Academic Emotions of Medical University Students in the Western Guangxi Region during COVID-19

Abstract

To investigate the academic emotional status and its influencing factors among university students in medical colleges in Western Guangxi during the COVID-19 pandemic, and to provide scientific evidence for developing emotional intervention and psychological counseling strategies during the pandemic. Methods: During the COVID-19 pandemic, a total of 572 university students from medical colleges in Western Guangxi were selected using stratified cluster sampling. Data were collected through a self-designed demographic questionnaire and the College Students’ General Academic Emotion Questionnaire. Statistical analyses, including t-tests and multiple regression analyses, were conducted. Results: (1) Significant differences in anxiety levels were found among students of different ethnicities, places of origin, majors, and educational levels (P < 0.05): ethnic minority > Han; rural > urban; medical majors > non-medical majors; undergraduate > junior college students. (2) Significant differences in boredom levels were observed based on ethnicity, major, and whether students were enrolled in a preventive medicine program (P < 0.05): ethnic minority > Han; medical majors > non-medical majors; non-preventive medicine > preventive medicine. (3) Multiple stepwise regression analysis revealed that learning motivation, negative academic emotions, ethnicity, grade level, major, and academic ranking significantly predicted positive academic emotions (R² = 0.519). Positive academic emotions, PSQI total score, age, academic ranking, father's education, grade level, and learning motivation significantly predicted negative academic emotions (R² = 0.295). Conclusion: During the COVID-19 pandemic, medical colleges in Western Guangxi should pay special attention to the academic emotions of students from ethnic minority backgrounds, rural areas, medical and non-preventive medicine majors, and undergraduate programs. Targeted interventions—such as regular COVID-19 health education, mental health lectures, and tailored training for different student subgroups—are recommended to enhance positive academic emotions and reduce negative academic emotions, thereby supporting academic performance and learning quality during the pandemic.