Relationship between eHealth, Perceived Risk, and Phobia of COVID-19 among Chinese University Students in Korea and China

• Published in: Health & social care in the community 2023-02, Vol.2023, p.1-12
• Main Authors: Zhao, Bo, Kong, Fanlei, Nam, Eun Woo
• Format: Article
• Language: English
• Subjects: Colleges & universities; Coronaviruses; COVID-19; False information; Fear & phobias; Foreign students; Information sources; Likert scale; Literacy; Mental health; Pandemics; Phobias; Questionnaires; Researchers; Risk perception; Social interaction; Social networks; Students; Telemedicine; University students; Variance analysis
• ISSN: 1365-2524; 0966-0410; 1365-2524
• DOI: 10.1155/2023/2755354

Objective. To examine the relationship between eHealth literacy, perceived risk, and COVID-19 phobia among Chinese university students studying in Korea (the international group) and China mainland (the mainland group). Methods. A cross-sectional survey was conducted using an online questionnaire. With 1,107 student samples, structural equation modeling (SEM) was performed to examine the relationship between eHealth, perceived risk, and COVID-19 phobia among the two groups. Results. These Chinese university students had a COVID-19-related eHealth literacy of 30.23 (SD 6.65), with scores of the mainland group higher than those of the international group. The international group students (56.47 ± 17.64) reported a higher level of COVID-19 phobia than the mainland group students (48.89 ± 17.76). The findings indicated that use frequency and information trust were higher when students possessed a higher level of COVID-19 eHealth literacy. Information trust would not have a significantly positive relationship with COVID-19 phobia, while higher levels of information use and perceived risk were positively associated with COVID-19 phobia. Conclusion. eHealth literacy, information factors, and perceived risk were associated with Chinese university students’ phobia status. There may be substantial feasibility and practicality in conducting relevant interventions that consider the university students’ psychological status and risk perception based on eHealth literacy and information factors.