Keywords and phrases: mixed-effect model, COVID-19 pandemic.
Received: August 14, 2023; Accepted: September 22, 2023; Published: December 11, 2023
How to cite this article: Farah Naz, Simone Gerzeli, Elena Ballante and Silvia Figini, Learning in lockdowns: a five-year analysis of COVID-19’s influence on university students’ academic experiences, Advances and Applications in Statistics 91(1) (2024), 59-75. http://dx.doi.org/10.17654/0972361724005
This Open Access Article is Licensed under Creative Commons Attribution 4.0 International License
References [1] Chaolin Huang et al., Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China, The Lancet 395(10223) (2020), 497-506. [2] Qun Li et al., Early transmission dynamics in Wuhan, China, of novel coronavirus -infected pneumonia, New England Journal of Medicine 382(13) (2020), 1199-1207. [3] Catharine I. Paules, Hilary D. Marston and Anthony S. Fauci, Coronavirus infections-more than just the common cold, JAMA 323(8) (2020), 707-708. https://jamanetwork.com/journals/jama/articlepdf/2759815/jama_paules_2020 _vp_200006.pdf. url: https://doi.org/10.1001/jama.2020.0757. [4] C. Wang, Z. Cheng, X.-G. Yue and M. McAleer, Risk management of COVID-19 by universities in China, Journal of Risk and Financial Management 13(2) (2020), 36. https://doi.org/10.3390/jrfm13020036. [5] Novel Coronavirus, 2020. Available online: https://www.who.int/emergencies/diseases/novelcoronavirus-2019. [6] H. Onyeaka, C. K. Anumudu, Z. T. Al-Sharify, E. Egele-Godswill and P. Mbaegbu, COVID-19 pandemic: a review of the global lockdown and its far-reaching effects, Sci. Prog. 104(2) (2021), 368504211019854. doi: 10.1177/00368504211019854. [7] R. Webb, COVID-19 and lockdown: living in ‘interesting times’, J. Wound Care 29(5) (2020), 243. doi: 10.12968/jowc.2020.29.5.243. [8] Sir John Daniel, Education and the COVID-19 pandemic, Prospects 49(1) (2020), 91-96. [9] Andrew E. Clark et al., Compensating for academic loss: online learning and student performance during the COVID-19 pandemic, China Economic Review 68 (2021), 101629. [10] D. Mirman, Growth curve analysis: a hands-on tutorial on using multilevel regression to analyze time course data, Proceedings of the Annual Meeting of the Cognitive Science Society 36 (2014). Retrieved from https://escholarship.org/uc/item/1dp5q4k2. [11] J. J. Hox, Multivariate multilevel regression models, Multilevel Analysis: Techniques and Applications, 2nd ed., Routledge, New York, NY, 2010. [12] Xudong Zhu and Jing Liu, Education in and after Covid-19: immediate responses and long-term visions, Postdigital Science and Education 2 (2020), 695-699. [13] Maria Limniou et al., Learning, student digital capabilities and academic performance over the COVID-19 pandemic, Education Sciences 11(7) (2021), 361. [14] Wendy E. Ellis, Tara M. Dumas and Lindsey M. Forbes, Physically isolated but socially connected: psychological adjustment and stress among adolescents during the initial COVID-19 crisis, Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement 52(3) (2020), 177. [15] Randa Alharbi et al., Statistical methods to represent the anxiety and depression experienced in Almadinh KSA during Covid-19, JP Journal of Biostatistics 18(2) (2021), 231-248. [16] P. R. Reuter, B. L. Forster and B. J. Kruger, A longitudinal study of the impact of COVID-19 restrictions on students’ health behavior, mental health and emotional well-being, Peer J. 9 (2021), e12528. doi: 10.7717/peerj.12528.
|