A Mediation Analysis of Academic Resilience Amid COVID-19 Pandemic Worries

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Jacobs This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7963491/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Objective This study examines the impact of the Coronavirus disease 2019 (COVID-19) pandemic-related worries on academic resilience among adolescents, with a focus on the mediating roles of depression, social protective factors, and adverse experiences. Additionally, the study explores how demographic factors, including age, gender, and LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning) status influenced these relationships. Method Data were collected from 2,584 adolescents who completed a survey assessing pandemic worries, academic resilience, depressive symptoms, social protective factors, and adverse experiences. Mediation analysis was conducted using Hayes' PROCESS Model 6, while path analysis was performed using structural equation modeling (SEM) in JASP with 5,000 bootstrap samples. Results Findings revealed a significant negative direct effect of pandemic worries on academic resilience ( \(\:\beta\:\) = -0.0568, p \(\:<\) 0.05). Depression emerged as the strongest mediator ( \(\:\beta\:\) = -0.1208, p \(\:<\) 0.001), highlighting its critical role in explaining the link between pandemic worries and academic difficulties. Social protective factors mitigated some negative effects, but the impact of pandemic worries remained statistically significant ( \(\:\beta\:\) = -0.0101, p \(\:<\) 0.05). Gender and LGBTQ status influenced these effects, with LGBTQ-identifying students reporting significantly higher pandemic worries, depression, and adverse experiences. Conclusions The findings highlight the complex interactions between pandemic-related stressors, mental health, and academic resilience. Depression served as a key pathway through which pandemic worries affected learning adaptation, while social support helped mitigate some of these effects. The study highlights the need for targeted mental health interventions, particularly for LGBTQ youth and other vulnerable groups, and calls for further research on long-term academic outcomes following crisis-related disruptions. COVID-19 Pandemic Academic Resilience Depression Social Protective Factors Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction The Coronavirus disease 2019 (COVID-19) pandemic disrupted the education of millions of children in the United States and around the world. Financial uncertainty, survival worries associated with the virus, and social isolation from prolonged quarantine increased rates of anxiety, depression, physiological distress, and learning difficulties, particularly among at-risk populations (Salmon, 2021 ). School closures and the shift from face-to-face to online learning required students to adapt to new environments. Despite these hardships, many children successfully coped with the pandemic's effects and adjusted to different learning venues (Sari & Siswandari, 2022 ). This ability to adapt contributed to the "academic resilience" observed in many children worldwide (Holzer et al., 2021 ). This study seeks to identify key factors that contribute to academic resilience. Resilience has been defined in various ways by researchers (Park et al., 2021 ). A widely accepted definition—and the one adopted in this study—describes resilience as the ability to adapt positively in response to stressors (Masten & Cicchetti, 2016 ). Here, we define academic resilience as the ability to continue learning despite disruptions to the learning environment during and after the pandemic. This definition differs from the traditional view of academic resilience as "the student's ability to perform highly despite a disadvantaged background" (Ye et al., 2022 ). Academic resilience serves as a safeguard against "learning loss," which refers to the decline in skills or knowledge due to prolonged disruptions in education (Sari & Siswandari, 2022 ). The literature identifies both risk and protective factors (Masten, 2004 ) that influence resilience. In this study, we take a holistic perspective (Zhu et al., 2022 ), considering risk and protective factors such as adverse experiences, social protective supports (family, teachers, peers, and other adults), specific pandemic worries, and depression. Adverse childhood experiences (ACEs) are well-documented risk factors for resilience, associated with increased risks of depression, medical issues, and poor academic performance. They can also alter neurodevelopment in young children (ages 0–5), affecting their physical and emotional well-being as well as their ability to learn (Felitti et al., 1998 ). Given these effects, adverse experiences are likely to impact academic resilience, particularly for those lacking other protective factors. Conversely, social protective factors help mitigate the negative effects of adverse experiences. Numerous studies highlight the protective role of relationships with parents, teachers, peers, and other supportive adults (Zhu et al., 2022 ). Research further suggests that social support accounts for a significant portion of the variance in overall well-being (Chu et al., 2010 ). Accordingly, we expect protective social supports to play a crucial role in mitigating the impact of pandemic worries on academic resilience. Present Study Numerous studies have demonstrated that protective factors can mitigate the adverse effects of the pandemic, thereby fostering personal resilience (Cusack et al., 2022 ; Goldbach et al., 2021 ; Marchini et al., 2021 ; Moosa et al., 2023 ) and reducing academic burnout among medical students (Campbell et al., 2010 ; Chen et al., 2022 ). However, the role of academic resilience in addressing the specific school-related challenges encountered by K–12 students during COVID-19 remains underexplored. To fill this gap, the present study proposes a mediation model (Fig. 1 ) examining how pandemic worries, along with their mediating factors, collectively contribute to academic resilience. Ethical Approval and Accordance This study was reviewed by the Institutional Review Board (IRB) of SUNY Polytechnic Institute and was determined to be exempt from further review in accordance with 45 CFR 46.104(d)(4) (Exempt Category 4). The IRB granted this exemption on December 5, 2022, under protocol number IRB-Niyirora-2022-2, for the project titled “The Analysis of Teen Assessment Project (TAP) and Youth Risk Behavior Surveillance System (YRBS) Surveys from Central New York.” The study used de-identified survey data provided by the Oneida County Planning Department, NY, USA. All procedures involving human participants were conducted in accordance with the ethical standards of the institutional review board and the 1964 Helsinki Declaration and its later amendments, or with comparable ethical standards. Methods Survey Design This study used a cross-sectional design, in which a survey of 39 questions was delivered through SurveyMonkey to students in 7th, 9th, and 11th grades in one county in Central New York from April to May 2022. The survey, modeled after the Youth Risk Behavior Surveillance System and the Washington State COVID-19 Student surveys (CDC, 2022 ; Washington State Health Care Authority, 2021 ), contained questions about students' backgrounds and attitudes as well as their mental well-being and behaviors during the COVID-19 pandemic. The survey was anonymous, and participation was voluntary, with all items in the survey being optional. While the survey was designed by the authors, its administration was carried out by the county health department in partnership with local school districts. Survey Measures The survey contained 23 items that pertained to students' worries, depressive symptoms, resilience, and perceived school challenges during the pandemic. The remaining 16 questions related to demographic backgrounds and the factors of risk and protection linked to the pandemic. Consistent with related research (Goldbach et al., 2021 ; Wheaton et al., 2012 ), inquiries were made about the participants' pandemic worries, such as concerns of food insecurity, feelings of social isolation, and fears of being infected with COVID-19. This section of the survey incorporated a 5-point Likert scale, spanning from 'not at all worried' to 'extremely worried.' Students were also presented with a series of statements rated on a 4-point Likert scale of agreement/disagreement (Agustina et al., 2020 ) to assess their academic resilience. Similarly, depression-related questions utilized a 4-point Likert scale and included items from the Hopkins Symptoms Checklist (HSCL-25) (Ventevogel et al., 2007 ; Vindbjerg et al., 2021 ) to evaluate depressive symptoms, such as changes in appetite and sleep patterns. Additionally, students responded to questions about social protective factors, including their perceived safety at school and home, as well as past adverse experiences, such as physical and sexual abuse. Model In the proposed mediation model shown in Fig. 1 , the focus is on examining both the direct and indirect effects of pandemic worries on academic resilience during the COVID-19 pandemic. This serial mediation model, based on Hayes's Model 6 (Hayes, 2017 ), examines how adverse experiences, social protective factors, and depression mediate the relationship between pandemic worries and academic resilience. The arrows represent hypothesized pathways, illustrating both direct and indirect influences. The direct path suggests a direct effect of pandemic worries on academic resilience, while the indirect paths capture mediation through multiple variables. This design enables the estimation of total and specific indirect effects, offering insight into the complex interplay of factors shaping academic resilience. Regression and Path Analyses Linear regression analyses, aligned with the mediation model in Fig. 1 , were conducted to assess the direct and indirect effects of COVID-19 worries on academic resilience. These analyses employed Model 6 of the PROCESS macro (Version 4.2) in SPSS 29.0 (Hayes, 2017 ). Assumptions of linear regression, including homoscedasticity and the absence of multicollinearity, were verified using residual plots and variance inflation factors (Montgomery et al., 2015 ). The models controlled for age, gender (male or not), and sexual orientation (Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning (LGBTQ) or not). Additionally, JASP 0.18.3 was used for path analysis to further explore mediation relationships among the primary and control variables. Results Sample Size The county health department disseminated the survey to all the participating schools, and 3,630 responses were returned. Regrettably, the number of eligible participants was not recorded. Out of the returned surveys, 1,046 were dropped due to incomplete responses. This resulted in a final sample size of 2,584. Sample Characteristics Table 1 presents sociodemographic characteristics of participants (N = 2,584). The participants' ages ranged from 12 to 17 years, and the share of each age group varied between 14% and 21%. The participants identified as either Male (n = 1,256; 49%) or Female (n = 1,201; 46%), while the rest identified as 'Other'. The majority of participants, approximately 81% (n = 2,115), identified as heterosexual, while most (n = 2,195; 85%) reported English as their primary language at home. Table 1 Sociodemographic characteristics of participants sorted from most to least (N = 2,584) Characteristic Category Frequency (n) Percentage (n/N) Age 13 537 20.78 14 467 18.07 12 415 16.06 15 408 15.79 17 379 14.67 16 378 14.63 Gender Male 1256 48.61 Female 1201 46.48 Other 127 4.91 Sexual Orientation Heterosexual 2115 81.85 Bisexual 261 10.10 Other 135 5.22 Samesex 73 2.83 Primary Language English 2195 84.95 Other 315 12.19 Spanish 74 2.86 Survey Responses Pandemic Worries (8 Items) Figure 2 presents participants' reported worries related to the COVID-19 pandemic. Respondents rated their concerns across eight areas, including health, financial stability, social relationships, and emotional well-being. Responses were recorded on a five-point scale, with Not at all worried scored as 0 and Extremely worried as 4. Higher total scores indicate greater concern about the pandemic, while lower scores reflect less worry. The internal consistency of these items was strong (Cronbach's \(\:\alpha\:\) = 0.845, 95% CI = [0.833, 0.857]), supporting the reliability of the measure. Academic Resilience (4 Items) Figure 3 presents participants' responses to academic resilience questions, capturing their experiences with school-related challenges during the COVID-19 pandemic. The items assess difficulties in adapting to changes, maintaining school connections, accessing academic support, and adjusting to online learning. Responses were recorded on a four-point scale, with Strongly Disagree scored as 1 and Strongly Agree as 4. Higher total scores indicate greater academic difficulties (or lower academic resilience), while lower scores suggest greater resilience. The internal consistency of these items was high (Cronbach's \(\:\alpha\:\) = 0.895, 95% CI = [0.886, 0.904]), demonstrating strong reliability. Depression (6 Items) Figure 4 presents participants' self-reported depressive symptoms during the COVID-19 pandemic. The items assess changes in emotional well-being, including increased worry, loss of interest in usual activities, heightened stress, changes in appetite and sleep patterns, and feelings of fatigue. Responses were recorded on a four-point scale, with Strongly Disagree scored as 1 and Strongly Agree as 4. Higher total scores indicate greater depressive symptom severity, while lower scores suggest fewer reported symptoms. The internal consistency of these items was high (Cronbach's \(\:\alpha\:\) = 0.855, 95% CI = [0.843, 0.866]), supporting the reliability of the measure. Adverse Experiences (3 Items) Figure 5 presents participants' responses to yes/no questions about whether they had ever been subjected to dating physical abuse, sexual coercion, or cyberbullying. In the absence of a comprehensive adversity index, the sum of affirmative responses from these items was used as a proxy estimate of adverse experiences. Social Protective Factors (4 Items) Figure 6 presents participants' responses to questions assessing social protective factors, including family support, perceived safety, and access to trusted individuals for personal problems. These items were measured using different response formats, including numerical scales (e.g., frequency of family meals), yes/no questions, and Likert-type scales (e.g., strongly disagree to strongly agree). Because of these variations, the responses did not form a unified scale. To approximate the number of social protective factors available to each participant, responses were paraphrased and converted into binary indicators. For example, the question: "DURING A TYPICAL WEEK, on how many days did all the family members who live in your household eat a meal together?" originally had seven response options. This was paraphrased into a yes/no format as "In a typical week, all my family members eat a meal together at least five times." Similarly, for four-point Likert scale questions, responses of Strongly Agree and Agree were coded as "Yes," while Strongly Disagree and Disagree were coded as "No." A higher summed score approximates greater social protection, reflecting stronger support systems and a more secure environment. For example, the question: "DURING A TYPICAL WEEK, on how many days did all the family members who live in your household eat a meal together?" originally had seven response options. This was paraphrased into a yes/no format as "In a typical week, all my family members eat a meal together at least five times." Similarly, for four-point Likert scale questions, responses of Strongly Agree and Agree were coded as "Yes," while Strongly Disagree and Disagree were coded as "No." Mediation Analysis Linear Regression This subsection presents the results of linear regression analyses conducted as part of a mediation analysis using Hayes Model 6 within the PROCESS macro in SPSS. Model 6 specifies a serial mediation framework, where the predictor variable (pandemic worries) influences the outcome variable (academic resilience) through multiple mediators (adverse experiences, social protective factors, and depressive symptoms) in a sequential order. Table 2 reports the direct effect of pandemic worries on academic resilience, the total indirect effect accounting for all mediators, and specific indirect effects through individual mediation pathways. Each effect is presented with its standardized coefficient (Effect), standard error (SE), and 95% confidence intervals (LL, UL), which were estimated using 5,000 bootstrap samples to enhance the robustness of inference. Table 2 Hayes Model 6 Results: Pandemic Worries (X) on Academic Resilience (Y) 95% Confidence Interval* 4–5 Path Effect SE LL UL Direct Effect : Pandemic Worries \(\:\to\:\) Academic Resilience -0.0568** 0.0185 -0.0932 -0.0205 Total Indirect Effect : Pandemic Worries \(\:\to\:\) (All Mediators) \(\:\to\:\) Academic Resilience -0.1649** 0.0113 -0.1873 -0.1430 Specific Indirect Effects : Pandemic Worries \(\:\to\:\) Depression \(\:\to\:\) Academic Resilience -0.1208** 0.0104 -0.1421 -0.1010 Pandemic Worries \(\:\to\:\) Social Protective Factors \(\:\to\:\) Depression \(\:\to\:\) Academic Resilience -0.0113** 0.0022 -0.0157 -0.0072 Pandemic Worries \(\:\to\:\) Social Protective Factors \(\:\to\:\) Academic Resilience -0.0101 0.0030 -0.0167 -0.0049 Pandemic Worries \(\:\to\:\) Adverse Experiences \(\:\to\:\) Depression \(\:\to\:\) Academic Resilience -0.0098 0.0019 -0.0137 -0.0064 Pandemic Worries \(\:\to\:\) Adverse Experiences \(\:\to\:\) Academic Resilience -0.0059 0.0031 -0.0123 -0.0001 Pandemic Worries \(\:\to\:\) Adverse Experiences \(\:\to\:\) Social Protective Factors \(\:\to\:\) Depression \(\:\to\:\) Academic Resilience -0.0037** 0.0007 -0.0051 -0.0024 Pandemic Worries \(\:\to\:\) Adverse Experiences \(\:\to\:\) Social Protective Factors \(\:\to\:\) Academic Resilience -0.0033** 0.0010 -0.0054 -0.0016 Note. Standardized coefficients from Hayes Model 6 with 5,000 bootstrap samples. SE = Standard Error; LL = lower limit; UL = upper limit of the 95% bias-corrected bootstrap confidence interval. The absence of zero within the confidence interval suggests statistical significance at \(\:p<0.05\) *, \(\:p<0.01.\) ** Path Analysis This subsection presents the results of path analysis conducted using the structural equation modeling (SEM) library in JASP 0.18.3 with 5,000 bootstrap samples to assess the relationships among key study variables. Path analysis allows for the simultaneous estimation of multiple direct and indirect effects between observed variables while accounting for dependencies within the model (Wright, 1934 ). Table 3 reports standardized path coefficients (Estimate), standard errors (SE), z-values, and bias-corrected 95% confidence intervals, providing insight into the strength and direction of each relationship. To enhance readability and facilitate interpretation of the significance of mediating effects, coefficients were sorted in descending order. Table 3 Bootstrapped path coefficients from SEM analysis with control variables 95% Confidence Interval Estimate Std. Error z-value p Lower Upper LGBTQ→Depression 0.490 0.047 10.384 < .001 0.394 0.583 LGBTQ→Adverse Experiences 0.466 0.052 9.012 < .001 0.337 0.595 LGBTQ→Pandemic Worries 0.446 0.052 8.596 < .001 0.341 0.553 Pandemic Worries→Depression 0.326 0.018 18.444 < .001 0.288 0.361 Pandemic Worries→Adverse Experiences 0.146 0.019 7.540 < .001 0.105 0.189 Age→Depression 0.098 0.017 5.667 < .001 0.064 0.131 Social Protective Factors→Academic Resilience 0.085 0.019 4.542 < .001 0.048 0.124 Age→Adverse Experiences 0.034 0.019 1.782 0.075 − 0.003 0.072 LGBTQ→Academic Resilience 0.008 0.048 0.165 0.869 − 0.085 0.112 Adverse Experiences→Academic Resilience − 0.040 0.019 − 2.184 0.029 − 0.080 − 6.000 × 10 − 4 Age→Academic Resilience − 0.047 0.017 − 2.772 0.006 − 0.080 − 0.013 Age→Social Protective Factors − 0.050 0.019 − 2.616 0.009 − 0.087 − 0.013 Pandemic Worries→Academic Resilience − 0.057 0.019 − 3.070 0.002 − 0.098 − 0.015 Age→Pandemic Worries − 0.082 0.019 − 4.295 < .001 − 0.119 − 0.043 Gender Male→Academic Resilience − 0.140 0.036 − 3.836 < .001 − 0.208 − 0.069 Gender Male→Social Protective Factors − 0.146 0.040 − 3.705 < .001 − 0.225 − 0.072 Pandemic Worries→Social Protective Factors − 0.157 0.019 − 8.101 < .001 − 0.200 − 0.114 Gender Male→Pandemic Worries − 0.174 0.040 − 4.341 < .001 − 0.251 − 0.099 Gender Male→Adverse Experiences − 0.189 0.039 − 4.773 < .001 − 0.266 − 0.114 Gender Male→Depression − 0.342 0.036 − 9.487 < .001 − 0.414 − 0.271 Depression→Academic Resilience − 0.447 0.020 − 21.924 < .001 − 0.493 − 0.402 LGBTQ→Social Protective Factors − 0.575 0.052 − 11.091 < .001 − 0.691 − 0.465 Note. Delta method standard errors, bias-corrected percentile bootstrap confidence intervals, ML estimator. Discussion Findings from the mediation and path analyses (Tables 2 and 3 ) identified multiple pathways through which pandemic-related worries influenced academic resilience, underscoring the complex interactions among psychological distress, social protective factors, and adverse experiences. Age, gender, and LGBTQ status were included as control variables to account for their potential effects on these relationships (Tables 1 and 3 ). Statistical significance was determined by ensuring that the bias-corrected bootstrap confidence interval did not include zero. As shown in Table 2 , the direct effect of pandemic worries on academic resilience was negative and significant ( \(\:\beta\:\) = -0.0568, SE = 0.0185, p \(\:<\) 0.05), indicating that students who experienced greater pandemic worries reported lower levels of academic resilience. This finding suggests that, even without mediators, pandemic worries exerted a direct negative influence on academic resilience, supporting a partial mediation model. However, the considerably larger total indirect effect coefficient ( \(\:\beta\:\) = -0.1649, SE = 0.0113, p \(\:<\) 0.05) implies that a substantial portion of the impact of pandemic worries was transmitted through mediating pathways. Depression emerged as the strongest mediator in this model, accounting for the largest indirect effect ( \(\:\beta\:\) = -0.1208, SE = 0.0104, p \(\:<\) 0.001). Other mediators also played significant roles in the relationship between pandemic worries and academic resilience. Notably, social protective factors helped buffer the negative effects of pandemic worries on academic resilience, both directly and indirectly through depression. For example, the pathway Pandemic Worries \(\:\to\:\) Social Protective Factors \(\:\to\:\) Academic Resilience had a relatively small effect ( \(\:\beta\:\) = -0.0101) compared to a more negative direct effect of pandemic worries on academic resilience ( \(\:\beta\:\) = -0.0568). The role of social protective factors became more pronounced when considered alongside depression. The indirect effect through Pandemic Worries \(\:\to\:\) Depression \(\:\to\:\) Academic Resilience was substantially larger ( \(\:\beta\:\) = -0.1208), indicating that depression served as a major pathway through which pandemic worries undermined academic resilience. However, when social protective factors were included in the pathway with depression ( Pandemic Worries \(\:\to\:\) Social Protective Factors \(\:\to\:\) Depression \(\:\to\:\) Academic Resilience ), the effect was notably smaller ( \(\:\beta\:\) = -0.0113). This suggests that social protective factors may have mitigated some of the adverse effects of pandemic worries by indirectly reducing depressive symptoms, thereby lessening their overall impact on academic resilience. Strangely, the mediation results in Table 2 also suggest that adverse experiences may have mitigated the effects of pandemic worries on academic resilience. However, this is likely an artifact of the study's limited measurement of adverse experiences, as the vast majority of students reported no adverse events (Fig. 5 ). A more comprehensive assessment of adverse childhood experiences (ACEs), as recommended by CDC guidelines, would have provided a broader range of data, suggesting that the restricted scope of ACEs in this study may not have captured enough variation to meaningfully mediate the relationship between pandemic worries and academic resilience. The contrasting effects of social protective factors and adverse experiences on academic resilience are more clearly illustrated in the path analysis (Table 3 ). This analysis indicates that social protective factors directly enhance academic resilience ( \(\:\beta\:\) = 0.085, SE = 0.019, p \(\:<\) 0.001), whereas adverse experiences have a negative impact ( \(\:\beta\:\) = -0.040, SE = 0.019, p \(\:<\) 0.05). The descriptive statistics from Figs. 2 , 3 , and 4 provide further context for these observations. Pandemic-related worries varied considerably among participants. Notably, feeling alone or lonely was a prevalent concern, with nearly half of the respondents (49.8%) reporting at least some level of worry. Similarly, concerns about friends or family members getting sick with COVID-19 were widespread, with 57% of participants expressing at least a little worry. Surprisingly, fears of getting sick with COVID-19 were not as prominent, with approximately three-fifths (74.1%) of respondents reporting that they were not at all worried or not worried now but had been earlier . This lower level of concern may reflect the timing of the survey, which was conducted as the pandemic was beginning to subside. In terms of academic resilience, Fig. 3 highlights that students faced challenges transitioning back to in-person learning, staying engaged with school, and obtaining academic support. Nearly half (49%) of the respondents found switching to online learning difficult, while 51% reported that school had become harder . Additionally, 50% of students agreed that they had difficulty getting help with online schoolwork , and 41% felt less connected to their school . These academic difficulties, combined with elevated psychological distress, likely contributed to the observed negative relationship between pandemic worries and academic resilience. Figure 4 further underscores the psychological distress experienced by students during the pandemic. More than half (52%) of the respondents reported feeling more worried than before the pandemic, while 46% experienced a great deal of stress . Additionally, 40% reported losing interest in activities they usually enjoyed , a common indicator of emotional distress. Sleep and appetite disruptions were also prevalent, with 54% experiencing changes in sleeping habits and 54% reporting changes in appetite . Furthermore, 61% of students indicated that they felt tired much of the time , highlighting the persistent exhaustion and fatigue associated with increased psychological distress. These observations reinforce the strong mediating role of depression in the relationship between pandemic worries and academic resilience, suggesting that heightened emotional distress may have significantly contributed to students' academic struggles. As the mediation analysis revealed, social protective factors helped buffer some of the negative effects of pandemic worries and psychological distress. Figure 6 provides descriptive statistics on the prevalence of these protective factors among students. Encouragingly, many students reported access to social support, with 84% able to confide in a parent or guardian and 87% in a friend when facing serious personal problems. Additionally, 81% felt safe at school , and 95% safe at home . In contrast, students with fewer protective factors—such as lower family cohesion (e.g., irregular shared meals) or reduced parental awareness of their activities—were likely more vulnerable to pandemic-related academic challenges. Results from the path analysis (Table 3 ) further highlighted the significance of control variables, including age, gender, and LGBTQ status, in shaping pandemic-related experiences and academic resilience. LGBTQ-identifying participants (N = 469 or 18%—Table 1 ) reported higher levels of pandemic worries ( \(\:\beta\:\) = 0.446, SE = 0.052, p \(\:<\) 0.001), more adverse experiences ( \(\:\beta\:\) = 0.466, SE = 0.052, p \(\:<\) 0.001), and greater depressive symptoms ( \(\:\beta\:\) = 0.490, SE = 0.047, p \(\:<\) 0.001) compared to their heterosexual peers. Moreover, LGBTQ status was negatively associated with social protective factors ( \(\:\beta\:\) = -0.575, SE = 0.052, p \(\:<\) 0.001), suggesting that these students may have had fewer social supports, further exacerbating their risk factors. Notably, identifying as LGBTQ alone did not have a significant direct effect on academic resilience without accounting for other factors. These insights align with (Chan & Suen, 2023 ) and affirm the importance of addressing mental health disparities and providing targeted support for vulnerable groups, including LGBTQ students and those without stable housing. However, our data lacked sufficient information to examine these disparities by race. Gender differences were also evident. Male participants reported lower levels of depression ( \(\:\beta\:\) = -0.342, SE = 0.036, p \(\:<\) 0.001) and fewer pandemic worries ( \(\:\beta\:\) = -0.174, SE = 0.040, p \(\:<\) 0.001) despite having fewer social protective factors ( \(\:\beta\:\) = -0.146, SE = 0.040, p \(\:<\) 0.001). They also experienced fewer adverse experiences ( \(\:\beta\:\) = -0.189, SE = 0.039, p \(\:<\) 0.001), suggesting lower overall exposure to pandemic-related stressors. Previous studies found that female students were more likely to experience greater pandemic-related psychological distress than their male counterparts, possibly due to higher exposure to pandemic stressors or differences in coping mechanisms (Amerio et al., 2022 ). These findings reflect gendered patterns in how students processed and internalized pandemic challenges, with non-male students being more vulnerable to depressive symptoms as a result (Amerio et al., 2022 ). Age also played a role, though its effects were comparatively smaller. Older students exhibited a slight increase in depressive symptoms ( \(\:\beta\:\) = 0.098, SE = 0.017, p \(\:<\) 0.001) and a negative association with social protective factors ( \(\:\beta\:\) = -0.050, SE = 0.019, p = 0.009), suggesting that older adolescents may have faced more psychological distress while experiencing reduced social support. However, age was not a strong predictor of pandemic worries or adverse experiences, indicating that these stressors were relatively stable across age groups. Conclusion Our findings underscore the impact of proximal stressors—such as the COVID-19 pandemic—on students' ability to adapt to different learning environments. The data also provide evidence of the protective role of supportive families, teachers, and peers in fostering academic resilience (Butler et al., 2022 ). In this regard, the findings align with prior research on social support and adversity (Butler et al., 2022 ). Conversely, depression, particularly when compounded by a history of adverse experiences, exacerbated the negative effects of the pandemic, further hindering students' ability to adjust to new learning modalities. The results also highlight the direct impact of a major stressor, such as a pandemic, on students' ability to transition between learning formats, particularly when one of those formats—online learning—was unfamiliar to them. Additionally, the study highlights the increased vulnerability of marginalized populations, particularly LGBTQ students and those facing gender-related challenges. Collectively, these results strongly suggest the need for: 1. Assessing how children and adolescents are performing academically while navigating proximal stressor challenges such as a pandemic. 2. Providing direct support to families, children, and adolescents to help manage proximal stressors. For example, disseminating strategies to mitigate anxiety through social media and other public communication channels. 3. Conducting research to identify effective strategies for assisting youth in transitioning between different learning modalities. 4. Exploring ways to enhance learning environments during crises such as the pandemic, with a particular focus on gender differences and marginalized populations. Limitations and Future Research While this study provides valuable insights into the impact of COVID-19 pandemic-related worries on academic resilience, several limitations should be acknowledged. First, the measurement of adverse childhood experiences (ACEs) was limited in scope. A more comprehensive set of ACEs, as recommended by CDC guidelines, would have provided a more nuanced understanding of how early adversity mediates the relationship between pandemic worries and academic outcomes. Second, although the study identified social protective factors as a key mediator, the absence of a validated index for measuring these factors limits the interpretability of the results. While individual protective factors, such as parental support and school safety, were assessed, the lack of an aggregated measure prevents a more holistic understanding of how cumulative social support influences academic resilience. Future research should aim to develop and validate a standardized index for assessing social protective factors in similar contexts. Third, the study relied solely on quantitative survey data, which, while valuable, does not capture the full depth of students' lived experiences. The inclusion of qualitative data, such as open-ended responses or interviews, could have provided a richer context to understand how students navigated pandemic-related stressors and what specific forms of support were most effective. Future studies should incorporate mixed-method approaches to gain a deeper understanding of the mechanisms underlying these relationships. Finally, while this study highlights the importance of understanding the effects of proximal stressors on learning adaptation, further research is needed to examine long-term academic outcomes. The transition between learning modalities during the pandemic was an unprecedented challenge, and it remains unclear how these disruptions will affect students' educational trajectories in the coming years. Future studies should investigate the lasting impact of pandemic-related academic disruptions and identify effective interventions to support students in the aftermath of global crises. Declarations Ethical approval This study was reviewed by the Institutional Review Board (IRB) of SUNY Polytechnic Institute and was determined to be exempt from further review in accordance with 45 CFR 46.104(d)(4) (Exempt Category 4). The IRB granted this exemption on December 5, 2022, under protocol number IRB-Niyirora-2022-2, for the project titled “The Analysis of Teen Assessment Project (TAP) and Youth Risk Behavior Surveillance System (YRBS) Surveys from Central New York.” The study used de-identified survey data provided by the Oneida County Planning Department, NY, USA. All procedures involving human participants were conducted in accordance with the ethical standards of the institutional review board and the 1964 Helsinki Declaration and its later amendments, or with comparable ethical standards. Consent to participate The study analyzed de-identified data provided by the Oneida County Planning Department from the ongoing Teen Assessment Project (TAP) survey, which is administered every 2 to 4 years to middle and high school students in Oneida County, NY, USA. Although the author contributed to survey design, the full administration and data collection were conducted independently by the County. The dataset received by the authors contained no personally identifiable information, and no direct or indirect interaction with participants occurred. Consent to publish Not applicable. Competing interests The authors declare no conflict interest for this research. Author Contribution J.J. conceptualized the study and oversaw the final revisions. P.R. and J.N. drafted the initial manuscript. J.N. conducted the statistical analyses. R.J. contributed to the final revisions. Data Availability The data analyzed in this study were provided by the Oneida County Planning Department and are not publicly available. The authors do not have permission to redistribute the dataset. However, interested researchers may request access directly from the [Oneida County Planning Department, NY, USA](https:/oneidacountyny.gov/departments/planning) , subject to the County’s data sharing policies. References Agustina PZR, Cheng T-H, et al. How students' perspectives about online learning amid the COVID-19 pandemic? Stud Learn Teach. 2020;1(3):133–9. Amerio A, Bertuccio P, Santi F, Bianchi D, Brambilla A, Morganti A, Odone A, Costanza A, Signorelli C, Aguglia A, et al. Gender differences in COVID-19 lockdown impact on mental health of undergraduate students. Front Psychiatry. 2022;12:813130. Butler N, Quigg Z, Bates R, Jones L, Ashworth E, Gowland S, Jones M. The contributing role of family, school, and peer supportive relationships in protecting the mental wellbeing of children and adolescents. School Mental Health. 2022;14(3):776–88. Campbell J, Prochazka AV, Yamashita T, Gopal R. Predictors of persistent burnout in internal medicine residents: A prospective cohort study. Acad Med. 2010;85(10):1630–4. CDC. (2022). Youth risk behavior surveillance system (YRBSS). Centers for Disease Control and Prevention (CDC) . https://www.cdc.gov/healthyyouth/data/yrbs/index.htm Chan RC, Suen YT. Effects of identity disclosure on school victimization and long-term educational outcomes among lesbian, gay, bisexual, transgender, and intersex students in china. J Sch Psychol. 2023;98:96–112. Chen HL, Wang HY, Lai SF, Ye ZJ. (2022). The associations between psychological distress and academic burnout: A mediation and moderation analysis. Psychol Res Behav Manage, 1271–82. Chu PS, Saucier DA, Hafner E. Meta-analysis of the relationships between social support and well-being in children and adolescents. J Soc Clin Psychol. 2010;29(6):624–45. Cusack SE, Bountress KE, Denckla CA, Vassileva J, Dick DM, Amstadter AB et al. Science Working Group, S. for,. (2022). A longitudinal investigation of resilience as a protective factor during the COVID-19 pandemic. Traumatology . Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14(4):245–58. Goldbach C, Knutson D, Milton DC. LGBTQ + people and COVID-19: The importance of resilience during a pandemic. Psychol Sex Orientat Gend Divers. 2021;8(2):123. Hayes AF. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford; 2017. Holzer J, Lüftenegger M, Käser U, Korlat S, Pelikan E, Schultze-Krumbholz A, Spiel C, Wachs S, Schober B. Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning. Int J Psychol. 2021;56(6):843–52. Marchini S, Zaurino E, Bouziotis J, Brondino N, Delvenne V, Delhaye M. Study of resilience and loneliness in youth (18–25 years old) during the COVID-19 pandemic lockdown measures. J Community Psychol. 2021;49(2):468–80. Masten AS. Regulatory processes, risk, and resilience in adolescent development. Ann N Y Acad Sci. 2004;1021(1):310–9. Masten AS, Cicchetti D. Resilience in development: Progress and transformation. Dev Psychopathol. 2016;4(3):271–333. Montgomery DC, Jennings CL, Kulahci M. Introduction to time series analysis and forecasting. Wiley; 2015. Moosa AS, Ng DX, Aau WK, Goy WTT, Yang CR, Sim EHA, Wee JD, Tan NC. Resilience and coping behaviour among adolescents in a high-income city-state during the COVID-19 pandemic. Sci Rep. 2023;13(1):4061. Park CL, Finkelstein-Fox L, Russell BS, Fendrich M, Hutchison M, Becker J. Psychological resilience early in the COVID-19 pandemic: Stressors, resources, and coping strategies in a national sample of americans. Am Psychol. 2021;76(5):715. Salmon K. The ecology of youth psychological wellbeing in the COVID-19 pandemic. J Appl Res Memory Cognition. 2021;10(4):564–76. Sari PR, Siswandari K. The influence of individual internal protective factors on student's academic resilience. J Posit School Psychol. 2022;6(9):1236–55. Ventevogel P, De Vries G, Scholte WF, Shinwari NR, Faiz H, Nassery R, van den Brink W, Olff M. Properties of the hopkins symptom checklist-25 (HSCL-25) and the self-reporting questionnaire (SRQ-20) as screening instruments used in primary care in afghanistan. Soc Psychiatry Psychiatr Epidemiol. 2007;42:328–35. Vindbjerg E, Mortensen EL, Makransky G, Nielsen T, Carlsson J. A rasch-based validity study of the HSCL-25. J Affect Disorders Rep. 2021;4:100096. Washington State Health Care Authority. (2021). COVID-19 student survey . https://csswashington.org Wheaton MG, Abramowitz JS, Berman NC, Fabricant LE, Olatunji BO. Psychological predictors of anxiety in response to the H1N1 (swine flu) pandemic. Cogn Therapy Res. 2012;36:210–8. Wright S. The method of path coefficients. Ann Math Stat. 1934;5(3):161–215. Ye Y, Wang C, Zhu Q, He M, Havawala M, Bai X, Wang T. Parenting and teacher–student relationship as protective factors for chinese adolescent adjustment during COVID-19. School Psychol Rev. 2022;51(2):187–205. Zhu Q, Cheong Y, Wang C, Sun C. The roles of resilience, peer relationship, teacher–student relationship on student mental health difficulties during COVID-19. School Psychol. 2022;37(1):62. Ethics. declarations. Additional Declarations No competing interests reported. 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Jacobs","email":"","orcid":"","institution":"SUNY Polytechnic Institute","correspondingAuthor":false,"prefix":"","firstName":"Robin","middleName":"J.","lastName":"Jacobs","suffix":""}],"badges":[],"createdAt":"2025-10-27 21:34:59","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7963491/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7963491/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":96252478,"identity":"f24aa87b-f261-4e8b-8e86-1e26aebbccf9","added_by":"auto","created_at":"2025-11-19 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09:11:15","extension":"html","order_by":18,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":138863,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/6c188292b380d6c550cf9274.html"},{"id":96163928,"identity":"c2582989-bc02-4d65-ae60-d3eb421eb404","added_by":"auto","created_at":"2025-11-18 09:11:14","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":81146,"visible":true,"origin":"","legend":"\u003cp\u003eA Model of Mediating Pathways Between Pandemic Worries and Academic Resilience\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/3e49e1bde35a5b735f521fe4.png"},{"id":96251227,"identity":"3f4a3d7c-ad76-4895-9afd-768cd4f9d3c1","added_by":"auto","created_at":"2025-11-19 07:39:32","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":137474,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants' worries resulting from the COVID-19 pandemic. The prompt was: RIGHT NOW, how much are you worried about the following?\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/cff79f54394ae47af5dd6e1a.png"},{"id":96163925,"identity":"9565624b-f9ba-423e-91f4-3eb576bae612","added_by":"auto","created_at":"2025-11-18 09:11:14","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":130708,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants' responses to academic resilience questions. The prompt was: As a result of living with the COVID-19 pandemic...\u003c/p\u003e","description":"","filename":"floatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/3b9e7510cd08fb2a35d89cd8.png"},{"id":96250417,"identity":"8c8edd51-f1ee-46d3-b1c4-0226db566f83","added_by":"auto","created_at":"2025-11-19 07:38:18","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":142384,"visible":true,"origin":"","legend":"\u003cp\u003eSelf-reported depressive symptoms. The prompt was: In comparison to before the COVID-19 pandemic...\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/524ce16e5ca9e2a49a34f049.png"},{"id":96163926,"identity":"67b7aff7-08af-4f8a-80da-13552505f9cd","added_by":"auto","created_at":"2025-11-18 09:11:14","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":69062,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants' responses to adverse experience questions. The prompt was: Please indicate whether anyone HAS EVER done any of the following to YOU personally.\u003c/p\u003e","description":"","filename":"floatimage5.png","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/b731e8d2f7940305606c6a89.png"},{"id":96251237,"identity":"8224573b-ceac-4500-9d91-d8ca94cddaea","added_by":"auto","created_at":"2025-11-19 07:39:32","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":118931,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants' paraphrased responses to social protective factors questions\u003c/p\u003e","description":"","filename":"floatimage6.png","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/e2ae4f157314fe8e81f01a08.png"},{"id":96602957,"identity":"21b29b33-0061-4bcf-84bc-0fb273f4ccc6","added_by":"auto","created_at":"2025-11-24 09:05:29","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1434536,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7963491/v1/3cd2a893-2de2-47af-8a92-31110b06a7c2.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Mediation Analysis of Academic Resilience Amid COVID-19 Pandemic Worries","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe Coronavirus disease 2019 (COVID-19) pandemic disrupted the education of millions of children in the United States and around the world. Financial uncertainty, survival worries associated with the virus, and social isolation from prolonged quarantine increased rates of anxiety, depression, physiological distress, and learning difficulties, particularly among at-risk populations (Salmon, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). School closures and the shift from face-to-face to online learning required students to adapt to new environments. Despite these hardships, many children successfully coped with the pandemic's effects and adjusted to different learning venues (Sari \u0026amp; Siswandari, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). This ability to adapt contributed to the \"academic resilience\" observed in many children worldwide (Holzer et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). This study seeks to identify key factors that contribute to academic resilience.\u003c/p\u003e\n\u003cp\u003eResilience has been defined in various ways by researchers (Park et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). A widely accepted definition\u0026mdash;and the one adopted in this study\u0026mdash;describes resilience as the ability to adapt positively in response to stressors (Masten \u0026amp; Cicchetti, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). Here, we define academic resilience as the ability to continue learning despite disruptions to the learning environment during and after the pandemic. This definition differs from the traditional view of academic resilience as \"the student's ability to perform highly despite a disadvantaged background\" (Ye et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). Academic resilience serves as a safeguard against \"learning loss,\" which refers to the decline in skills or knowledge due to prolonged disruptions in education (Sari \u0026amp; Siswandari, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eThe literature identifies both risk and protective factors (Masten, \u003cspan class=\"CitationRef\"\u003e2004\u003c/span\u003e) that influence resilience. In this study, we take a holistic perspective (Zhu et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e), considering risk and protective factors such as adverse experiences, social protective supports (family, teachers, peers, and other adults), specific pandemic worries, and depression.\u003c/p\u003e\n\u003cp\u003eAdverse childhood experiences (ACEs) are well-documented risk factors for resilience, associated with increased risks of depression, medical issues, and poor academic performance. They can also alter neurodevelopment in young children (ages 0\u0026ndash;5), affecting their physical and emotional well-being as well as their ability to learn (Felitti et al., \u003cspan class=\"CitationRef\"\u003e1998\u003c/span\u003e). Given these effects, adverse experiences are likely to impact academic resilience, particularly for those lacking other protective factors. Conversely, social protective factors help mitigate the negative effects of adverse experiences. Numerous studies highlight the protective role of relationships with parents, teachers, peers, and other supportive adults (Zhu et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). Research further suggests that social support accounts for a significant portion of the variance in overall well-being (Chu et al., \u003cspan class=\"CitationRef\"\u003e2010\u003c/span\u003e). Accordingly, we expect protective social supports to play a crucial role in mitigating the impact of pandemic worries on academic resilience.\u003c/p\u003e\n\u003cp\u003ePresent Study\u003c/p\u003e\n\u003cp\u003eNumerous studies have demonstrated that protective factors can mitigate the adverse effects of the pandemic, thereby fostering personal resilience (Cusack et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e; Goldbach et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Marchini et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Moosa et al., \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e) and reducing academic burnout among medical students (Campbell et al., \u003cspan class=\"CitationRef\"\u003e2010\u003c/span\u003e; Chen et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). However, the role of \u003cem\u003eacademic\u003c/em\u003e resilience in addressing the specific school-related challenges encountered by K\u0026ndash;12 students during COVID-19 remains underexplored. To fill this gap, the present study proposes a mediation model (Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e) examining how pandemic worries, along with their mediating factors, collectively contribute to academic resilience.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u0026nbsp;and Accordance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was reviewed by the Institutional Review Board (IRB) of SUNY Polytechnic Institute and was determined to be exempt from further review in accordance with 45 CFR 46.104(d)(4) (Exempt Category 4). The IRB granted this exemption on December 5, 2022, under protocol number IRB-Niyirora-2022-2, for the project titled \u003cem\u003e\u0026ldquo;The Analysis of Teen Assessment Project (TAP) and Youth Risk Behavior Surveillance System (YRBS) Surveys from Central New York.\u0026rdquo;\u003c/em\u003e The study used de-identified survey data provided by the Oneida County Planning Department, NY, USA. All procedures involving human participants were conducted in accordance with the ethical standards of the institutional review board and the 1964 Helsinki Declaration and its later amendments, or with comparable ethical standards.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eSurvey Design\u003c/p\u003e\u003cp\u003eThis study used a cross-sectional design, in which a survey of 39 questions was delivered through SurveyMonkey to students in 7th, 9th, and 11th grades in one county in Central New York from April to May 2022. The survey, modeled after the Youth Risk Behavior Surveillance System and the Washington State COVID-19 Student surveys (CDC, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Washington State Health Care Authority, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), contained questions about students' backgrounds and attitudes as well as their mental well-being and behaviors during the COVID-19 pandemic. The survey was anonymous, and participation was voluntary, with all items in the survey being optional. While the survey was designed by the authors, its administration was carried out by the county health department in partnership with local school districts.\u003c/p\u003e\u003cp\u003eSurvey Measures\u003c/p\u003e\u003cp\u003eThe survey contained 23 items that pertained to students' worries, depressive symptoms, resilience, and perceived school challenges during the pandemic. The remaining 16 questions related to demographic backgrounds and the factors of risk and protection linked to the pandemic. Consistent with related research (Goldbach et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Wheaton et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), inquiries were made about the participants' pandemic worries, such as concerns of food insecurity, feelings of social isolation, and fears of being infected with COVID-19. This section of the survey incorporated a 5-point Likert scale, spanning from 'not at all worried' to 'extremely worried.' Students were also presented with a series of statements rated on a 4-point Likert scale of agreement/disagreement (Agustina et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) to assess their academic resilience. Similarly, depression-related questions utilized a 4-point Likert scale and included items from the Hopkins Symptoms Checklist (HSCL-25) (Ventevogel et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Vindbjerg et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) to evaluate depressive symptoms, such as changes in appetite and sleep patterns. Additionally, students responded to questions about social protective factors, including their perceived safety at school and home, as well as past adverse experiences, such as physical and sexual abuse.\u003c/p\u003e\u003cp\u003eModel\u003c/p\u003e\u003cp\u003eIn the proposed mediation model shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the focus is on examining both the direct and indirect effects of pandemic worries on academic resilience during the COVID-19 pandemic.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThis serial mediation model, based on Hayes's Model 6 (Hayes, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), examines how adverse experiences, social protective factors, and depression mediate the relationship between pandemic worries and academic resilience. The arrows represent hypothesized pathways, illustrating both direct and indirect influences. The direct path suggests a direct effect of pandemic worries on academic resilience, while the indirect paths capture mediation through multiple variables. This design enables the estimation of total and specific indirect effects, offering insight into the complex interplay of factors shaping academic resilience.\u003c/p\u003e\u003cp\u003eRegression and Path Analyses\u003c/p\u003e\u003cp\u003eLinear regression analyses, aligned with the mediation model in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, were conducted to assess the direct and indirect effects of COVID-19 worries on academic resilience. These analyses employed Model 6 of the PROCESS macro (Version 4.2) in SPSS 29.0 (Hayes, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Assumptions of linear regression, including homoscedasticity and the absence of multicollinearity, were verified using residual plots and variance inflation factors (Montgomery et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The models controlled for age, gender (male or not), and sexual orientation (Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning (LGBTQ) or not). Additionally, JASP 0.18.3 was used for path analysis to further explore mediation relationships among the primary and control variables.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eSample Size\u003c/p\u003e\n\u003cp\u003eThe county health department disseminated the survey to all the participating schools, and 3,630 responses were returned. Regrettably, the number of eligible participants was not recorded. Out of the returned surveys, 1,046 were dropped due to incomplete responses. This resulted in a final sample size of 2,584.\u003c/p\u003e\n\u003cp\u003eSample Characteristics\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e presents sociodemographic characteristics of participants (N\u0026thinsp;=\u0026thinsp;2,584). The participants' ages ranged from 12 to 17 years, and the share of each age group varied between 14% and 21%. The participants identified as either Male (n\u0026thinsp;=\u0026thinsp;1,256; 49%) or Female (n\u0026thinsp;=\u0026thinsp;1,201; 46%), while the rest identified as 'Other'. The majority of participants, approximately 81% (n\u0026thinsp;=\u0026thinsp;2,115), identified as heterosexual, while most (n\u0026thinsp;=\u0026thinsp;2,195; 85%) reported English as their primary language at home.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eSociodemographic characteristics of participants sorted from most to least (N\u0026thinsp;=\u0026thinsp;2,584)\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCharacteristic\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCategory\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eFrequency (n)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003ePercentage (n/N)\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"6\" align=\"left\"\u003e\n\u003cp\u003eAge\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e13\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e537\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e20.78\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e14\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e467\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e18.07\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e415\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e16.06\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e15\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e408\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e15.79\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e17\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e379\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e14.67\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e16\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e378\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e14.63\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eGender\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMale\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1256\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e48.61\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFemale\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1201\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e46.48\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOther\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e127\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4.91\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eSexual Orientation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHeterosexual\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2115\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e81.85\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eBisexual\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e261\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e10.10\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOther\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e135\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5.22\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSamesex\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e73\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003ePrimary Language\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eEnglish\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2195\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e84.95\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOther\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e315\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12.19\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSpanish\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e74\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2.86\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eSurvey Responses\u003c/p\u003e\n\u003cp\u003ePandemic Worries (8 Items)\u003c/p\u003e\n\u003cp\u003eFigure \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e presents participants' reported worries related to the COVID-19 pandemic. Respondents rated their concerns across eight areas, including health, financial stability, social relationships, and emotional well-being. Responses were recorded on a five-point scale, with Not at all worried scored as 0 and Extremely worried as 4. Higher total scores indicate greater concern about the pandemic, while lower scores reflect less worry. The internal consistency of these items was strong (Cronbach's \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\alpha\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.845, 95% CI = [0.833, 0.857]), supporting the reliability of the measure.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAcademic Resilience (4 Items)\u003c/p\u003e\n\u003cp\u003eFigure \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e presents participants' responses to academic resilience questions, capturing their experiences with school-related challenges during the COVID-19 pandemic. The items assess difficulties in adapting to changes, maintaining school connections, accessing academic support, and adjusting to online learning. Responses were recorded on a four-point scale, with Strongly Disagree scored as 1 and Strongly Agree as 4. Higher total scores indicate greater academic difficulties (or lower academic resilience), while lower scores suggest greater resilience. The internal consistency of these items was high (Cronbach's \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\alpha\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.895, 95% CI = [0.886, 0.904]), demonstrating strong reliability.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDepression (6 Items)\u003c/p\u003e\n\u003cp\u003eFigure \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e presents participants' self-reported depressive symptoms during the COVID-19 pandemic. The items assess changes in emotional well-being, including increased worry, loss of interest in usual activities, heightened stress, changes in appetite and sleep patterns, and feelings of fatigue. Responses were recorded on a four-point scale, with Strongly Disagree scored as 1 and Strongly Agree as 4. Higher total scores indicate greater depressive symptom severity, while lower scores suggest fewer reported symptoms. The internal consistency of these items was high (Cronbach's \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\alpha\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.855, 95% CI = [0.843, 0.866]), supporting the reliability of the measure.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdverse Experiences (3 Items)\u003c/p\u003e\n\u003cp\u003eFigure \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e presents participants' responses to yes/no questions about whether they had ever been subjected to dating physical abuse, sexual coercion, or cyberbullying. In the absence of a comprehensive adversity index, the sum of affirmative responses from these items was used as a proxy estimate of adverse experiences.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSocial Protective Factors (4 Items)\u003c/p\u003e\n\u003cp\u003eFigure \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e presents participants' responses to questions assessing social protective factors, including family support, perceived safety, and access to trusted individuals for personal problems. These items were measured using different response formats, including numerical scales (e.g., frequency of family meals), yes/no questions, and Likert-type scales (e.g., strongly disagree to strongly agree). Because of these variations, the responses did not form a unified scale. To approximate the number of social protective factors available to each participant, responses were paraphrased and converted into binary indicators. For example, the question: \u003cem\u003e\"DURING A TYPICAL WEEK, on how many days did all the family members who live in your household eat a meal together?\"\u003c/em\u003e originally had seven response options. This was paraphrased into a yes/no format as \u003cem\u003e\"In a typical week, all my family members eat a meal together at least five times.\"\u003c/em\u003e Similarly, for four-point Likert scale questions, responses of \u003cem\u003eStrongly Agree\u003c/em\u003e and \u003cem\u003eAgree\u003c/em\u003e were coded as \"Yes,\" while \u003cem\u003eStrongly Disagree\u003c/em\u003e and \u003cem\u003eDisagree\u003c/em\u003e were coded as \"No.\" A higher summed score approximates greater social protection, reflecting stronger support systems and a more secure environment.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFor example, the question: \u003cem\u003e\"DURING A TYPICAL WEEK, on how many days did all the family members who live in your household eat a meal together?\"\u003c/em\u003e originally had seven response options. This was paraphrased into a yes/no format as \u003cem\u003e\"In a typical week, all my family members eat a meal together at least five times.\"\u003c/em\u003e Similarly, for four-point Likert scale questions, responses of \u003cem\u003eStrongly Agree\u003c/em\u003e and \u003cem\u003eAgree\u003c/em\u003e were coded as \"Yes,\" while \u003cem\u003eStrongly Disagree\u003c/em\u003e and \u003cem\u003eDisagree\u003c/em\u003e were coded as \"No.\"\u003c/p\u003e\n\u003cp\u003eMediation Analysis\u003c/p\u003e\n\u003cp\u003eLinear Regression\u003c/p\u003e\n\u003cp\u003eThis subsection presents the results of linear regression analyses conducted as part of a mediation analysis using Hayes Model 6 within the PROCESS macro in SPSS. Model 6 specifies a serial mediation framework, where the predictor variable (pandemic worries) influences the outcome variable (academic resilience) through multiple mediators (adverse experiences, social protective factors, and depressive symptoms) in a sequential order. Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e reports the direct effect of pandemic worries on academic resilience, the total indirect effect accounting for all mediators, and specific indirect effects through individual mediation pathways. Each effect is presented with its standardized coefficient (Effect), standard error (SE), and 95% confidence intervals (LL, UL), which were estimated using 5,000 bootstrap samples to enhance the robustness of inference.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab2\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eHayes Model 6 Results: Pandemic Worries (X) on Academic Resilience (Y)\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e95% Confidence Interval*\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e4\u0026ndash;5 \u003cstrong\u003ePath\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eEffect\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eSE\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eLL\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eUL\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eDirect Effect\u003c/strong\u003e:\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0568**\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0185\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0932\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0205\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eTotal Indirect Effect\u003c/strong\u003e:\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e (All Mediators) \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.1649**\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0113\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.1873\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.1430\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eSpecific Indirect Effects\u003c/strong\u003e:\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Depression \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.1208**\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0104\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.1421\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.1010\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Social Protective Factors \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Depression \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0113**\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0022\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0157\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0072\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Social Protective Factors \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0101\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0030\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0167\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0049\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Adverse Experiences \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Depression \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0098\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0137\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0064\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Adverse Experiences \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0059\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0031\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0123\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0001\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Adverse Experiences \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Social Protective Factors \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Depression \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0037**\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0007\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0051\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0024\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Adverse Experiences \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Social Protective Factors \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0033**\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.0010\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0054\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e-0.0016\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003ctfoot\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"5\"\u003e\u003cem\u003eNote.\u003c/em\u003e Standardized coefficients from Hayes Model 6 with 5,000 bootstrap samples. SE\u0026thinsp;=\u0026thinsp;Standard Error; LL\u0026thinsp;=\u0026thinsp;lower limit; UL\u0026thinsp;=\u0026thinsp;upper limit of the 95% bias-corrected bootstrap confidence interval. The absence of zero within the confidence interval suggests statistical significance at \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:p\u0026lt;0.05\\)\u003c/span\u003e\u003c/span\u003e *, \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:p\u0026lt;0.01.\\)\u003c/span\u003e\u003c/span\u003e**\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"5\"\u003ePath Analysis\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tfoot\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThis subsection presents the results of path analysis conducted using the structural equation modeling (SEM) library in JASP 0.18.3 with 5,000 bootstrap samples to assess the relationships among key study variables. Path analysis allows for the simultaneous estimation of multiple direct and indirect effects between observed variables while accounting for dependencies within the model (Wright, \u003cspan class=\"CitationRef\"\u003e1934\u003c/span\u003e). Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e reports standardized path coefficients (Estimate), standard errors (SE), z-values, and bias-corrected 95% confidence intervals, providing insight into the strength and direction of each relationship. To enhance readability and facilitate interpretation of the significance of mediating effects, coefficients were sorted in descending order.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab3\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003eBootstrapped path coefficients from SEM analysis with control variables\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003e95% Confidence Interval\u003c/strong\u003e\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eEstimate\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eStd. Error\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003ez-value\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003ep\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eLower\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eUpper\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLGBTQ\u0026rarr;Depression\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.490\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.047\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e10.384\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.394\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.583\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLGBTQ\u0026rarr;Adverse Experiences\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.466\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.052\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e9.012\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.337\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.595\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLGBTQ\u0026rarr;Pandemic Worries\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.446\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.052\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e8.596\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.341\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.553\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries\u0026rarr;Depression\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.326\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.018\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e18.444\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.288\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.361\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries\u0026rarr;Adverse Experiences\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.146\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e7.540\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.105\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.189\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAge\u0026rarr;Depression\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.098\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.017\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e5.667\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.064\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.131\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSocial Protective Factors\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.085\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4.542\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.048\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.124\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAge\u0026rarr;Adverse Experiences\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.034\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1.782\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.075\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.003\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.072\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLGBTQ\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.008\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.048\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.165\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.869\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.085\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.112\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAdverse Experiences\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.040\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e2.184\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.029\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.080\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e6.000 \u003cem\u003e\u0026times;\u003c/em\u003e 10\u003csup\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e\u0026thinsp;4\u003c/sup\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAge\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.047\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.017\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e2.772\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.006\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.080\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.013\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAge\u0026rarr;Social Protective Factors\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.050\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e2.616\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.009\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.087\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.013\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.057\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e3.070\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e0.002\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.098\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.015\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAge\u0026rarr;Pandemic Worries\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.082\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e4.295\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.119\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.043\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eGender Male\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.140\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.036\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e3.836\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.208\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.069\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eGender Male\u0026rarr;Social Protective Factors\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.146\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.040\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e3.705\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.225\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.072\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePandemic Worries\u0026rarr;Social Protective Factors\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.157\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.019\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e8.101\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.200\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.114\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eGender Male\u0026rarr;Pandemic Worries\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.174\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.040\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e4.341\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.251\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.099\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eGender Male\u0026rarr;Adverse Experiences\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.189\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.039\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e4.773\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.266\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.114\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eGender Male\u0026rarr;Depression\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.342\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.036\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e9.487\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.414\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.271\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDepression\u0026rarr;Academic Resilience\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.447\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.020\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e21.924\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.493\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.402\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLGBTQ\u0026rarr;Social Protective Factors\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.575\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.052\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e11.091\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026lt;\u003c/em\u003e\u0026thinsp;.001\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.691\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cem\u003e\u0026minus;\u003c/em\u003e0.465\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003ctfoot\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"7\"\u003e\u003cem\u003eNote.\u003c/em\u003e Delta method standard errors, bias-corrected percentile bootstrap confidence intervals, ML estimator.\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tfoot\u003e\n\u003c/table\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eFindings from the mediation and path analyses (Tables\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e) identified multiple pathways through which pandemic-related worries influenced academic resilience, underscoring the complex interactions among psychological distress, social protective factors, and adverse experiences. Age, gender, and LGBTQ status were included as control variables to account for their potential effects on these relationships (Tables\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e and \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). Statistical significance was determined by ensuring that the bias-corrected bootstrap confidence interval did not include zero.\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the \u003cem\u003edirect effect\u003c/em\u003e of pandemic worries on academic resilience was negative and significant (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.0568, SE\u0026thinsp;=\u0026thinsp;0.0185, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.05), indicating that students who experienced greater pandemic worries reported lower levels of academic resilience. This finding suggests that, even without mediators, pandemic worries exerted a direct negative influence on academic resilience, supporting a \u003cem\u003epartial mediation\u003c/em\u003e model. However, the considerably larger \u003cem\u003etotal indirect effect\u003c/em\u003e coefficient (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.1649, SE = 0.0113, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.05) implies that a substantial portion of the impact of pandemic worries was transmitted through mediating pathways. Depression emerged as the \u003cem\u003estrongest mediator\u003c/em\u003e in this model, accounting for the largest indirect effect (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.1208, SE\u0026thinsp;=\u0026thinsp;0.0104, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001).\u003c/p\u003e\u003cp\u003eOther mediators also played significant roles in the relationship between pandemic worries and academic resilience. Notably, social protective factors helped buffer the negative effects of pandemic worries on academic resilience, both directly and indirectly through depression. For example, the pathway \u003cem\u003ePandemic Worries\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eSocial Protective Factors\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eAcademic Resilience\u003c/em\u003e had a relatively small effect (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.0101) compared to a more negative direct effect of pandemic worries on academic resilience (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.0568). The role of social protective factors became more pronounced when considered alongside depression. The indirect effect through \u003cem\u003ePandemic Worries\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eDepression\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eAcademic Resilience\u003c/em\u003e was substantially larger (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.1208), indicating that depression served as a major pathway through which pandemic worries undermined academic resilience. However, when social protective factors were included in the pathway with depression (\u003cem\u003ePandemic Worries\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eSocial Protective Factors\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eDepression\u003c/em\u003e\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\to\\:\\)\u003c/span\u003e\u003c/span\u003e\u003cem\u003eAcademic Resilience\u003c/em\u003e), the effect was notably smaller (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.0113). This suggests that social protective factors may have mitigated some of the adverse effects of pandemic worries by indirectly reducing depressive symptoms, thereby lessening their overall impact on academic resilience. Strangely, the mediation results in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e also suggest that adverse experiences may have mitigated the effects of pandemic worries on academic resilience. However, this is likely an artifact of the study's limited measurement of adverse experiences, as the vast majority of students reported no adverse events (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e). A more comprehensive assessment of adverse childhood experiences (ACEs), as recommended by CDC guidelines, would have provided a broader range of data, suggesting that the restricted scope of ACEs in this study may not have captured enough variation to meaningfully mediate the relationship between pandemic worries and academic resilience. The contrasting effects of social protective factors and adverse experiences on academic resilience are more clearly illustrated in the path analysis (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). This analysis indicates that social protective factors directly enhance academic resilience (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.085, SE\u0026thinsp;=\u0026thinsp;0.019, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001), whereas adverse experiences have a negative impact (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.040, SE\u0026thinsp;=\u0026thinsp;0.019, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.05).\u003c/p\u003e\u003cp\u003eThe descriptive statistics from Figs.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, \u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, and \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e provide further context for these observations. Pandemic-related worries varied considerably among participants. Notably, \u003cem\u003efeeling alone or lonely\u003c/em\u003e was a prevalent concern, with nearly half of the respondents (49.8%) reporting at least some level of worry. Similarly, concerns about \u003cem\u003efriends or family members getting sick with COVID-19\u003c/em\u003e were widespread, with 57% of participants expressing at least a little worry. Surprisingly, fears of \u003cem\u003egetting sick with COVID-19\u003c/em\u003e were not as prominent, with approximately three-fifths (74.1%) of respondents reporting that they were \u003cem\u003enot at all worried\u003c/em\u003e or \u003cem\u003enot worried now but had been earlier\u003c/em\u003e. This lower level of concern may reflect the timing of the survey, which was conducted as the pandemic was beginning to subside. In terms of academic resilience, Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e highlights that students faced challenges transitioning back to in-person learning, staying engaged with school, and obtaining academic support. Nearly half (49%) of the respondents found \u003cem\u003eswitching to online learning\u003c/em\u003e difficult, while 51% reported that \u003cem\u003eschool had become harder\u003c/em\u003e. Additionally, 50% of students agreed that they had \u003cem\u003edifficulty getting help with online schoolwork\u003c/em\u003e, and 41% felt \u003cem\u003eless connected to their school\u003c/em\u003e. These academic difficulties, combined with elevated psychological distress, likely contributed to the observed negative relationship between pandemic worries and academic resilience.\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e further underscores the psychological distress experienced by students during the pandemic. More than half (52%) of the respondents reported \u003cem\u003efeeling more worried\u003c/em\u003e than before the pandemic, while 46% experienced \u003cem\u003ea great deal of stress\u003c/em\u003e. Additionally, 40% reported \u003cem\u003elosing interest in activities they usually enjoyed\u003c/em\u003e, a common indicator of emotional distress. Sleep and appetite disruptions were also prevalent, with 54% experiencing \u003cem\u003echanges in sleeping habits\u003c/em\u003e and 54% reporting \u003cem\u003echanges in appetite\u003c/em\u003e. Furthermore, 61% of students indicated that they \u003cem\u003efelt tired much of the time\u003c/em\u003e, highlighting the persistent exhaustion and fatigue associated with increased psychological distress. These observations reinforce the strong mediating role of depression in the relationship between pandemic worries and academic resilience, suggesting that heightened emotional distress may have significantly contributed to students' academic struggles.\u003c/p\u003e\u003cp\u003eAs the mediation analysis revealed, social protective factors helped buffer some of the negative effects of pandemic worries and psychological distress. Figure\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e provides descriptive statistics on the prevalence of these protective factors among students. Encouragingly, many students reported access to social support, with 84% able to confide in a parent or guardian and 87% in a friend when facing serious personal problems. Additionally, 81% felt \u003cem\u003esafe at school\u003c/em\u003e, and 95% \u003cem\u003esafe at home\u003c/em\u003e. In contrast, students with fewer protective factors\u0026mdash;such as lower family cohesion (e.g., irregular shared meals) or reduced parental awareness of their activities\u0026mdash;were likely more vulnerable to pandemic-related academic challenges.\u003c/p\u003e\u003cp\u003eResults from the \u003cem\u003epath analysis\u003c/em\u003e (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e) further highlighted the significance of control variables, including age, gender, and LGBTQ status, in shaping pandemic-related experiences and academic resilience. LGBTQ-identifying participants (N\u0026thinsp;=\u0026thinsp;469 or 18%\u0026mdash;Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) reported \u003cem\u003ehigher levels of pandemic worries\u003c/em\u003e (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.446, SE\u0026thinsp;=\u0026thinsp;0.052, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001), \u003cem\u003emore adverse experiences\u003c/em\u003e (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.466, SE = 0.052, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001), and \u003cem\u003egreater depressive symptoms\u003c/em\u003e (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.490, SE\u0026thinsp;=\u0026thinsp;0.047, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001) compared to their heterosexual peers. Moreover, LGBTQ status was negatively associated with social protective factors (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.575, SE\u0026thinsp;=\u0026thinsp;0.052, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001), suggesting that these students may have had fewer social supports, further exacerbating their risk factors. Notably, identifying as LGBTQ alone did not have a significant direct effect on academic resilience without accounting for other factors. These insights align with (Chan \u0026amp; Suen, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and affirm the importance of addressing mental health disparities and providing targeted support for vulnerable groups, including LGBTQ students and those without stable housing. However, our data lacked sufficient information to examine these disparities by race.\u003c/p\u003e\u003cp\u003eGender differences were also evident. Male participants reported lower levels of depression (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.342, SE\u0026thinsp;=\u0026thinsp;0.036, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001) and fewer pandemic worries (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.174, SE = 0.040, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001) despite having fewer social protective factors (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.146, SE\u0026thinsp;=\u0026thinsp;0.040, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001). They also experienced fewer adverse experiences (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.189, SE\u0026thinsp;=\u0026thinsp;0.039, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001), suggesting lower overall exposure to pandemic-related stressors. Previous studies found that female students were more likely to experience greater pandemic-related psychological distress than their male counterparts, possibly due to higher exposure to pandemic stressors or differences in coping mechanisms (Amerio et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These findings reflect gendered patterns in how students processed and internalized pandemic challenges, with non-male students being more vulnerable to depressive symptoms as a result (Amerio et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAge also played a role, though its effects were comparatively smaller. Older students exhibited a slight increase in depressive symptoms (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = 0.098, SE\u0026thinsp;=\u0026thinsp;0.017, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001) and a negative association with social protective factors (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.050, SE\u0026thinsp;=\u0026thinsp;0.019, p\u0026thinsp;=\u0026thinsp;0.009), suggesting that older adolescents may have faced more psychological distress while experiencing reduced social support. However, age was not a strong predictor of pandemic worries or adverse experiences, indicating that these stressors were relatively stable across age groups.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eOur findings underscore the impact of proximal stressors\u0026mdash;such as the COVID-19 pandemic\u0026mdash;on students' ability to adapt to different learning environments. The data also provide evidence of the protective role of supportive families, teachers, and peers in fostering academic resilience (Butler et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In this regard, the findings align with prior research on social support and adversity (Butler et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Conversely, depression, particularly when compounded by a history of adverse experiences, exacerbated the negative effects of the pandemic, further hindering students' ability to adjust to new learning modalities. The results also highlight the direct impact of a major stressor, such as a pandemic, on students' ability to transition between learning formats, particularly when one of those formats\u0026mdash;online learning\u0026mdash;was unfamiliar to them. Additionally, the study highlights the increased vulnerability of marginalized populations, particularly LGBTQ students and those facing gender-related challenges. Collectively, these results strongly suggest the need for:\u003c/p\u003e\u003cp\u003e1. Assessing how children and adolescents are performing academically while navigating proximal stressor challenges such as a pandemic.\u003c/p\u003e\u003cp\u003e2. Providing direct support to families, children, and adolescents to help manage proximal stressors. For example, disseminating strategies to mitigate anxiety through social media and other public communication channels.\u003c/p\u003e\u003cp\u003e3. Conducting research to identify effective strategies for assisting youth in transitioning between different learning modalities.\u003c/p\u003e\u003cp\u003e4. Exploring ways to enhance learning environments during crises such as the pandemic, with a particular focus on gender differences and marginalized populations.\u003c/p\u003e\u003cp\u003eLimitations and Future Research\u003c/p\u003e\u003cp\u003eWhile this study provides valuable insights into the impact of COVID-19 pandemic-related worries on academic resilience, several limitations should be acknowledged. First, the measurement of adverse childhood experiences (ACEs) was limited in scope. A more comprehensive set of ACEs, as recommended by CDC guidelines, would have provided a more nuanced understanding of how early adversity mediates the relationship between pandemic worries and academic outcomes. Second, although the study identified social protective factors as a key mediator, the absence of a validated index for measuring these factors limits the interpretability of the results. While individual protective factors, such as parental support and school safety, were assessed, the lack of an aggregated measure prevents a more holistic understanding of how cumulative social support influences academic resilience. Future research should aim to develop and validate a standardized index for assessing social protective factors in similar contexts. Third, the study relied solely on quantitative survey data, which, while valuable, does not capture the full depth of students' lived experiences. The inclusion of qualitative data, such as open-ended responses or interviews, could have provided a richer context to understand how students navigated pandemic-related stressors and what specific forms of support were most effective. Future studies should incorporate mixed-method approaches to gain a deeper understanding of the mechanisms underlying these relationships. Finally, while this study highlights the importance of understanding the effects of proximal stressors on learning adaptation, further research is needed to examine long-term academic outcomes. The transition between learning modalities during the pandemic was an unprecedented challenge, and it remains unclear how these disruptions will affect students' educational trajectories in the coming years. Future studies should investigate the lasting impact of pandemic-related academic disruptions and identify effective interventions to support students in the aftermath of global crises.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eEthical approval\u003c/h2\u003e\u003cp\u003eThis study was reviewed by the Institutional Review Board (IRB) of SUNY Polytechnic Institute and was determined to be exempt from further review in accordance with 45 CFR 46.104(d)(4) (Exempt Category 4). The IRB granted this exemption on December 5, 2022, under protocol number IRB-Niyirora-2022-2, for the project titled \u003cem\u003e\u0026ldquo;The Analysis of Teen Assessment Project (TAP) and Youth Risk Behavior Surveillance System (YRBS) Surveys from Central New York.\u0026rdquo;\u003c/em\u003e The study used de-identified survey data provided by the Oneida County Planning Department, NY, USA. All procedures involving human participants were conducted in accordance with the ethical standards of the institutional review board and the 1964 Helsinki Declaration and its later amendments, or with comparable ethical standards.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003cp\u003eThe study analyzed de-identified data provided by the Oneida County Planning Department from the ongoing Teen Assessment Project (TAP) survey, which is administered every 2 to 4 years to middle and high school students in Oneida County, NY, USA. Although the author contributed to survey design, the full administration and data collection were conducted independently by the County. The dataset received by the authors contained no personally identifiable information, and no direct or indirect interaction with participants occurred.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e\u003cp\u003eNot applicable.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003cp\u003eThe authors declare no conflict interest for this research.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eJ.J. conceptualized the study and oversaw the final revisions. P.R. and J.N. drafted the initial manuscript. J.N. conducted the statistical analyses. R.J. contributed to the final revisions.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data analyzed in this study were provided by the Oneida County Planning Department and are not publicly available. The authors do not have permission to redistribute the dataset. However, interested researchers may request access directly from the [Oneida County Planning Department, NY, USA](https:/oneidacountyny.gov/departments/planning) , subject to the County\u0026rsquo;s data sharing policies.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAgustina PZR, Cheng T-H, et al. How students' perspectives about online learning amid the COVID-19 pandemic? Stud Learn Teach. 2020;1(3):133\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAmerio A, Bertuccio P, Santi F, Bianchi D, Brambilla A, Morganti A, Odone A, Costanza A, Signorelli C, Aguglia A, et al. Gender differences in COVID-19 lockdown impact on mental health of undergraduate students. Front Psychiatry. 2022;12:813130.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eButler N, Quigg Z, Bates R, Jones L, Ashworth E, Gowland S, Jones M. The contributing role of family, school, and peer supportive relationships in protecting the mental wellbeing of children and adolescents. School Mental Health. 2022;14(3):776\u0026ndash;88.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCampbell J, Prochazka AV, Yamashita T, Gopal R. Predictors of persistent burnout in internal medicine residents: A prospective cohort study. Acad Med. 2010;85(10):1630\u0026ndash;4.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCDC. (2022). Youth risk behavior surveillance system (YRBSS). \u003cem\u003eCenters for Disease Control and Prevention (CDC)\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.cdc.gov/healthyyouth/data/yrbs/index.htm\u003c/span\u003e\u003cspan address=\"https://www.cdc.gov/healthyyouth/data/yrbs/index.htm\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChan RC, Suen YT. Effects of identity disclosure on school victimization and long-term educational outcomes among lesbian, gay, bisexual, transgender, and intersex students in china. J Sch Psychol. 2023;98:96\u0026ndash;112.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChen HL, Wang HY, Lai SF, Ye ZJ. (2022). The associations between psychological distress and academic burnout: A mediation and moderation analysis. Psychol Res Behav Manage, 1271\u0026ndash;82.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChu PS, Saucier DA, Hafner E. Meta-analysis of the relationships between social support and well-being in children and adolescents. J Soc Clin Psychol. 2010;29(6):624\u0026ndash;45.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCusack SE, Bountress KE, Denckla CA, Vassileva J, Dick DM, Amstadter AB et al. Science Working Group, S. for,. (2022). A longitudinal investigation of resilience as a protective factor during the COVID-19 pandemic. \u003cem\u003eTraumatology\u003c/em\u003e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFelitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. 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Wiley; 2015.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMoosa AS, Ng DX, Aau WK, Goy WTT, Yang CR, Sim EHA, Wee JD, Tan NC. Resilience and coping behaviour among adolescents in a high-income city-state during the COVID-19 pandemic. Sci Rep. 2023;13(1):4061.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePark CL, Finkelstein-Fox L, Russell BS, Fendrich M, Hutchison M, Becker J. Psychological resilience early in the COVID-19 pandemic: Stressors, resources, and coping strategies in a national sample of americans. Am Psychol. 2021;76(5):715.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSalmon K. The ecology of youth psychological wellbeing in the COVID-19 pandemic. J Appl Res Memory Cognition. 2021;10(4):564\u0026ndash;76.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSari PR, Siswandari K. The influence of individual internal protective factors on student's academic resilience. J Posit School Psychol. 2022;6(9):1236\u0026ndash;55.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVentevogel P, De Vries G, Scholte WF, Shinwari NR, Faiz H, Nassery R, van den Brink W, Olff M. Properties of the hopkins symptom checklist-25 (HSCL-25) and the self-reporting questionnaire (SRQ-20) as screening instruments used in primary care in afghanistan. Soc Psychiatry Psychiatr Epidemiol. 2007;42:328\u0026ndash;35.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVindbjerg E, Mortensen EL, Makransky G, Nielsen T, Carlsson J. A rasch-based validity study of the HSCL-25. J Affect Disorders Rep. 2021;4:100096.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWashington State Health Care Authority. (2021). \u003cem\u003eCOVID-19 student survey\u003c/em\u003e.\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://csswashington.org\u003c/span\u003e\u003cspan address=\"https://csswashington.org\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWheaton MG, Abramowitz JS, Berman NC, Fabricant LE, Olatunji BO. Psychological predictors of anxiety in response to the H1N1 (swine flu) pandemic. Cogn Therapy Res. 2012;36:210\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWright S. The method of path coefficients. Ann Math Stat. 1934;5(3):161\u0026ndash;215.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eYe Y, Wang C, Zhu Q, He M, Havawala M, Bai X, Wang T. Parenting and teacher\u0026ndash;student relationship as protective factors for chinese adolescent adjustment during COVID-19. School Psychol Rev. 2022;51(2):187\u0026ndash;205.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZhu Q, Cheong Y, Wang C, Sun C. The roles of resilience, peer relationship, teacher\u0026ndash;student relationship on student mental health difficulties during COVID-19. School Psychol. 2022;37(1):62.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEthics. declarations.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"COVID-19 Pandemic, Academic Resilience, Depression, Social Protective Factors","lastPublishedDoi":"10.21203/rs.3.rs-7963491/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7963491/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eObjective\u003c/h2\u003e\u003cp\u003eThis study examines the impact of the Coronavirus disease 2019 (COVID-19) pandemic-related worries on academic resilience among adolescents, with a focus on the mediating roles of depression, social protective factors, and adverse experiences. Additionally, the study explores how demographic factors, including age, gender, and LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning) status influenced these relationships.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e\u003cp\u003eData were collected from 2,584 adolescents who completed a survey assessing pandemic worries, academic resilience, depressive symptoms, social protective factors, and adverse experiences. Mediation analysis was conducted using Hayes' PROCESS Model 6, while path analysis was performed using structural equation modeling (SEM) in JASP with 5,000 bootstrap samples.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eFindings revealed a significant negative direct effect of pandemic worries on academic resilience (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.0568, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.05). Depression emerged as the strongest mediator (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.1208, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.001), highlighting its critical role in explaining the link between pandemic worries and academic difficulties. Social protective factors mitigated some negative effects, but the impact of pandemic worries remained statistically significant (\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\beta\\:\\)\u003c/span\u003e\u003c/span\u003e = -0.0101, p \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\u0026lt;\\)\u003c/span\u003e\u003c/span\u003e 0.05). Gender and LGBTQ status influenced these effects, with LGBTQ-identifying students reporting significantly higher pandemic worries, depression, and adverse experiences.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e\u003cp\u003eThe findings highlight the complex interactions between pandemic-related stressors, mental health, and academic resilience. Depression served as a key pathway through which pandemic worries affected learning adaptation, while social support helped mitigate some of these effects. The study highlights the need for targeted mental health interventions, particularly for LGBTQ youth and other vulnerable groups, and calls for further research on long-term academic outcomes following crisis-related disruptions.\u003c/p\u003e","manuscriptTitle":"A Mediation Analysis of Academic Resilience Amid COVID-19 Pandemic Worries","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-18 09:11:10","doi":"10.21203/rs.3.rs-7963491/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-28T11:38:11+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-27T07:50:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"7404561109409852091900968800998846570","date":"2026-01-19T03:50:32+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-10T05:41:13+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"202758678304342272924265559545621167448","date":"2025-12-10T04:37:01+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-07T10:52:43+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-07T10:38:41+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-11-07T10:20:59+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-11-06T21:33:08+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Psychology","date":"2025-11-06T21:30:20+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"728942b2-9e5e-4b72-891c-d39f6be290a9","owner":[],"postedDate":"November 18th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-16T10:23:24+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-18 09:11:10","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7963491","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7963491","identity":"rs-7963491","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}