Faculty Sponsor: Prof Gooyabadi
Live Poster Session: https://wesleyan.zoom.us/j/99330979757
Ashley Chen
Ashley Chen is a sophomore at Wesleyan, double-majoring in Psychology and Economics. She is from Beijing, China. Outside of the classroom, she likes reading, hanging out with friends, and watching concerts.
Abstract: This study examines whether school instructional models (virtual, in-person, hybrid) are associated with depressive symptoms among U.S. high school students during COVID-19. Using a nationally representative dataset, ABES (n = 7705), a Chi-square test showed a significant association between instructional model and poor mental health (p = 0.020). However, after controlling for social interaction in a logistic regression, the association was no longer significant (p = 0.859), while social interaction remained a significant predictor (p < 0.001). Higher levels of social interaction were associated with lower odds of poor mental health. These findings suggest that differences in mental health across instructional models are largely explained by variation in social interaction rather than the instructional model itself.
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