmology, 68(6), 1220-1221. https://doi.org/10.4103/ijo.IJO_1241_20
Khan, K. S., Mamun, M. A., Griffiths, M. D., & Ullah, I. (2022). The Mental Health Impact of the COVID-19 Pandemic Across Different Cohorts. International journal of mental health and addiction, 20(1), 380–386. https://doi.org/10.1007/s11469-020-00367-0
Kierkegaard, S. A. (1944). Concluding unscientific postscript to the philosophical fragments (D. F. Swenson& W. Lowrie, Trans). New Jersey: Princeton University Press.
Lee, A. R., Son, S. M., & Kim, K. K. (2016). Information and communication technology overload and social networking service fatigue: A stress perspective. Computers in Human Behavior, 55, 51-61. https://doi.org/10.1016/j.chb.2015.08.011
Lee, E.E., Bangen, K.J., Avanzino, J.A., Hou, B., Ramsey, M., Eglit, G.M., Liu, J., Tu, X., Paulus, M.P., & Jeste, D.V. (2020). Outcomes of Randomized Clinical Trials of Interventions to Enhance Social, Emotional, and Spiritual Components of Wisdom: A Systematic Review and Meta-analysis. JAMA psychiatry, 77(9), 925-935. https://doi.org/110.1001/jamapsychiatry.2020.0821
Lee, M., Na, H. M., Kim, B., Kim, S. Y., Park, J., & Choi, J. Y. (2021). Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students. Nurse Education in Practice, 52, 103003. https://doi.org/10.1016/j.nepr.2021.103003
Lee, S. A. (2020). Coronavirus Anxiety Scale: A brief mental health screener for COVID-19 related anxiety. Death Studies, 44(7), 393-401. https://doi.org/10.1080/07481187.2020.1748481
Lee, S. A., Mathis, A. A., Jobe, M. C., & Pappalardo, E. A. (2020). Clinically significant fear and anxiety of COVID-19: A psychometric examination of the Coronavirus Anxiety Scale. Psychiatry Research, 290, 113112. https://doi.org/10.1016/j.psychres.2020.113112
Lee, S. A., Jobe, M. C., & Mathis, A. A. (2020). Mental health characteristics associated with dysfunctional coronavirus anxiety. Psychological Medicine. https://doi.org/10.1017/S003329172000121X
Li, W., Yang, Y., Liu, Z.-H., Zhao, Y.-J., Zhang, Q., Zhang, L., Cheung, T., & Xiang, Y.-T. (2020). Progression of mental health services during the COVID-19 outbreak in China. International Journal of Biological Sciences, 16, 1732– 1738. https://doi.org/10.7150/ijbs.45120
Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance, 3(2), 157-189. https://doi.org/10.1016/0030-5073(68)90004-4
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99. https://doi.org/10.1111/j.1540-4781.1995.tb05418.x
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
MacLeod, S., Musich, S., Hawkins, K., Alsgaard, K., & Wicker, E. R. (2016). The impact of resilience among older adults. Geriatric Nursing, 37(4), 266-272.
https://doi.org/10.1016/j.gerinurse.2016.02.014
Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020). A nationwide survey of psychological distress among Italian people during the COVID-19 pandemic: Immediate psychological responses and associated factors. International Journal of Environmental Research and Public Health, 17(9), 3165. https://doi.org/10.3390/ijerph17093165
McCrae R, Costa P. (2008). The five-factor theory of personality. Handbook of Personality: Theory and Research. 3rd ed. New York: The Guilford Press; 2008. 159–81.
McCrae, R. and Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90.
McCrae, R. R. (1994). Openness to experience: Expanding the boundaries of factor V. European Journal of Personality, 8, 251-272.
McLean, P.D., & Woody, S.R. (2001). Anxiety Disorders in Adults: An Evidence-Based Approach to Psychological Treatment. Oxford: Oxford University Press.
Milman, E., Lee, S. A., & Neimeyer, R. A. (2020). Social isolation and the mitigation of coronavirus anxiety: The mediating role of meaning. Death Studies, 1-13. https://doi.org/10.1080/07481187.2020.1775362
Mineka, S., Watson, D., & Clark, L.A. (1998). Comorbidity of anxiety and unipolar mood disorders. Annual Review of Psychology. 49(1), 377-412. https://doi.org/10.1146/annurev.psych.49.1.377
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. https://doi.org/10.1080/08923648909526659
Morrison, D., & McCutheon, J. (2019). Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks. Research and Practice in Technology Enhanced Learning, 14(1), 1-16. https://doi.org/10.1186/s41039-019-0104-5
Morrow-Howell, N., Galucia, N., & Swinford, E. (2020). Recovering from the COVID-19 pandemic: a focus on older adults. Journal of Aging & Social Policy, 32(4-5), 526-535. https://doi.org/10.1080/08959420.2020.1759758
Mortensen, C. R., Becker, D. V., Ackerman, J. M., Neuberg, S. L., & Kenrick, D. T. (2010). Infection breeds reticence: The effects of disease salience on self-perceptions of personality and behavioral avoidance tendencies. Psychological science, 21(3), 440-447. https://doi.org/10.1177/0956797610361706
Nofal, A. M., Cacciotti, G., & Lee, N. (2020). Who complies with COVID-19 transmission mitigation behavioral guidelines?. PloS one, 15(10), e0240396. https://doi.org/10.1371/journal.pone.0240396
Oehler, A., Wendt, S., Wedlich, F., & Horn, M. (2018). Investors' personality influences investment decisions: Experimental evidence on extraversion and neuroticism. Journal of Behavioral Finance, 19(1), 30-48. https://doi.org/10.1080/15427560.2017.1366495
Olsson, N. C., Juth, P., Ragnarsson, E. H., Lundgren, T., Jansson-Fröjmark, M., & Parling, T. (2020). Treatment satisfaction with cognitive-behavioral therapy among children and adolescents with anxiety and depression: A systematic review and meta-synthesis. Journal of Behavioral and Cognitive Therapy. 32(2),147-191. https://doi.org/10.1016/j.jbct.2020.10.006
Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777-1804.
https://doi.org/10.1111/j.1467-6494.2009.00600.x
O'Reilly, C. A., Main, B. G., & Crystal, G. S. (1988). CEO compensation as tournament and social comparison: A tale of two theories. Administrative Science Quarterly, 33(2), 257–274. https://doi.org/10.2307/2393058
Pan, C. H., & Statman, M. (2013). Investor personality in investor questionnaires. Journal of Investment Consulting, 14(1), 48-56. https://doi.org/10.2139/ssrn.2022339
Peek, S. T., Luijkx, K. G., Rijnaard, M. D., Nieboer, M. E., van der Voort, C. S., Aarts, S., van Hoof, J., Vrijhoef, H. J., & Wouters, E. J. (2016). Older Adults' Reasons for Using Technology while Aging in Place. Gerontology, 62(2), 226–237. https://doi.org/10.1159/000430949
Pervin, L.A. & John, O.P. (1997). Personality: Theory and Research (7th Ed.). New York: John. Whiley & Sons.
Pfefferbaum, B., & North, C. S. (2020). Mental health and the Covid-19 pandemic. New England Journal of Medicine, 383(6), 510-512. https://doi.org/10.1056/NEJMp2008017
Porter, L. W., & Lawler, E. E. (1971). Managerial attitudes and performance. Homewood, Illinois: Richard D. Irwim, Inc.
Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
Renström, E. A., & Bäck, H. (2021). Emotions during the Covid-19 pandemic: Fear, anxiety, and anger as mediators between threats and policy support and political actions. Journal of Applied Social Psychology, 51(8), 861–877. https://doi.org/10.1111/jasp.12806
Riva, G., Baños, R. M., Botella, C., Wiederhold, B. K., & Gaggioli, A. (2012). Positive technology: using interactive technologies to promote positive functioning. Cyberpsychology, Behavior, and Social Networking, 15(2), 69-77. https://doi.org/10.1089/cyber.2011.0139
Sanatkar, S., & Rubin, M. (2020). Openness to experience moderates the association between problem-solving style and negative affect. Journal of Individual Differences, 41(4), 175–189. https://doi.org/10.1027/1614-0001/a000318
Santini, Z. I., Jose, P. E., York Cornwell, E., Koyanagi, A., Nielsen, L., Hinrichsen, C., Meilstrup, C., Madsen, K. R., & Koushede, V. (2020). Social disconnectedness, perceived isolation, and symptoms of depression and anxiety among older Americans (NSHAP): A longitudinal mediation analysis. The Lancet. The Lancet Public Health, 5 (1), 62–70.
https://doi.org/10.1016/S2468-2667(19)30230-0
Sasidharan, V., Payne, L., Orsega-Smith, E., & Godbey, G. (2006). Older adults' physical activity participation and perceptions of wellbeing: Examining the role of social support for leisure. Managing Leisure, 11(3), 164-185. https://doi.org/10.1080/13606710600715242
Saucier, G. (1994). Mini-Markers: A Brief Version of Goldberg’s Unipolar Big-Five Markers. Journal of Personality Assessment, 63(3), 506-516. https://doi.org/10.1207/s15327752jpa6303_8
Schwaba, T., Luhmann, M., Denissen, J. J., Chung, J. M., & Bleidorn, W. (2018). Openness to experience and culture-openness transactions across the lifespan. Journal of Personality and Social Psychology, 115(1), 118. https://doi.org/10.1037/pspp0000150
Schwaba, T., Robins, R. W., Grijalva, E., & Bleidorn, W. (2019). Does openness to experience matter in love and work? Domain, facet, and developmental evidence from a 24‐year longitudinal study. Journal of Personality, 87(5), 1074-1092. https://doi.org/0.1111/jopy.12458
Sherbourne, C. D., & Stewart, A. L. (1991). The MOS social support survey. Social Science & Medicine, 32(6), 705-714. https://doi.org/10.1016/0277-9536(91)90150-b
Shih, H. F., Chen, S. H. E., Chen, S. C., & Wey, S. C. (2013). The relationship among tertiary level EFL students’ personality, online learning motivation and online learning satisfaction. Procedia-Social and Behavioral Sciences, 103, 1152-1160. https://doi.org/10.1016/j.sbspro.2013.10.442
Siegmund, L. A., Distelhorst, K. S., Bena, J. F., & Morrison, S. L. (2021). Relationships between physical activity, social isolation, and depression among older adults during COVID-19: A path analysis. Geriatric Nursing, 42(5),1240-1244. https://doi.org/10.1016/j.gerinurse.2021.08.012
Skalski, S., Uram, P., Dobrakowski, P., & Kwiatkowska, A. (2021). The link between ego-resiliency, social support, SARS-CoV-2 anxiety and trauma effects. Polish adaptation of the Coronavirus Anxiety Scale. Personality and Individual Differences, 171, 110540. https://doi.org/10.1016/j.paid.2020.110540
Small, R. V., & Venkatesh, M. (2000). A cognitive-motivation model of decision satisfaction. Instructional Science, 28(1), 1-22. https://doi.org/10.1023/A:1003574312599
Somma, A., Gialdi, G., Krueger, R. F., Markon, K. E., Frau, C., Lovallo, S., & Fossati, A. (2020). Dysfunctional personality features, non-scientifically supported causal beliefs, and emotional problems during the first month of the COVID-19 pandemic in Italy. Personality and Individual Differences, 165, 110-139. https://doi.org/10.1016/j.paid.2020.110139
Sønderskov, K. M., Dinesen, P. T., Santini, Z. I., & Østergaard, S. D. (2020). The depressive state of Denmark during the COVID-19 pandemic. Acta Neuropsychiatrica, 32(4), 226–228. https://doi.org/10.1017/neu.2020.15
Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies. Psychological Bulletin, 139, 213-240.
Spielberger, C. D. (1966). Theory and research on anxiety. Anxiety and behavior. New York: Academic press.
Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G.A. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto, CA: Consulting Psychologists Press.
Steverink, N., & Lindenberg, S. (2006). Which social needs are important for subjective well-being? What happens to them with aging? Psychology and Aging, 21(2), 281-290
Strutt, P. A., Johnco, C. J., Chen, J., Muir, C., Maurice, O., Dawes, P., Siette, J., Botelho Dias, C., Hillebrandt, H., & Wuthrich, V. M. (2022). Stress and Coping in Older Australians During COVID-19: Health, Service Utilization, Grandparenting, and Technology Use. Clinical gerontologist, 45(1), 106–119. https://doi.org/10.1080/07317115.2021.1884158
Talwar, P. (2016). The moderating effect of perceived social support on stress and depression among university students. Online Journal of Health and Allied Sciences, 15(3), 1-10. http://ir.unimas.my/id/eprint/15305
Tarafdar, M., Tu, Q., Ragu-Nathan, T. S., & Ragu-Nathan, B. S. (2011). Crossing to the dark side: examining creators, outcomes, and inhibitors of technostress. Communications of the ACM, 54(9), 113-120. https://doi.org/10.1145/1995376.1995403.
Taş, İ. (2019). Association between depression, anxiety, stress, social support, resilience and internet addiction: a structural equation modelling. Malaysian Online Journal of Educational Technology (MOJET), 17(3), 1-10. https://doi.org/10.17220/mojet.2019.03.001
Tavitiyaman, P., Ren, L., & Fung, C. (2021). Hospitality students at the online classes during COVID-19–How personality affects experience? Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100304. https://doi.org/10.1016/j.jhlste.2021.100304
Thatcher, J. B., Loughry, M. L., Lim, J., & McKnight, D. H. (2007). Internet anxiety: An empirical study of the effects of personality, beliefs, and social support. Information & management, 44(4), 353-363. https://doi.org/10.1016/j.im.2006.11.007
Thoits, P. A. (1986). Social support as coping assistance. Journal of Consulting and Clinical Psychology, 54(4), 416-423. https://doi.org/10.1037/0022-006X.54.4.416
Thompson, E. R., (2008). Development and Validation of an International English Big-Five Mini-Markers. Personality and Individual Differences, 45(6), 542- 548. https://doi.org/10.1016/j.paid.2008.06.013
United Nations Educational, Scientific and Cultural Organization. (2021). Education: From disruption to recovery. Retrieved June 25, 2021, from https://en.unesco. org/covid19/educationresponse
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1705-1729. https://doi.org/10.3390/ijerph17051729
Waqas, A., Naveed, S., Bhuiyan, M. M., Usman, J., Inam-ul-Haq, A., & Cheema, S. S. (2016). Social support and resilience among patients with burn injury in Lahore, Pakistan. Cureus, 8(11), 867. https://doi.org/10.7759/cureus.867
Watts, J., 2020. Covid-19 and the digital divide in the UK. The Lancet, 2 (8), 395–396. https://doi.org/10.1016/S2589-7500(20)30169-2
Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in human behavior, 9(4), 411-426. https://doi.org/10.1016/0747-5632(93)90032-N
Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology@ work@ home@ play (Vol. 13). New York: J. Wiley.
Wijngaards, I., Sisouw de Zilwa, S., & Burger, M. J. (2020). Extraversion Moderates the Relationship Between the Stringency of COVID-19 Protective Measures and Depressive Symptoms. Frontiers in psychology, 11, 568907. https://doi.org/10.3389/fpsyg.2020.568907
Wolitzky-Taylor, K.B., Castriotta, N., Lenze, E. J., Stanley, M.A., & Craske, M.G. (2010). Anxiety disorders in older adults: A comprehensive review. Depress Anxiety. 27(2), 190–211. https://doi.org/10.1002/da.206
Xi, W., Zhang, X., & Ayalon, L. (2022). The Framing Effect of Intergenerational Comparison of Technologies on Technophobia Among Older Adults. The journals of gerontology. Series B, Psychological sciences and social sciences, 77(7), 1179–1185. https://doi.org/10.1093/geronb/gbab199
Xiong, J., Lipsitz, O., Nasri, F., Lui, L., Gill, H., Phan, L., Chen-Li, D., Iacobucci, M., Ho, R., Majeed, A., & McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of affective disorders, 277, 55–64. https://doi.org/10.1016/j.jad.2020.08.001
Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students' satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7), e07628. https://doi.org/10.1016/j.heliyon.2021.e07628
Zhang, C., Ye, M., Fu, Y., Yang, M., Luo, F., Yuan, J., & Tao, Q. (2020). The psychological impact of the COVID-19 pandemic on teenagers in China. Journal of Adolescent Health, 67(6), 747-755. https://doi.org/10.1016/j.jadohealth.2020.08.026
Zhang, J., Lu, H., Zeng, H., Zhang, S., Du, Q., Jiang, T., et al. (2020). The differential psychological distress of populations affected by the COVID-19 pandemic. Brain Behav. Immun. 87, 49–50. https://doi.org/0.1016/j.bbi.2020.04.031
Zhang, S. X., Wang, Y., Rauch, A., & Wei, F. (2020). Unprecedented disruption of lives and work: Health, distress and life satisfaction of working adults in China one month into the COVID-19 outbreak. Psychiatry research, 288, 112958. https://doi.org/10.1101/2020.03.13.20034496
Zhao, X., Lan, M., Li, H., & Yang, J. (2021). Perceived stress and sleep quality among the non-diseased general public in China during the 2019 coronavirus disease: A moderated mediation model. Sleep Medicine, 77, 339-345. https://doi.org/10.1016/j.sleep.2020.05.021