Screen Time, Physical Activity, and Anxiety in Honors College Students during the COVID-19 Pandemic

Background: The COVID-19 pandemic presented a unique opportunity to study the effects of increased screen time on student mental health, as colleges and universities in the United States transitioned to virtual learning. Current literature suggests that college/university students, particularly those enrolled in Honors programs, are at an increased risk for symptoms of anxiety. Emerging research suggests that increased screen time increases anxiety but never had there been such a marked increase in screen time. Purpose: The aim of this pilot study was to observe the relationships between anxiety, screen time, and physical activity in Honors students during the COVID-19 pandemic. Methods: A REDCap survey, consisting of the GAD-7 measure of anxiety, screen time questionnaire, physical activity questionnaire, and self-reported impact of the pandemic, was distributed to Honors students. Results: Anxiety and screen time increased during the pandemic, while physical activity did not significantly change. Eighty-point-nine percent of respondents met GAD-7 scoring guidelines for mild to severe anxiety and 71.56% self-reported experiencing more anxiety than before the pandemic. Increased screen time was associated with increased GAD-7 score, independent of physical activity or COVID-19 impact. Increased physical activity was associated with decreased GAD-7 score. Conclusion: Anxiety and screen time increased in Honors students during COVID-19. Increases in screen time were associated with increased anxiety in Honors students, while physical activity was associated with decreased anxiety. Universities should consider strategies to mitigate negative effects of increased screen time, including the use of physical activity. KEYWORDS: COVID-19; Pandemic; Screen Time; Physical Activity; Anxiety; College Students; GAD-7; Technology; Media Effects; Children and Media