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Pan W, Zhou W, Wu J, Huang Z, Ding L, Guo L, Hang B, Li X. The effect of exposure to COVID-19 on life satisfaction: The mediating role of hyperarousal and moderating/mediating role of affective forecasting. J Affect Disord 2023; 337:1-10. [PMID: 37230267 DOI: 10.1016/j.jad.2023.05.062] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 05/15/2023] [Accepted: 05/18/2023] [Indexed: 05/27/2023]
Abstract
BACKGROUND As a global trauma event, the Coronavirus disease (COVID-19) hugely impacts people's mental health and well-being. The purpose of our study is threefold: first, investigate the relationship between exposure to COVID-19 and life satisfaction among a large sample in China. Second, test the mediating role of hyperarousal in the association between exposure to COVID-19 and life satisfaction. Third, explore the moderating/mediating role of affective forecasting in the association between hyperarousal and life satisfaction. METHOD The current study recruited 5546 participants to complete a set of self-report questionnaires online from April 22, 2020 to April 24, 2020. The moderated mediation and chain mediation model analyses were conducted using the SPSS software and PROCESS macro program. RESULTS Exposure to COVID-19 negatively predicted life satisfaction (Effect = -0.058, p < 0.001). This relationship was partially mediated by the hyperarousal level (Effect = -0.018, CI = [-0.024, -0.013]). The moderating role of forecasted positive affect (PA)/forecasted negative affect (NA) between hyperarousal and life satisfaction was significant (β = 0.058, CI = [0.035, 0.081]; β = 0.037, CI = [0.014, 0.06]). The chain mediating effect of hyperarousal and forecasted PA/forecasted NA on the relationship between exposure to COVID-19 and life satisfaction was also significant (Effect = -0.003, CI = [-0.004, -0.002]; Effect = -0.006, CI = [-0.008, -0.004]). LIMITATIONS The cross-sectional design precludes causal inference. CONCLUSION Greater exposure to COVID-19 was associated with more severe hyperarousal symptoms, decreased life satisfaction. Forecasted PA and forecasted NA could moderate and mediate the negative impact of hyperarousal on life satisfaction. The moderating/mediating role of forecasted PA/NA implied that future interventions targeting at improving affective forecasting and reducing hyperarousal might be helpful to improve life satisfaction during the post-COVID-19 era.
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Affiliation(s)
- Wei Pan
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Wenwei Zhou
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Junjie Wu
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Zhijing Huang
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Linjie Ding
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Liwen Guo
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Bowen Hang
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
| | - Xu Li
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; School of Psychology, Central China Normal University, Wuhan 430079, China; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China.
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Hirai M, Vernon LL, Hernandez EN. Psychological impacts of the COVID-19 pandemic in a Hispanic sample: Testing the buffering role of resilience and perceived social support. CURRENT PSYCHOLOGY 2023:1-13. [PMID: 37359631 PMCID: PMC10157122 DOI: 10.1007/s12144-023-04664-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2023] [Indexed: 06/28/2023]
Abstract
The current study examined the effects of specific COVID-19 stressors (i.e., family member's death due to COVID-19, COVID-19 infection, and school/financial stressors) on stress, anxiety, and depression and the potential buffering roles of resilience and perceived social support in the association between COVID-19 stressors and psychological symptoms in a Hispanic university student sample (n = 664). Participants were classified in three stressor groups: those reporting a family member's death due to COVID-19 (15.7%), those reporting their own or a family member's COVID-19 infection but no COVID-19 death (35.5%), and those reporting only school and/or financial stressors due to the pandemic (48.8%). Participants completed self-report measures online. Over 50% of participants with a COVID-19 death or infection in the family reported clinical levels of depression symptoms and over 40% endorsed clinically elevated anxiety symptoms. A series of moderation analyses with multi-categorical predictors found that among relatively highly resilient people, the magnitudes of the impact of COVID-19 infection or death on stress, anxiety, and depression were similar to the effect of a financial/school stressor alone, suggesting the buffering role of resilience. Perceived social support did not play a buffering role in the associations. Family member death due to COVID-19 and COVID-19 infection had significant negative psychological impacts on Hispanic young adults. Internal personal resources such as resilience, rather than external personal resources such as perceived social support, appear to be a critical factor that may help protect Hispanic individuals' mental health from the worst stressors of the COVID-19 pandemic.
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Affiliation(s)
- Michiyo Hirai
- Department of Psychological Science, University of Texas Rio Grande Valley, Edinburg, TX USA
| | - Laura L. Vernon
- Wilkes Honors College, Florida Atlantic University, Jupitar, FL USA
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Hirai M, Vernon LL. Posttraumatic Stress Symptoms in Response to COVID-19–Related Adverse Events in Hispanic Individuals. JOURNAL OF LOSS & TRAUMA 2023. [DOI: 10.1080/15325024.2022.2123136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
Affiliation(s)
- Michiyo Hirai
- Department of Psychological Science, University of Texas Rio Grande Valley, Edinburg, Texas, USA
| | - Laura L. Vernon
- Wilkes Honors College, Florida Atlantic University, Jupiter, Florida, USA
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Santiago ISD, dos Santos EP, da Silva JA, de Sousa Cavalcante Y, Gonçalves Júnior J, de Souza Costa AR, Cândido EL. The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1747. [PMID: 36767110 PMCID: PMC9914333 DOI: 10.3390/ijerph20031747] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 01/12/2023] [Accepted: 01/16/2023] [Indexed: 06/18/2023]
Abstract
(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: "mental health", "mental disorders'', "covid-19" and "school teachers''. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.
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Affiliation(s)
| | | | | | | | - Jucier Gonçalves Júnior
- Division of Rheumatology, Faculdade de Medicina FMUSP, Universidade de São Paulo, São Paulo 05403-010, Brazil
| | - Angélica Rodrigues de Souza Costa
- Programa de Pós-Graduação em Desenvolvimento Regional Sustentável (PRODER), Federal University of Cariri (UFCA), Juazeiro do Norte 63048-080, Brazil
| | - Estelita Lima Cândido
- School of Medicine, Federal University of Cariri (UFCA), Barbalha 60430-160, Brazil
- Programa de Pós-Graduação em Desenvolvimento Regional Sustentável (PRODER), Federal University of Cariri (UFCA), Juazeiro do Norte 63048-080, Brazil
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5
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Idoiaga Mondragon N, Fernandez IL, Ozamiz-Etxebarria N, Villagrasa B, Santabárbara J. PTSD (Posttraumatic Stress Disorder) in Teachers: A Mini Meta-Analysis during COVID-19. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1802. [PMID: 36767168 PMCID: PMC9914732 DOI: 10.3390/ijerph20031802] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 01/16/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Since March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, in order to stop the spread of the virus, unprecedented measures were taken worldwide. One of the most important measures was the closure of schools and educational centers around the world in 2020, and very extreme health protocols have been in place in educational centers since they were reopened. From early childhood education to universities, teachers first had to adapt in a short period time to online classes and then continuously readapt to new protocols according to the pandemic situation. This academic environment, in addition to the pandemic situation itself, has favored the emergence of mental disorders such as Post-Traumatic Stress Disorder (PTSD). MATERIALS AND METHODS Medline via PubMed and other databases were searched for studies on the prevalence of PTSD in teachers from 1 December 2019 to 1 October 2022. A total of five studies were included in this review. Our results show a prevalence of PTSD of 11% reported by teachers. No subgroups nor meta-regression analyses were performed due to the insufficient number of studies available. CONCLUSIONS The results suggest that teachers are suffering from PTSD, so it is important to carry out more studies worldwide. Similarly, measures to improve the mental health and well-being of teachers during the pandemic and post-pandemic periods are needed.
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Affiliation(s)
- Nahia Idoiaga Mondragon
- Department of Developmental and Educational Psychology, University of the Basque Country UPV/EHU, 48940 Leioa, Spain
| | - Idoia Legorburu Fernandez
- Department of Didactics and School Organization, University of the Basque Country UPV/EHU, 48940 Leioa, Spain
| | - Naiara Ozamiz-Etxebarria
- Department of Developmental and Educational Psychology, University of the Basque Country UPV/EHU, 48940 Leioa, Spain
| | | | - Javier Santabárbara
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Ministry of Science and Innovation, 28029 Madrid, Spain
- Department of Microbiology, Pediatrics, Radiology and Public Health, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
- Aragonese Institute of Health Sciences (IIS Aragón), 50009 Zaragoza, Spain
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Fontana F, Bourbeau K, Moriarty T, da Silva MP. The Relationship between Physical Activity, Sleep Quality, and Stress: A Study of Teachers during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15465. [PMID: 36497539 PMCID: PMC9740648 DOI: 10.3390/ijerph192315465] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 11/17/2022] [Accepted: 11/19/2022] [Indexed: 06/17/2023]
Abstract
The COVID-19 pandemic prompted chaotic changes in the daily lives of K-12 teachers, resulting in increased stress and other mental health problems. Limited evidence regarding the relationship between physical activity, sleep, and perceived stress among teachers during the COVID-19 pandemic exists. Therefore, the purpose of this study was to investigate the association between physical activity, sleep quality, and perceived psychological stress among teachers during the COVID-19 pandemic. An online survey measuring physical activity, sleep quality, and perceived psychological stress was distributed across 47 US states between September and October of 2020. Data provided by 635 teachers (mean age: 42 ± 18 years, 74.6% female) were included in the present analysis. Results suggested a negative association between physical activity and perceived psychological stress. Mediation analyses indicated that teachers engaging in high levels of physical activity were more likely to have good quality sleep and, in turn, were less likely to report high levels of perceived stress. Physical activity and sleep-related interventions could help curtail the rising levels of psychological distress amongst K-12 teachers during stressful times such as the COVID-19 pandemic. Teachers, especially those that self-report as female and/or young, report high levels of stress. These high levels of stress are a serious challenge for school districts in terms of attracting and retaining qualified teachers in K-12 classrooms.
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Affiliation(s)
- Fabio Fontana
- Department of Kinesiology, University of Northern Iowa, Cedar Falls, IA 50614, USA
| | - Kelsey Bourbeau
- Department of Kinesiology, University of Northern Iowa, Cedar Falls, IA 50614, USA
| | - Terence Moriarty
- Department of Kinesiology, University of Northern Iowa, Cedar Falls, IA 50614, USA
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Datu JAD, Lee ASY, Fung WK, Cheung RYM, Chung KKH. Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. J Sch Psychol 2022; 94:66-82. [PMID: 36064216 PMCID: PMC9376344 DOI: 10.1016/j.jsp.2022.08.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 05/30/2022] [Accepted: 08/09/2022] [Indexed: 11/18/2022]
Abstract
The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (Mage = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p = .01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p = .01), strength (b = 0.62, 95% CI [0.23, 1.01], p = .01), purpose (b = 0.61, 95% CI [0.18, 1.04], p = .01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p = .04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers.
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Affiliation(s)
- Jesus Alfonso D Datu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
| | - Alfred S Y Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China.
| | | | - Ryan Yat Ming Cheung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China; Division of Educational Psychology, Hong Kong Psychological Society, Hong Kong, China
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China; Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
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Li X, Fu P, Li M. The Complex Media Effects on Civic Participation Intention Amid COVID-19 Pandemic: Empirical Evidence from Wuhan College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11140. [PMID: 36078855 PMCID: PMC9518187 DOI: 10.3390/ijerph191711140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Revised: 08/27/2022] [Accepted: 09/02/2022] [Indexed: 06/15/2023]
Abstract
In the context of the COVID-19 pandemic, media exposure is crucial to motivate public action for the combat with COVID-19 pandemic. However, media effects on civic participation intention are understudied. This study applied the Differential Susceptibility to Media effects Model (DSMM) to explore the relations among Wuhan college students' media use, their pandemic-relevant beliefs, and civic participation intention, with a focus on the possible mediation of pandemic-relevant beliefs. Data of 4355 students from a large-scale cross-sectional survey were analyzed. Results show that traditional media use and online media interaction both directly and indirectly affect civic participation intention via pandemic-relevant beliefs. Pandemic-relevant beliefs distort the relations that direct and indirect effects of new media use on civic participation intention are significant but in opposite directions. The influence of pandemic news on civic participation intention is entirely mediated by pandemic-relevant beliefs. To conclude, during pandemic, the role of traditional media use is unreplaceable in its direct and indirect impact on civic participation intention. Pandemic-relevant beliefs play as a distorter variable. The balance between overexposure and insufficiency of pandemic-relevant news is vital. Online media interaction, as a main trait of new media use, plays a crucial role in civic participation intention, directly and indirectly.
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Affiliation(s)
- Xueyan Li
- School of Sociology, Central China Normal University, Wuhan 430079, China
| | - Ping Fu
- School of Sociology, Central China Normal University, Wuhan 430079, China
| | - Min Li
- College of Marxism, Huazhong Agricultural University, Wuhan 430070, China
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Alam MD, Islam A, Hossain MS, Hossain A, Akhter D, Haider MM, Xu Y. Mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh. Front Psychiatry 2022; 13:896419. [PMID: 35990069 PMCID: PMC9382101 DOI: 10.3389/fpsyt.2022.896419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Accepted: 07/06/2022] [Indexed: 11/13/2022] Open
Abstract
Background Vaccination of teachers is recommended during the COVID-19 pandemic to reduce the risk of infection for themselves and their students, as well as to encourage their parents to get immunized. The present study investigated the mental health outcomes and associated factors among vaccinated and unvaccinated teachers against COVID-19 infection in Bangladesh. Methods A cross-sectional survey was conducted in Bangladesh from March 4 to September 9, 2021. The frequency of symptoms of psychological distress, depression, anxiety, stress, post-traumatic stress disorder (PTSD), insomnia, and fear was assessed using the Bangla versions of the GHQ-12, PHQ-2, GAD-2, PSS-4, PC-PTSD-5, ISI, and FCV-19S scales, respectively. Results A total of 1,527 Bangladeshi teachers completed the questionnaire, with 678 (44.4%) being vaccinated and 849 (55.6%) being unvaccinated. Compared with unvaccinated teachers, vaccinated teachers had a statistically significant lower prevalence of psychological distress (35.8 vs. 42.9%), depression (37.6 vs. 46.4%), anxiety (31.9 vs. 45.1%), stress (18.3 vs. 32.0%), PTSD (33.0 vs. 43.8%), insomnia (25.2 vs. 36.9%), and fear symptoms (23.3 vs. 29.6%). Among vaccinated teachers, participants with master's or lower degree levels had significantly higher symptoms of depression, stress, and fear than other education levels. Respondents with children had a significantly higher risk of depression, anxiety, stress, and fear symptoms than those who did not have children. Participants who lost family members, friends, or colleagues due to the COVID-19 pandemic had a significantly higher chance of experiencing symptoms of anxiety, PTSD, and fear than those who did not. On the other hand, unvaccinated male teachers were significantly associated with a higher risk of all mental health outcomes except psychological distress and PTSD symptoms compared to female teachers. Participants who were smokers had a significantly higher chance of anxiety, stress, and fear symptoms than non-smokers. Compared to participants with strong social support, those with poor social support had a higher risk of all mental health outcomes except PTSD symptoms. Conclusion This study suggests emphasizing the vaccinated to unvaccinated teachers as soon as possible to control the infection and improve mental health outcomes. Vulnerable teachers also required special attention, health-related education, and psychological support.
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Affiliation(s)
- Md. Dhedharul Alam
- Department of Psychiatry, The First Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, China
- The Key Laboratory of Mental Disorder Management in Zhejiang Province, Hangzhou, China
| | - Asraful Islam
- Department of Psychology, Jagannath University, Dhaka, Bangladesh
| | | | - Afsana Hossain
- Department of Plant Pathology, Bangabandhu Sheikh Mujibur Rahman Agricultural University, Gazipur, Bangladesh
| | - Delara Akhter
- Department of Genetics and Plant Breeding, Sylhet Agricultural University, Sylhet, Bangladesh
| | - Md. Masum Haider
- Department of Physics, Mawlana Bhashani Science and Technology University, Tangail, Bangladesh
| | - Yi Xu
- Department of Psychiatry, The First Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, China
- The Key Laboratory of Mental Disorder Management in Zhejiang Province, Hangzhou, China
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Hossain MT, Islam MA, Jahan N, Nahar MT, Sarker MJA, Rahman MM, Deeba F, Hoque KE, Aktar R, Islam MM, Hossain MZ, Siddiqua L, Mahbub Z, Islam MN. Mental Health Status of Teachers During the Second Wave of the COVID-19 Pandemic: A Web-Based Study in Bangladesh. Front Psychiatry 2022; 13:938230. [PMID: 35958639 PMCID: PMC9357994 DOI: 10.3389/fpsyt.2022.938230] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/07/2022] [Accepted: 06/20/2022] [Indexed: 12/12/2022] Open
Abstract
Background Following the outbreak of the COVID-19 pandemic, the government of Bangladesh implemented strict non-therapeutic measures, i.e., "social distancing," "lockdown," "work from home," in the first quarter of 2020. Like other professionals, teachers at schools, colleges and universities were confined within households. However, the introduction of online education imposed an additional burden on teachers along with growing household responsibilities, thus, affecting their psychological state. Aims This study was aimed to explore the prevalence of mental health problems among teachers in Bangladesh and to identify the associated risk factors. Methods This web-based cross-sectional study was conducted during the second wave of COVID-19 pandemic in Bangladesh. Data were collected from 381 teachers working at schools, colleges, and universities between 01 August and 29 August 2021 by administering a self-reported e-questionnaire using Google Form, where the mental health of teachers was assessed by depression, anxiety, and stress scale. Data were analyzed using IBM SPSS Statistics (Version 26) and STATA Version 16, and multiple linear regression was executed to predict mental health problems among teachers. Results The findings indicate that the overall prevalence of depression, anxiety, and stress among teachers was 35.4%, 43.7%, and 6.6%, respectively. The prevalence was higher among male and older teachers than among their female and younger colleagues. The findings further showed that place of residence, institution, self-reported health, usage of social and electronic media, and fear of COVID-19 significantly influenced the mental health status of teachers. Conclusion It is strongly recommended that the government and policymakers provide proper mental health services to teachers in order to reduce mental health problems and thus sustain the quality of education during and after the pandemic.
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Affiliation(s)
- Md. Tanvir Hossain
- Sociology Discipline, Social Science School, Khulna University, Khulna, Bangladesh
| | - Md. Akhtarul Islam
- Statistics Discipline, Science, Engineering and Technology School, Khulna University, Khulna, Bangladesh
| | - Nusrat Jahan
- Sociology Discipline, Social Science School, Khulna University, Khulna, Bangladesh
| | - Mst. Tanmin Nahar
- Statistics Discipline, Science, Engineering and Technology School, Khulna University, Khulna, Bangladesh
| | - Md. Juwel Ahmed Sarker
- Department of Development Studies, Faculty of Social Science and Humanities, Hajee Mohammad Danesh Science and Technology University, Dinajpur, Bangladesh
| | - Md. Mostafizur Rahman
- Department of Disaster and Human Security Management, Faculty of Arts and Social Sciences, Bangladesh University of Professionals, Dhaka, Bangladesh
| | - Farah Deeba
- Department of Clinical Psychology, Faculty of Biological Sciences, University of Dhaka, Dhaka, Bangladesh
| | | | - Rina Aktar
- Sociology Discipline, Social Science School, Khulna University, Khulna, Bangladesh
| | - Md. Mazharul Islam
- Department of Sociology, Faculty of Social Science, Government Azizul Haque College, Bogura, Bangladesh
| | | | - Laila Siddiqua
- Architecture Discipline, Science, Engineering and Technology School, Khulna University, Khulna, Bangladesh
| | | | - Md. Nazrul Islam
- Forestry and Wood Technology Discipline, Life Science School, Khulna University, Khulna, Bangladesh
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Huang JL, Chen NF, Cai Y, Yin JR, Zhou X. Work-family conflict and posttraumatic stress symptoms among college teachers during the COVID-19 pandemic. Psych J 2022; 11:895-903. [PMID: 35753077 PMCID: PMC9350225 DOI: 10.1002/pchj.575] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 05/10/2022] [Indexed: 11/06/2022]
Abstract
The study aimed to examine the indirect factors underlying the association between work–family conflict and posttraumatic stress symptoms (PTSS) in college teachers during the COVID‐19 pandemic. Three potential indirect factors were examined: perceived stress, basic psychological needs, and rumination. A total of 274 college teachers were recruited. All participants completed an electronic questionnaire that assessed their exposure to the pandemic, work–family conflict, perceived stress, basic psychological needs, rumination, and PTSS. The results showed that after controlling for pandemic exposure, gender, and age, work–family conflict was associated with PTSS via perceived stress alone, rumination alone, a path from perceived stress to basic psychological needs, and a path from perceived stress to rumination. These results indicate that work–family conflict is positively associated with PTSS indirectly via perceived stress, rumination, and basic psychological needs during the COVID‐19 pandemic. These three mediators may completely explain the relation of work–family conflict to PTSS.
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Affiliation(s)
- Jia-Li Huang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Nan-Fei Chen
- Department of Student Affairs, Zhejiang University, Hangzhou, China
| | - Yun Cai
- Financial Department, Zhejiang University, Hangzhou, China
| | - Jin-Rong Yin
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Xiao Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
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Ma K, Liang L, Chutiyami M, Nicoll S, Khaerudin T, Ha XV. COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work 2022; 73:3-27. [PMID: 35527618 DOI: 10.3233/wor-220062] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis. OBJECTIVE The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers". RESULTS This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences. CONCLUSION There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.
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Affiliation(s)
- Kang Ma
- Jiangsu Provincial Key Constructive Laboratory for Big Data of Psychology and Cognitive Science, Yancheng Teachers University, Yancheng, Jiangsu, China
| | - Luyao Liang
- School of Education, Macquarie University, Sydney, Australia
| | - Muhammad Chutiyami
- School of Education, Macquarie University, Sydney, Australia.,School of Nursing, Institute of Health & Management, Sydney, Australia
| | - Sandy Nicoll
- School of Education, Excelsia College, Sydney, Australia
| | - Teguh Khaerudin
- School of Education, Macquarie University, Sydney, Australia.,Faculty of Education, UIN Syarif Hidayatullah, Jakarta, Indonesia
| | - Xuan Van Ha
- Department of Linguistics, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia.,Department of Foreign Languages, Ha Tinh University, Ha Tinh, Vietnam
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Navarro-Espinosa JA, Vaquero-Abellán M, Perea-Moreno AJ, Pedrós-Pérez G, Aparicio-Martínez P, Martínez-Jiménez MP. The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:9605. [PMID: 34574529 PMCID: PMC8472288 DOI: 10.3390/ijerph18189605] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 09/08/2021] [Accepted: 09/09/2021] [Indexed: 11/17/2022]
Abstract
Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.
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Affiliation(s)
- Johanna Andrea Navarro-Espinosa
- Unidad de Seguimiento a Graduados, Banca Laboral y Prácticas Pre Profesionales, Universidad de ECOTEC, Guayaquil 090501, Ecuador;
| | - Manuel Vaquero-Abellán
- GC12 Clinical and Epidemiological Research in Primary Care, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
- Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
| | - Alberto-Jesús Perea-Moreno
- Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain; (A.-J.P.-M.); (G.P.-P.); (M.P.M.-J.)
| | - Gerardo Pedrós-Pérez
- Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain; (A.-J.P.-M.); (G.P.-P.); (M.P.M.-J.)
| | - Pilar Aparicio-Martínez
- GC12 Clinical and Epidemiological Research in Primary Care, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
- Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
| | - Maria Pilar Martínez-Jiménez
- Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain; (A.-J.P.-M.); (G.P.-P.); (M.P.M.-J.)
- Responsable Grupo Investigación PAIDI de la Junta de Andalucía TEP149, Modelos de Simulación en Energías, Transporte, Física, Ingeniería y Riesgos Laborales, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain
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Lizhi X, Peng C, Wanhong Z, Shengmei X, Lingjiang L, Li Z, Xiaoping W, Weihui L. Factors Associated With Preference of Psychological Intervention and Mental Status Among Chinese Teachers During Coronavirus Disease 2019: A Large Cross-Sectional Survey. Front Psychiatry 2021; 12:704010. [PMID: 34349685 PMCID: PMC8326447 DOI: 10.3389/fpsyt.2021.704010] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Accepted: 06/17/2021] [Indexed: 01/19/2023] Open
Abstract
Aims: The authors sought to explore the psychological distress of teachers during COVID-19 pandemic and their preference for psychological intervention. The overarching goal was to gain insight on how to build an effective psychological support system for teachers during and after the pandemic. Methods: The mental health condition of teachers (N = 18,521) was assessed online by using a questionnaire consisting of standard instruments PHQ-15, GAD-7, PHQ-2, PC-PTSD, and additional questions about sleep disturbance, suicidality and preference of psychological intervention methods. Results: 35.5% of Chinese teachers reported sleep disturbance, 25.3% complained somatic discomfort, 17.7% had anxiety symptoms, 4.0% had depression, 2.8% had self-injury or suicidal thoughts. Women are more likely to have somatic symptoms, sleep disturbance and depression. There were age differences for anxiety, somatic symptoms and suicidal thoughts. High percentages of university teachers reported moderate to severe anxiety, somatic symptoms, depression and sleep disturbance. The most preferred psychological intervention is the self-practice of stress management skills (N = 11,477, 62.0%). Teachers with moderate and severe symptoms are more likely in need of hotline and online counseling and those with serious suicidal thoughts are three times more likely to use a telephone hotline. Conclusions: During the COVID-19 outbreak, the major reported psychological distresses among Chinese teachers are anxiety, sleep disturbance and somatic symptoms. There were gender, age and school setting differences. Females, teachers over 45 years old and those who work at universities tend to be more vulnerable. Different teachers chose different interventions, mostly based on the severity of their symptoms.
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Affiliation(s)
- Xu Lizhi
- Department of Psychiatry, Second Xiangya Hospital, Central South University, Changsha, China.,Mental Health Institute, Second Xiangya Hospital, Central South University, Changsha, China.,Key Laboratory of Psychiatry and Mental Health of Hunan, Central South University, Changsha, China
| | - Cheng Peng
- Department of Psychiatry, Second Xiangya Hospital, Central South University, Changsha, China.,Mental Health Institute, Second Xiangya Hospital, Central South University, Changsha, China.,Key Laboratory of Psychiatry and Mental Health of Hunan, Central South University, Changsha, China
| | - Zheng Wanhong
- Department of Behavioral Medicine and Psychiatry, West Virginia University, Morgantown, WV, United States
| | - Xu Shengmei
- University of Illinois, Urbana-Champaign, Champaign, IL, United States
| | - Li Lingjiang
- Department of Psychiatry, Second Xiangya Hospital, Central South University, Changsha, China.,Mental Health Institute, Second Xiangya Hospital, Central South University, Changsha, China.,Key Laboratory of Psychiatry and Mental Health of Hunan, Central South University, Changsha, China
| | - Zhang Li
- Department of Psychiatry, Second Xiangya Hospital, Central South University, Changsha, China.,Mental Health Institute, Second Xiangya Hospital, Central South University, Changsha, China.,Key Laboratory of Psychiatry and Mental Health of Hunan, Central South University, Changsha, China
| | - Wang Xiaoping
- Department of Psychiatry, Second Xiangya Hospital, Central South University, Changsha, China.,Mental Health Institute, Second Xiangya Hospital, Central South University, Changsha, China.,Key Laboratory of Psychiatry and Mental Health of Hunan, Central South University, Changsha, China
| | - Li Weihui
- Department of Psychiatry, Second Xiangya Hospital, Central South University, Changsha, China.,Mental Health Institute, Second Xiangya Hospital, Central South University, Changsha, China.,Key Laboratory of Psychiatry and Mental Health of Hunan, Central South University, Changsha, China
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