1
|
Ramaiya A, Chandra-Mouli V, Both R, Gottert A, Guglielmi S, Beckwith S, Li M, Blum RW. Assessing the health, social, educational and economic impact of the COVID-19 pandemic on adolescents in low- and middle-income countries: a rapid review of the literature. Sex Reprod Health Matters 2023; 31:2187170. [PMID: 36987980 PMCID: PMC10062253 DOI: 10.1080/26410397.2023.2187170] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023] Open
Abstract
COVID-19 has caused profound health, social, educational and economic devastation around the world, especially among the lives of adolescents in low- and middle-income countries. This paper looks at a wide array of outcomes impacting adolescents' daily lives including health (mental, physical, sexual and reproductive health, vaccine perceptions and overlap between these topics), social relationships (family and peer), education and socio-economic disparities. Both scientific and grey literature between December 2019 and February 2022 were sought from PubMed, Google Scholar and organisations conducting research among adolescents, and coded. A total of 89 articles were included, 73% of which were peer-reviewed; 37% of the articles were from WHO's Western Pacific region; 62% of the articles were cross-sectional; 75% were quantitative. Three major topics emerged in more than half the articles: mental health (72%), education (61%) and socio-economic ramifications (55%). However, there were regional differences in topics and many of them overlapped. The results indicate that, where there has been research, almost all findings have been linked to worse mental health during the pandemic. Overall, remote education was seen as a negative experience. The ramification of school closures on future aspirations, in particular early school leaving, highlights the importance of prioritising education during future pandemics based on the situation within the country. Gender and other disparities have made marginalised adolescents vulnerable to the economic ramifications of containment measures. Given the risks identified, there is a pressing need to put adolescents at the centre of establishing priorities for their health agenda for post-pandemic recovery.
Collapse
Affiliation(s)
- Astha Ramaiya
- Assistant Scientist, Bloomberg School of Public Health, Johns Hopkins University, 615 N Wolfe St, Baltimore, MD 21205, USA
| | - Venkatraman Chandra-Mouli
- Scientist, Department of Sexual and Reproductive Health Research, UNDP/UNFPA/UNICEF/WHO/World Bank Human Reproductive Programme, World Health Organization, Geneva, Switzerland
| | | | - Ann Gottert
- Associate II, Population Council, New York, NY, USA
| | - Silvia Guglielmi
- Qualitative researcher, Gender and Adolescence: Global Evidence, London, UK
| | - Sam Beckwith
- PhD candidate, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, USA
| | - Mengmeng Li
- PhD candidate, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, USA
| | - Robert W. Blum
- Professor, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, USA
| |
Collapse
|
2
|
Ullah MS, Akhter S, Aziz MA, Islam M. Social support: mediating the emotional intelligence-academic stress link. Front Psychol 2023; 14:1218636. [PMID: 37736153 PMCID: PMC10509480 DOI: 10.3389/fpsyg.2023.1218636] [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] [Received: 05/07/2023] [Accepted: 08/07/2023] [Indexed: 09/23/2023] Open
Abstract
Introduction This study examines the relationship between emotional intelligence (EI) and academic stress among tertiary-level students who continued academic activities remotely during the pandemic and the mediating role of social support (SS) in the relationship. Methods Using a cross-sectional survey design, 429 students studying business, engineering, social science, and science in Bangladesh provided data via Qualtrics. Using the Structural Equation Modeling in SmartPLS 4 (4.0.8.9), we modeled emotional intelligence as the reflective-formative and social support (support from family, friends, and significant other) and perceived academic stress as the reflective-reflective, second-order constructs. We also conducted a one-way between-groups analysis of variance (ANOVA) to investigate the impact of gender (male and female) and current stage of academic study (Undergraduate year one to four and post-graduation) on emotional intelligence and academic stress, respectively. Results and discussion Results show that all the hypothesized relationships are statistically significant: EI is negatively related to perceived academic stress, and SS significantly mediates the relationship between EI and academic stress. Hence, essential strategies are suggested to help students for managing academic stress.
Collapse
Affiliation(s)
| | | | | | - Muhaiminul Islam
- Department of Organization Strategy and Leadership, Faculty of Business Studies, University of Dhaka, Dhaka, Bangladesh
| |
Collapse
|
3
|
Kastorff T, Sailer M, Stegmann K. A typology of adolescents' technology use before and during the COVID-19 pandemic: A latent profile analysis. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 2023; 117:102136. [PMID: 36620353 PMCID: PMC9808418 DOI: 10.1016/j.ijer.2023.102136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 12/23/2022] [Accepted: 01/01/2023] [Indexed: 06/17/2023]
Abstract
The COVID-19 pandemic has made adolescents´ technology use unavoidable for sustaining teaching and learning processes. In the present paper we conducted two studies using a person-centered latent profile analysis to examine adolescents' technology use before (Study 1, N = 643) and during (Study 2, N = 644) the COVID-19 pandemic in the region of Bavaria, Germany. While adolescents' technology use before the COVID-19 pandemic was divergent in terms of study-related and social technology use, the results show that during the COVID-19 pandemic, adolescents' technology use increased in terms of both, study-related and social purposes. Although our results suggest that adolescents' use of technology for study-related purposes increased during the COVID-19 pandemic, adolescents from educationally disadvantaged families still appear to be at risk of being left behind by the even more rapid digitization of the COVID-19 pandemic, for which we discuss future research and targeted interventions.
Collapse
Affiliation(s)
- Tamara Kastorff
- Department of Psychology, Ludwig-Maximilians-Universität München, Leopoldstraße 13, 80802, München
- Centre for International Student Assessment (ZIB), TUM School of Social Sciences and Technology, Department of Educational Sciences, Technical University of Munich, Munich, Germany
| | - Michael Sailer
- Department of Psychology, Ludwig-Maximilians-Universität München, Leopoldstraße 13, 80802, München
| | - Karsten Stegmann
- Department of Psychology, Ludwig-Maximilians-Universität München, Leopoldstraße 13, 80802, München
- Chair of Educational Science, University of Passau, Germany
| |
Collapse
|
4
|
Malik AA, Hassan M, Rizwan M, Mushtaque I, Lak TA, Hussain M. Impact of academic cheating and perceived online learning effectiveness on academic performance during the COVID-19 pandemic among Pakistani students. Front Psychol 2023; 14:1124095. [PMID: 36935968 PMCID: PMC10019462 DOI: 10.3389/fpsyg.2023.1124095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 01/24/2023] [Indexed: 03/06/2023] Open
Abstract
Objective The study was conducted to examine academic cheating behaviors and perceived online effectiveness on academic performance during the period of COVID-19 among schools, colleges, and university students in Pakistan. Methodology A cross-sectional research design was used in the current study. Convenience sampling was used to collect the data. The study included a total sample of N = 8,590 students, with males (n = 3,270, 38%) and females (n = 5,320, 61%) participating. The data was divided into three categories: high schools (n = 1,098, 12.7%), colleges (n = 4,742, 55.2%), and universities (n = 2,570, 32.1%). School students had an average age of (M = 15, SD = 4.65), college students had an average age of (M = 20, SD = 5.64), and university students had an average age of (M = 24, SD = 5.01). Result The results indicated that 60% of students admitted to cheating during online exams most of the time; 30% of students admitted to cheating at least once during an online exam. The study found that students (from high school, college, and university) obtained higher grades in online exams as compared to physical exams. Furthermore, significant gender differences were found on the scales of online learning effectiveness in school, college, and university students (t = 2.3*, p = 0.05 vs. t = 4.32**, p = 0.000 vs. t = -3.3*, p = 0.04). Similarly, on the scale of academic performance, students have significant gender differences. Multivariate regression analysis confirms that students' 26% academic performance was increased due to cheating (F (2, 8,588) = 16.24, p = 0.000). Students believe online learning is effective because academic grades are easily obtained. Conclusion Cheating is more common and easier in online courses, according to more than half of respondents, and they take advantage of this. Academicians are heavily encouraged to develop morality and ethics in their students so that their institutions can produce ethical professionals for the educational community.
Collapse
Affiliation(s)
- Aamir Abbas Malik
- College of Public Administration, Nanjing Agricultural University, Nanjing, Jiangsu, China
- *Correspondence: Aamir Abbas Malik,
| | - Mehdi Hassan
- College of Public Administration, Nanjing Agricultural University, Nanjing, Jiangsu, China
| | - Muhammad Rizwan
- School of Education Sciences, Nanjing Normal University, Nanjing, Jiangsu, China
| | - Iqra Mushtaque
- Department of Psychology, Bahauddin Zakariya University, Multan, Pakistan
- Iqra Mushtaque,
| | | | - Mussarat Hussain
- Department of Sociology, University of Sargodha, Sargodha, Pakistan
| |
Collapse
|
5
|
Estrada Guillén M, Monferrer Tirado D, Rodríguez Sánchez A. The impact of COVID-19 on university students and competences in education for sustainable development: Emotional intelligence, resilience and engagement. JOURNAL OF CLEANER PRODUCTION 2022; 380:135057. [PMID: 36348962 PMCID: PMC9634789 DOI: 10.1016/j.jclepro.2022.135057] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 10/31/2022] [Accepted: 11/01/2022] [Indexed: 06/16/2023]
Abstract
As the Covid-19 pandemic brought most in-person activities to a halt, radical and visible changes were imposed in all social interactions, including teaching and academic activity in general. This challenging setting tested the education system's capacity to successfully address the Sustainable Development Goals. The success of education for sustainable development (ESD) requires training in the specific skills needed to face the highly emotionally demanding post-pandemic context. In this line, this study focuses on university students' capability to understand and manage emotions, an issue considered to be a key factor in ESD. The aim of this study is to show how students' emotional intelligence influenced their resilience, with repercussions on their engagement and subsequent academic performance. The research model was tested through a questionnaire addressed to 340 students from three different universities during the full lockdown of March-May 2020 as a result of the pandemic. Results show that emotional intelligence was positively related to resilience, which in turn was related to engagement, and consequently, resulted in better academic performance. This finding should spark interest in developing emotional intelligence in education, not only because it produces healthy citizens in the long term, but also because of its short-term positive impacts in the classroom, particularly in such adverse situations as those described here. This study provides a model that links classic variables on educational and positive psychology research with ESD in times of COVID-19.
Collapse
Affiliation(s)
- Marta Estrada Guillén
- Department of Business Administration and Marketing, Universitat Jaume I, Avda. Vicente Sos Baynat, S/n, 12071 Castellón de La Plana, Spain
| | - Diego Monferrer Tirado
- Department of Business Administration and Marketing, Universitat Jaume I, Avda. Vicente Sos Baynat, S/n, 12071 Castellón de La Plana, Spain
| | - Alma Rodríguez Sánchez
- Department of Business Administration and Marketing, Universitat Jaume I, Avda. Vicente Sos Baynat, S/n, 12071 Castellón de La Plana, Spain
| |
Collapse
|
6
|
Nguyen MT, Tran BT, Nguyen TG, Phan MT, Luong TTT, Le DD. Self-control as an important factor affecting the online learning readiness of Vietnamese medical and health students during the COVID-19 pandemic: a network analysis. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2022; 19:22. [PMID: 36002389 PMCID: PMC9582298 DOI: 10.3352/jeehp.2022.19.22] [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: 05/18/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The current study aimed to use network analysis to investigate medical and health students’ readiness for online learning during the coronavirus disease 2019 (COVID-19) pandemic at the University of Medicine and Pharmacy, Hue University. METHODS A questionnaire survey on the students’ readiness for online learning was performed using a Google Form from May 13 to June 22, 2021. In total, 1,377 completed responses were eligible for analysis out of 1,411 participants. The network structure was estimated for readiness scales with 6 factors: computer skills, internet skills, online communication, motivation, self-control, and self-learning. Data were fitted using a Gaussian graphical model with the extended Bayesian information criterion. RESULTS In 1,377 students, a network structure was identified with 6 nodes and no isolated nodes. The top 3 partial correlations were similar in networks for the overall sample and subgroups of gender and grade levels. The self-control node was the strongest for the connection to others, with the highest nodal strength. The change of nodal strength was greatest in online communication for both gender and grade levels. The correlation stability coefficient for nodal strength was achieved for all networks. CONCLUSION These findings indicated that self-control was the most important factor in students’ readiness network structures for online learning. Therefore, self-control needs to be encouraged during online learning to improve the effectiveness of achieving online learning outcomes for students.
Collapse
Affiliation(s)
- Minh Tu Nguyen
- Office for Undergraduate Training, University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Binh Thang Tran
- Faculty of Public Health, University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Thanh Gia Nguyen
- Faculty of Public Health, University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Minh Tri Phan
- University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | | | - Dinh Duong Le
- Faculty of Public Health, University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| |
Collapse
|
7
|
Thompson HR, Mendelson J, Zamek M, Cortez G, Schillinger D. Impact of an Arts-based Public Health Literacy Program Delivered Online to High School Students during the COVID-19 Pandemic. JOURNAL OF HEALTH COMMUNICATION 2022; 27:520-534. [PMID: 36222288 PMCID: PMC9671859 DOI: 10.1080/10810730.2022.2131942] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The COVID-19 pandemic, coupled with the domestic socio-political unrest of 2020, provides a critical opportunity to reframe how we engage with youth around health and disease risk. The Bigger Picture (TBP), a spoken word, arts-based public health literacy campaign, uses a social justice and racial equity frame to activate youth around social determinants of health, including salient topics such as type 2 diabetes, COVID-19, climate change, and police violence. This quasi-experimental study determined the impact of providing an online adaptation of TBP during the COVID-19 pandemic to urban, low-income, diverse high school students (3 intervention schools assigned to receive TBP-based spoken word program; 3 comparison schools received a non-health focused spoken word program). We used outcomes derived from the Culture of Health framework, including: (1) health-related mind-sets and expectations; (2) sense of belonging; and (3) civic engagement. Students completed pre/post surveys; a subset of adults and youth from all 6 schools completed semi-structured interviews. TBP participation resulted in measurable shifts in students' mind-sets around structural drivers of health and health inequity and increases in plans for future civic engagement. Arts-based programming with an intentional focus on the social ecological model and health equity appears to impact young people, even when delivered online.
Collapse
Affiliation(s)
- Hannah R. Thompson
- School of Public Health, University of California Berkeley, Berkeley, California, USA
| | - Jackie Mendelson
- School of Public Health, University of California Berkeley, Berkeley, California, USA
| | - Maya Zamek
- School of Public Health, University of California Berkeley, Berkeley, California, USA
| | | | - Dean Schillinger
- University of California San Francisco (UCSF) Division of General Internal Medicine at San Francisco General Hospital, San Francisco, California, USA
- UCSF Center for Vulnerable Populations at San Francisco General Hospital, San Francisco, California, USA
| |
Collapse
|
8
|
Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12050325] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Several empirical studies have shown that, during COVID-19-caused distance learning, many learners were struggling to realize the extent of self-regulated learning activities that were required to ensure the ongoing learning progress. Due to the significance of self-regulated learning regarding students’ learning success, the construct of metacognition also gained in importance, since corresponding skills are closely related to successful self-direction in learning. In our study, we focused on the learning strategy of concept mapping (CM), which is (1) directly related to beneficial effects on learning and retention performance, as well as (2) considered to cause constructive side-effects regarding metacognitive skills and, thus, self-regulated learning. To grasp CM’s full potential in terms of improving cognition-related learning performance, however, appropriate training of this learning strategy seems to be required. This raised the question of whether and to what extent appropriate CM training is also necessary to improve the metacognitive skills of our participants (N = 73 university students of different majors) in terms of the accuracy of their judgments of learning (JOLs). Although we were able to show, in a previous study, that the CM-training intensity did not affect the absolute level of these JOLs, the results of our current study show that there is, nevertheless, a significant effect in terms of the JOLs’ accuracy when considering their relationships to objective learning performance. Thus, CM training intensity affects the competence of metacognitive monitoring. In addition, we found that scaffolding- and feedback-including training conditions tend to counteract systematic misjudgments regarding the domain of conceptual knowledge, in particular. Practical implications and recommendations that can be derived from these results are discussed.
Collapse
|
9
|
Wu Q, Ren Q, Zhong N, Bao J, Zhao Y, Du J, Chen T, Zhao M. Internet behavior patterns of adolescents before, during, and after COVID-19 pandemic. Front Psychiatry 2022; 13:947360. [PMID: 36440398 PMCID: PMC9685307 DOI: 10.3389/fpsyt.2022.947360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Accepted: 10/24/2022] [Indexed: 11/11/2022] Open
Abstract
BACKGROUND The outbreak of COVID-19 has affected the mental health of adolescents. To describe the Internet behavior-changing patterns of adolescents and to understand the impact of clinical features on changing patterns during the COVID-19 pandemic. MATERIALS AND METHODS We conducted a cross-sectional cohort study using data collected through online investigation in China. A total of 625 adolescents completed the online survey from May 15 to June 7, 2020. The adolescents were asked to retrospect to the Internet behaviors and game behaviors of three time periods as follows: before the COVID-19 outbreak in China, during the COVID-19 outbreak in China, and back to school. The clinical variables of the demographic data, family functionality, and emotional and behavioral symptoms were also collected. According to the Internet behaviors and game behaviors patterns across the three time periods, the subjects will be sub-grouped. RESULTS Four Internet behavior-changing patterns during the COVID-19 was identified: (1) Continuous Normal Group (55.52%); (2) Normal to Internet Addiction Group (5.28%); (3) Internet Addiction to Normal Group (14.56%); and (4) Continuous Internet Addiction Group (24.64%). Years of education, academic score ranking, family functionality, and emotional and behavioral symptoms were different across the four groups. Proportions of game behaviors, scores of Strengths and Difficulties Questionnaire (SDQ), and SDQ subscale during the period before the COVID-19 outbreak were significant in predicting changing patterns. CONCLUSION The Internet behavior patterns of adolescents during the COVID-19 period were various. Clinical features before the COVID-19 pandemic may predict changing patterns. The heterogeneity in characteristics between different changing patterns should be considered when intervening in adolescents' problematic Internet behavior.
Collapse
Affiliation(s)
- Qianying Wu
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Qihuan Ren
- Shanghai Hongkou Mental Health Center, Shanghai, China
| | - Na Zhong
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Juwang Bao
- Jiangxi Maternal and Child Health Hospital, Maternal and Child Health Affiliated Hospital of Nanchang University, Nanchang, China
| | - Yan Zhao
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Jiang Du
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Tianzhen Chen
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Min Zhao
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.,Shanghai Key Laboratory of Psychotic Disorders, Shanghai, China.,Institute of Psychological and Behavioral Science, Shanghai Jiao Tong University, Shanghai, China.,CAS Center for Excellence in Brain Science and Intelligence Technology (CEBSIT), Chinese Academy of Sciences, Shanghai, China
| |
Collapse
|