Buffering effect of e-learning on Generation Z undergraduate students: A crosssectional study during the second COVID-19 lockdown in Italy

Ranieri, J.; Guerra, F.; Cilli, E.; Caiazza, I.; Gentili, N.; Ripani, B.; Canzio, M.; Coletti, E.; Quassoni, A.; Niutta, S.; Colicchia, L.; D'Alfonso, S.; Di Giacomo, D.

Background: The massive adoption of e-learning in academic education during the coronavirus disease (COVID-19) pandemic may be beneficial to digitally skilled individuals, such as Generation Z (Gen Z) members. However, some studies have underscored its negative psychological impact on the mental health of the young adults. We aimed to examine the psychological impact of prolonged e-learning on emotional adaptation among undergraduate students. A secondary objective was to identify key components for preventive interventions targeted toward the academic community by investigating the buffering effect of e-leaning on the impact of negative life events experienced during the pandemic. Methods: The participants were 529 Italian undergraduate students aged 18-26 years. We administered measures of personality traits, anxiety symptoms, peritraumatic dissociation, stress, and affinity for elearning. This study examined emotional adaptation among Gen Z members who were subjected to prolonged academic e-learning during the 2nd COVID-19 lockdown in Italy. Results: Dysfunctional anxiety was not a major issue among our participants. This is indicative of the adoption of effective anxiety management skills during the pandemic. Nevertheless, the findings also underscored the vulnerability of the Gen Z population. Further, coronavirus anxiety significantly predicted mental health through the mediating effect of personality traits. Conclusions: Therefore, health care professionals should design and implement interventions and programmes that focus on coronavirus anxiety and psychological distress.