A serial model of the interrelationship between perceived vulnerability to disease, fear of COVID-19, and psychological distress among teachers in South Africa

The vaccination divide: Exploring moral reasoning associated with intergroup antipathy between vaccinated and unvaccinated people

OBJECTIVES

There is growing evidence of intergroup hostility between vaccinated and unvaccinated individuals, a process of polarization that threatens to derail population health efforts. This study explores the moral underpinnings of intergroup antipathy between vaccinated and unvaccinated individuals.

DESIGN

A cross-sectional design was employed to investigate the associations between the view of vaccination as a social contract or individual choice, perceived vulnerability to disease, perceptions of outgroup morality, feelings of warmth, and experiences of schadenfreude.

METHODS

Data were extracted from an online, quantitative survey of 233 vaccinated and 237 unvaccinated participants collected between June and July 2022.

RESULTS

Results revealed that vaccinated people had stronger negative attitudes towards unvaccinated people than vice versa. In line with hypotheses, the extent to which vaccinated people saw vaccination as a social contract was significantly associated with perceiving unvaccinated people as immoral. For unvaccinated people, seeing vaccination as an individual choice (the opposite of a social contract) was significantly associated with perceiving vaccinated people as immoral. Among both groups, viewing the other as immoral was associated with feeling significantly less warmth towards the opposing vaccination group, and more schadenfreude in the face of an outgroup member's suffering. Participants' perceived vulnerability to disease played a relatively small role in explaining polarization between vaccinated and unvaccinated people.

CONCLUSIONS

This research builds on previous studies by identifying moral mechanisms associated with intergroup antipathy in the vaccine debate.

Prevalence and factors for anxiety and depression among secondary school teachers from Sfax city of Tunisia in times of the coronavirus disease 2019 pandemic: a cross-sectional study

Introduction

teachers have to adapt during the coronavirus disease 2019 (COVID-19) pandemic to many changes that could potentially make them more vulnerable to psychological distress. We aimed to assess anxiety and depression in Tunisian secondary school teachers during the COVID-19 pandemic and to explore their associated factors.

Methods

we conducted a cross-sectional survey concerning Tunisian secondary school teachers between May 1st, 2021, and June 30th, 2021, using an online survey platform via Google Forms. Participants were asked to fill in a form including two psychometric tests: the General Anxiety Disorder 7 (GAD-7) and the Patient Health Questionnaire 9 (PHQ-9). We performed both univariable and multivariable logistic regression analyses.

Results

a total of 170 secondary school teachers were included, of whom 22.4% (n=38) were males and 77.6% (n=132) were females. The median age was 45.5 years (Q1=39, Q3=49). The overall anxiety prevalence was 34.7% (n=59) while it was 41.7% (n=71) for depression. In multivariable analysis, anxiety was strongly associated with sleep disturbances (aOR: 5.1; 95% CI: 1.80-14.45; p=0.002) and depression (aOR: 33.91; 95% CI: 12.32-93.33; p<0.001) while depression was strongly associated with dissatisfaction with working conditions (aOR: 3.99; 95% CI: 1.49-10.65; p=0.006), the irregular wearing of protective masks (aOR: 3.94; 95% CI: 1.33-11.66; p=0.013) and anxiety (aOR=51.63; 95% CI: 17.74-150.25; p<0.001).

Conclusion

secondary school teachers in Tunisia are characterized by a high rate of anxiety and depressive disorders which are related to personal and professional factors on which we can act by supplying of educational institutions by protective masks, the implementation of programs for adjusting working conditions and the practice of non-pharmacological interventions for insomnia management.

The Resilience of South African School Teachers in the Time of COVID-19: Coping with Risk of Infection, Loneliness, and Anxiety

The COVID-19 pandemic precipitated an overall increase in the global prevalence of mental health disorders and psychological distress. However, against this backdrop, there was also evidence of adaptation and coping, which suggested the influence of protective factors. The current study aims to extend previous research on the role of protective factors by investigating the health-sustaining and mediating roles of resilience in the relationship between perceived vulnerability to disease, loneliness, and anxiety. Participants consisted of a convenience sample of schoolteachers (N = 355) who completed the Perceived Vulnerability to Disease Questionnaire, the short form of the Connor-Davidson Resilience Scale, the University of California, Los Angeles Loneliness Scale, and the trait scale of the Spielberger State-Trait Anxiety Scale, through an online link created with Google Forms. The results of path analysis indicated significant negative associations between resilience and both loneliness and anxiety. These results indicate the health-sustaining role of resilience. In addition, resilience mediated the relationships between germ aversion and perceived infectability, on the one hand, and loneliness and anxiety, on the other hand. The findings confirm that resilience can play a substantial role in counteracting the negative impact of the pandemic on mental health.

Job Satisfaction Goes a Long Way: The Mediating Role of Teaching Satisfaction in the Relationship between Role Stress and Indices of Psychological Well-Being in the Time of COVID-19

The COVID-19 pandemic and its containment measures has resulted in drastic changes in the educational landscape. Teachers had to rapidly adapt to shifts in their work-related roles and responsibilities. This situation likely led to role stress and affected the levels of job satisfaction, mental health and general life satisfaction. In this study, we examined the role of teachers' job satisfaction in the relationship between role stress and indices of psychological well-being. The participants were South African school teachers (N = 355) who completed the Role Orientation Questionnaire, the Teaching Satisfaction Scale, the Center for Epidemiological Studies Depression Scale, the trait scale of the State-Trait Anxiety Inventory and the Satisfaction with Life Scale. In addition to descriptive statistics and correlations, path analysis was performed to determine the mediating role of teaching satisfaction. Increased levels of teaching satisfaction were associated with decreased levels of depression and anxiety and increased levels of life satisfaction. Teaching satisfaction also mediated the relationship between role conflict, as well as role ambiguity and anxiety. The results indicated that teaching satisfaction is a critical protective factor for teachers. Thus, improving task significance and enhancing the meaning associated with the teaching profession may help promote the adaptive functioning of teachers.

Stigmatization towards healthcare personnel during the first COVID-19 wave in Central and Northern Mexico

The evidence all over the world shows an alarming increase in the stigmatization of health personnel during the COVID-19 pandemic. We sought to explore possible psychological factors that help explain the disposition to stigmatize health personnel in the central and northern regions of Mexico. Two studies explore possible psychological factors to explain the disposition to stigmatize healthcare personnel (HP) in Mexico during the COVID-19 pandemic. In study one, 520 participants responded to three instruments that measure the disposition to stigmatize, the perceived contagion risk, and the positive beliefs towards HP. Results showed a generalized low disposition to stigmatization, where only a small percentage obtained high scores. A regression analysis identified that stigmatization towards HP can derive mainly from the perception of risk of contagion, although positive beliefs of HP decrease this disposition. The second study extends this finding by analyzing responses of 286 participants to seven instruments measuring factors hypothesized as predictors towards stigmatization: uncertainty generated by the pandemic, selfish strategies to face off the pandemic, social capital, trust in institutions, perceived vulnerability of contagion, perceived risk of contagion, and positive beliefs towards HP. A path analysis reveals that the main predictor of stigmatization is the perceived risk of contagion, increased by the strategy of selfishness, and the uncertainty generated by the pandemic. These results are discussed emphasizing the importance of cooperation and community ties to prevent the stigmatization of HP in the context of sanitary emergencies generated by contagious diseases.

The Beneficial Effects of Professional Identity: The Mediating Role of Teaching Identification in the Relationship between Role Stress and Psychological Distress during the COVID-19 Pandemic

At the start of the COVID-19 pandemic, teachers and students rapidly transitioned to remote teaching and learning. In South Africa, this initial transition was followed by periods of reopening and closing of schools during the various waves of the pandemic. When schools were reopened, rotational schooling was implemented, with students attending in shifts. All this change created a climate of uncertainty for teachers. The current study investigates the relationship between role stress and indices of psychological distress, as well as the potential mediating role of teaching identification in this relationship, using a cross-sectional survey design. Participants (n = 355) were school teachers in South Africa who completed the Role Stress Questionnaire, the Professional Identification Scale, the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale during the second wave of the pandemic (May-July 2021). The results of a structural equation analysis indicate significant positive direct effects of role conflict and ambiguity on anxiety and hopelessness, as well as significant negative direct effects of teaching identification on anxiety and hopelessness. In addition, teaching identification was found to mediate the effect of role conflict and ambiguity on anxiety and hopelessness. The demonstrated role of teaching identification has implications that suggest the importance of leadership and supervisory support, as well as enhancing the societal value of teaching as a profession.

Validation of the Connor-Davidson Resilience Scale-10 in South Africa: Item Response Theory and Classical Test Theory

Purpose

During times of crisis, and in particular during the current COVID-19 pandemic, resistance resources, such as resilience, are key to managing the negative impacts of the crisis. The Connor-Davidson Resilience Scale-10 has been extensively used to assess resilience. In the current study, we examined the reliability, validity and dimensionality of this instrument using Rasch analysis, Mokken analysis and classical test theory. Using both item response theory and classical test theory provides a more comprehensive overview of the psychometric properties of the Connor-Davidson Resilience Scale-10.

Participants and Methods

School teachers from South Africa (N = 355) constituted the sample for the study and they completed the following scales: Connor-Davidson Resilience Scale-10, the Center for Epidemiological Studies Depression Scale, State-Trait Anxiety Inventory-Trait Scale, the Beck Hopelessness Scale, and the Sense of Coherence Scale.

Results

Both item response theory and classical test theory provided strong evidence for the reliability and validity of the Connor-Davidson Resilience Scale-10. In addition, the analyses provided support for considering the scale as essentially unidimensional.

Conclusion

The obtained results provide additional support for the reliability and validity, of the Connor-Davidson Resilience Scale-10 for samples from diverse contexts.

Assessing the Relationships between Internet Addiction, Depression, COVID-19-Related Fear, Anxiety, and Suspicion among Graduate Students in Educational Administration: A Structural Equation Modeling Analysis

This study aims to examine the relationships between Internet addiction, depression, COVID-19-related fear, anxiety, and suspicion in graduate students. A total of 482 students pursuing a master’s degree in educational administration participated in the study, which was designed according to the relational survey model. The data of the study were collected using online questionnaires, and the proposed hypotheses were tested and analyzed using structural equation modeling (SEM). The results of the study revealed that COVID-19-related suspicion positively and significantly predicted COVID-19-related fear and anxiety. In this context, the increased suspicion of graduate students due to COVID-19 also increased their fear and COVID-19-related anxiety, and this increased the possibility that they would exhibit depressive behaviors. However, a positive and significant relationship was found between COVID-19-related suspicion and depression. This result confirms that the increased suspicion of the participant students due to COVID-19 led to an increase in their depression scores. SEM results have shown a positive relationship between fear and anxiety related to COVID-19 and Internet addiction, and that the increase in students’ anxiety and fear levels also increases their Internet addiction levels. In addition, the results of the study revealed that depression has a negligible indirect effect on the relationship between COVID-19-related fear, anxiety, and suspicion and Internet addiction. In conclusion, the proposed hypothetical model is confirmed after having examined the relationships among depression, Internet addiction, COVID-19-related fear and anxiety, and suspicion.

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

The current study examines the potential mediating role of professional identification of school teachers in the relationship between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the professional group. Professional identification has been linked to negative work outcomes, such as job performance and turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification is the extent to which teachers identify with the teaching profession. Participants (N = 355) were school teachers in South Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional Identification Scale, and the Teaching Satisfaction Scale. Structural equation analysis showed that professional identification plays a fully mediational role in the relationship between psychological distress and teaching satisfaction. Interventions that strengthen teachers’ identification with the teaching profession should be considered a priority.