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Cassaretto M, Espinosa A, Chau C. Effects of resilience, social support, and academic self-efficacy, on mental health among Peruvian university students during the pandemic: the mediating role of digital inclusion. Front Psychol 2024; 15:1282281. [PMID: 39040968 PMCID: PMC11262053 DOI: 10.3389/fpsyg.2024.1282281] [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: 08/23/2023] [Accepted: 05/13/2024] [Indexed: 07/24/2024] Open
Abstract
Background Mental health of university students has been impacted during the pandemic, highlighting the importance of understanding its psychosocial determinants. Nevertheless, there has been limited exploration into whether the digital inclusion conditions for remote education could mediate the effects that variables such as resilience, social support, and academic self-efficacy may have on mental health. Considering the above, there is evidence that shows a consistent relationship between resilience, social support and academic self-efficacy on mental health, to the extent that these are psychological variables. On the other hand, digital inclusion, which comprehends a contextual variable, not a psychological one, related to ICT access opportunities and mainly focused on the quality of Internet access, should be analyzed in a differential manner. Objectives This study seeks to analyze the effect of resilience, social support and academic self-efficacy, on the mental health of a group of Peruvian university students; in addition, it seeks to analyze the mediating role of digital inclusion. Materials and methods A cross-sectional study was conducted with 3,147 undergraduate students from a private university in Lima, Perú. From August to October 2020, data were collected online through questionnaire, this include The Depression, Anxiety and Stress Scale 21 (DASS-21), The 10-item version of the Connor-Davidson Resilience Scale (CD-RISC10), The Multidimensional Scale of Perceived Social Support (EMASP), The Perceived Self-Efficacy Specific for Academic Situations Scale (EAPESA) and to measure digital inclusion, the Perceived Quality of Internet Access reported by the students. The levels of participants' anxiety, depression and stress were described using frequency and percentage. Pearson Correlation test was used to measure the correlation between the variables and a Path analysis was conducted. Finally, The PROCESS macro for SPSS (Model 4) was applied to examine the mediating effect of the model controlling gender variable. Results The results revealed significant levels of extremely severe symptoms of anxiety (36.8%), depression (33.4%) and stress (18.1%) among the participants. A path analysis, which indicated that resilience (β = -0.346), social support (β = -0.189), academic self-efficacy (β = -0.060) and digital inclusion (β = -0.089) had significant impact on students' General Distress. In addition, digital inclusion plays a partial mediation role with low but significant effect size in the relationship between resilience, social support and self-efficacy with mental health. Conclusion Mental health of university students during the pandemic shows alarming levels of general or emotional distress. The findings indicate that resilience, social support and self-efficacy protect college students' mental health by reducing general distress. However, the study shows that when there is a digital divide around internet quality the impact of these factors is affected.
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Affiliation(s)
- Mónica Cassaretto
- Department of Psychology, Pontificia Universidad Católica del Perú, Lima, Peru
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Benner AD, Harrington MK, Kealy C, Nwafor CE. The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38509818 DOI: 10.1111/jora.12935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/27/2024] [Accepted: 02/29/2024] [Indexed: 03/22/2024]
Abstract
The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested.
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Affiliation(s)
- Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Madeline K Harrington
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Carmen Kealy
- School of Education, University of Galway, Galway, Ireland
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Huang L, Wang D. Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning. Behav Sci (Basel) 2023; 13:704. [PMID: 37753982 PMCID: PMC10525361 DOI: 10.3390/bs13090704] [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: 06/29/2023] [Revised: 08/15/2023] [Accepted: 08/22/2023] [Indexed: 09/28/2023] Open
Abstract
With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students' academic achievement, with a particular focus on the mediating roles of academic self-efficacy and student engagement. The results show that teacher support had significant total influences on university students' academic achievement. Furthermore, academic self-efficacy and student engagement, respectively, mediated the effects of teacher support on students' academic achievement. In addition, academic self-efficacy and student engagement sequentially mediated the effects of teacher support on students' academic achievement. Research implications are also discussed.
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Affiliation(s)
- Liang Huang
- Department of Public Administration, Southeast University, Nanjing 211189, China
| | - Dongsheng Wang
- Faculty of Education, Northwest Normal University, Lanzhou 730070, China
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Riggs MA, Madni SA, Cornelius J, Zhang A, Czarnik M, Zullig K, Bensley RJ, Gibson-Young L, Gardner M, Waggett CE, Grabeel V, Pettyjohn SJ, Fisher C, Jones RM, Maniccia DM, Doyle J, Treuth M, Neatherlin J, Thomas E, Barrios L. Knowledge, attitudes, and behaviors with mask use and vaccines for COVID-19 prevention at 13 colleges and universities, April 2021. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-11. [PMID: 37130266 DOI: 10.1080/07448481.2022.2122719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Objectives: To understand college and university student knowledge, attitudes, and behaviors (KAB) regarding COVID-19 prevention strategies. Methods: Thirteen colleges and universities volunteered to conduct an anonymous electronic survey in April 2021 to assess students' KAB about mask use and vaccination to prevent COVID-19. Results: Three-quarters of students indicated they "Always" wore a mask correctly when in public indoor places. Of those not yet vaccinated, 55% expressed concern about unknown side effects. Over half of students were unsure or believe they do not need to continue wearing masks after vaccination and older students more likely to be vaccinated. There was a significant inverse correlation between intention of getting vaccinated and intention to attend a large indoor party without a mask. Conclusions: Colleges and universities are important to community efforts to slow the COVID-19 pandemic. The KAB findings can inform approaches to increase overall mask use and vaccination uptake among young students.
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Affiliation(s)
| | - Sabrina A Madni
- CDC COVID-19 Emergency Response Team, Atlanta, Georgia, USA
- 4ES Corporation, San Antonio, Texas, USA
| | - January Cornelius
- CDC COVID-19 Emergency Response Team, Atlanta, Georgia, USA
- 4ES Corporation, San Antonio, Texas, USA
| | - Amy Zhang
- CDC COVID-19 Emergency Response Team, Atlanta, Georgia, USA
- Oak Ridge Institute for Science and Education, Oak Ridge, Tennessee, USA
| | - Michaila Czarnik
- CDC COVID-19 Emergency Response Team, Atlanta, Georgia, USA
- 4ES Corporation, San Antonio, Texas, USA
| | - Keith Zullig
- West Virginia University, Morgantown, West Virginia, USA
| | | | | | | | | | - Vonia Grabeel
- Eastern Kentucky University, Richmond, Kentucky, USA
| | | | - Christine Fisher
- East Stroudsburg University of Pennsylvania, East Stroudsburg, Pennsylvania, USA
| | - Resa M Jones
- Temple University, Philadelphia, Pennsylvania, USA
| | | | - Jack Doyle
- Lock Haven University, Lock Haven, Pennsylvania, USA
| | - Margarita Treuth
- University of Maryland Eastern Shore, Princess Anne, Maryland, USA
| | | | - Ebony Thomas
- CDC COVID-19 Emergency Response Team, Atlanta, Georgia, USA
| | - Lisa Barrios
- CDC COVID-19 Emergency Response Team, Atlanta, Georgia, USA
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Tang Y, He W. Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model. Front Psychol 2023; 14:1109569. [PMID: 37008860 PMCID: PMC10050401 DOI: 10.3389/fpsyg.2023.1109569] [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: 11/28/2022] [Accepted: 02/27/2023] [Indexed: 03/17/2023] Open
Abstract
The vital influence of emotional intelligence on college students' learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students' learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students' self-efficacy and providing multiple social supports would help improve their motivation and academic performance.
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Affiliation(s)
| | - Weiguang He
- College of Social Sciences, Shenzhen University, Shenzhen, China
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Anthonysamy L, Singh P. The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia. Heliyon 2023; 9:e12198. [PMID: 36755584 PMCID: PMC9899073 DOI: 10.1016/j.heliyon.2022.e12198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 07/29/2022] [Accepted: 11/30/2022] [Indexed: 02/07/2023] Open
Abstract
The purpose of this study is twofold. Firstly, this study seeks to better understand students' learning experience, through scholastic achievement and secondly, this study analyses students' use of autonomous learning strategies, namely satisfaction, self-efficacy, social interactive engagement and study engagement in digital learning amidst the Covid-19 lockdown. While Malaysia grapples with a growing number of Covid-19 cases, the underlying toll of the pandemic has hit the youth hard with many mental health concerns and this has affected their learning. The nurturing of autonomous learning strategies especially during the Covid-19 confinement is critically needed to assist this vulnerable group. Although there is a plethora of studies given students' use of autonomous learning strategies towards scholastic achievement during the Covid-19 lockdown internationally, studies in the Asia region are still rudimentary. This study investigated 316 university students from targeted universities in Malaysia. Responses were gathered from an online survey. Data were analysed using Partial Least Squares-Structural Equation Modelling (PLS-SEM), a second-generation multivariate statistical approach to assess the outer model and inner model that displays the relationships between the constructs. The results of this case study reported that student interactive engagement (β = 0.348, t = 5.45) and study environment (β = 0.314, t = 4.81) have a significant impact on students' scholastic achievement during the lockdown. Remarkably, new insights are uncovered in this paper revealing no relationship between self-efficacy and satisfaction with students' scholastic achievement. Possible explanations surrounding why satisfaction and self-efficacy were suppressed by the lockdown are discussed. The outcomes of this study provide key insights that may assist students to condition their minds to use autonomous learning strategies in digital learning to enhance their scholastic achievement.
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Affiliation(s)
- Lilian Anthonysamy
- Faculty of Management, Multimedia University, Persiaran Multimedia, 63100, Cyberjaya, Selangor, Malaysia
| | - Parmjit Singh
- Faculty of Education, Universiti Teknologi MARA, Puncak Alam, 42300, Kuala Selangor, Selangor, Malaysia
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Bacci S, Bertaccini B, Del Sarto S, Grilli L, Rampichini C. Statistical methods to estimate the impact of remote teaching on university students' performance. QUALITY & QUANTITY 2023; 57:1-19. [PMID: 36743855 PMCID: PMC9885921 DOI: 10.1007/s11135-023-01612-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/10/2023] [Indexed: 02/03/2023]
Abstract
The COVID-19 pandemic manifested around the World since February 2020, leading to disruptive effects on many aspects of people social life. The suspension of face-to-face teaching activities in schools and universities was the first containment measure adopted by the Governments to deal with the spread of the virus. Remote teaching has been the emergency solution implemented by schools and universities to limit the damages of schools and universities closure to students' learning. In this contribution we intend to suggest to policy makers and researchers how to assess the impact of emergency policies on remote learning in academia by analysing students' careers. In particular, we exploit the quasi-experimental setting arising from the sudden implementation of remote teaching in the second semester of academic year 2019/2020: we compare the performance of the cohort 2019/2020, which represents the treatment group, with the performance of the cohort 2018/2019, which represents the control group. We distinguish the impact of remote teaching at two levels: degree program and single courses within a degree program. We suggest to use Difference-In-Differences approach in the former case and multilevel modeling in the latter one. The proposal is illustrated analysing administrative data referred to freshmen of cohorts 2018/2019 and 2019/2020 for a sample of degree programs of the University of Florence (Italy).
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Affiliation(s)
- Silvia Bacci
- Department of Statistics, Computer Science, Applications “G. Parenti”, University of Florence (IT), Viale Morgagni 59, 50134 Florence, Italy
| | - Bruno Bertaccini
- Department of Statistics, Computer Science, Applications “G. Parenti”, University of Florence (IT), Viale Morgagni 59, 50134 Florence, Italy
| | - Simone Del Sarto
- Department of Political Science, University of Perugia (IT), Via Pascoli, 20, 06132, Perugia, Italy
| | - Leonardo Grilli
- Department of Statistics, Computer Science, Applications “G. Parenti”, University of Florence (IT), Viale Morgagni 59, 50134 Florence, Italy
| | - Carla Rampichini
- Department of Statistics, Computer Science, Applications “G. Parenti”, University of Florence (IT), Viale Morgagni 59, 50134 Florence, Italy
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Madi M, Hamzeh H, Abujaber S, Nawasreh ZH. Have we failed them? Online learning self-efficacy of physiotherapy students during COVID-19 pandemic. PHYSIOTHERAPY RESEARCH INTERNATIONAL 2023; 28:e1992. [PMID: 36602531 DOI: 10.1002/pri.1992] [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: 06/09/2022] [Revised: 11/03/2022] [Accepted: 12/23/2022] [Indexed: 01/06/2023]
Abstract
BACKGROUND & OBJECTIVE The use of online learning systems during COVID-19 pandemic created concerns about students' ability to successfully navigate the online learning environment. This study aims to capture the experience and changes in self-efficacy of physiotherapy students in Jordan. METHODS A mixed methods online survey was used. Physiotherapy entry-level students in public universities completed the online learning self-efficacy (OLSE) and the academic self-efficacy (ASE) scales. A free-entry text box was used to document the factors that augmented or reduced the perceived level of self-efficacy. RESULTS A statistically significant decrease in OLSE (t = 6.043, p < 0.001) and in ASE (t = 3.960, p < 0.001) was identified. Four main qualitative themes were identified, namely: availability of time, resources and learning skills; social and psychological stress; educators' skills and access; and accepting the need for a change. CONCLUSION Contrary to expectations, the findings indicated a decrease in self-efficacy. This has implications in light of the new direction to formalise online learning in Jordanian higher education institutes post COVID-19 pandemic. Training educators as well as students on best online learning practices could increase students' perceived efficacy.
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Affiliation(s)
- Mohammad Madi
- Department of Physical and Occupational Therapy, Faculty of Applied Medical Sciences, The Hashemite University, Zarqa, Jordan
| | - Hayat Hamzeh
- Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan
| | - Sumayeh Abujaber
- Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan
| | - Zakariya H Nawasreh
- Division of Physical Therapy, Department of Rehabilitation Sciences, Jordan University of Science and Technology, Irbid, Jordan
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Vollmann M, Scheepers RA, Nieboer AP, Hilverda F. Study-related wellbeing, behavior, and attitudes of university students in the Netherlands during emergency remote teaching in the context of COVID-19: A longitudinal study. Front Psychol 2022; 13:1056983. [PMID: 36562053 PMCID: PMC9764013 DOI: 10.3389/fpsyg.2022.1056983] [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: 09/29/2022] [Accepted: 11/17/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction During the COVID-19 pandemic, emergency remote teaching was implemented at all conventional Dutch universities; however, the degree of limitations in on-campus teaching and learning varied during the pandemic dependent on the strictness of the measures. In the present study, it will be investigated how study-related experiences of university students changed in the face of varying limitations in on-campus teaching and learning. Methods The study had a longitudinal natural experiment design with three points of measurement during the academic year 2020-2021: November-December 2020 (t1; campuses partially open), March 2021 (t2; campuses fully closed) and June-July 2021 (t3; campuses partially open). In total, 680 Dutch university students (65.9% female; age: M = 21 years, SD = 2.06) filled in online surveys measuring study-related wellbeing (academic burnout and study-engagement), study-related behavior (study effort), and study-related attitudes (education satisfaction, online self-efficacy, and attitudes toward online education). Results Overall, students reported moderate levels of academic burnout, study engagement, study effort, education satisfaction, and online self-efficacy; their attitudes toward online education were rather negative. Students' study-related wellbeing and education satisfaction decreased in the period when on-campus teaching and learning was impossible (t2) compared to periods in which on-campus teaching and learning was possible at a low level with several restrictions (t1 and t3). Students' attitudes toward online education and online self-efficacy slightly increased at the end of the academic year (t3); however, the attitudes toward online education remained negative. Discussion The findings indicate that students' academic burnout, study engagement, and education satisfaction varied over the course of the academic year in the context of changing limitations in on-campus teaching and learning. To facilitate positive study-related experiences, universities are advised to offer as much on-campus education as possible in times of pandemics.
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Galve González C, Blanco E, Vázquez Merino D, Herrero FJ, Bernardo AB. La Influencia de la satisfacción, expectativas y percepción del rendimiento en el abandono universitario durante la pandemia. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2022. [DOI: 10.17979/reipe.2022.9.2.9153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
El abandono universitario es un área de investigación creciente debido a las diversas consecuencias negativas que puede acarrear. Se trata de un fenómeno complejo en el que intervienen múltiples variables, entre ellas factores emocionales-motivacionales. Algunas de estas variables, como la satisfacción con la educación superior y las expectativas de la titulación, son especialmente relevantes entre los estudiantes de primer curso, y más aún en un contexto de virtualidad forzada, como ha sido el caso de la crisis del COVID-19. El objetivo de este estudio es analizar la relación entre las variables emocionales-motivacionales y la intención de abandono entre un grupo de estudiantes, así como evaluar la percepción de su rendimiento académico durante la pandemia. La muestra del estudio estuvo formada por 513 estudiantes de primer y segundo curso de diferentes titulaciones de Ciencias Sociales y Ciencias de la Salud de dos universidades públicas españolas. Se utilizó un cuestionario ad hoc para medir la intención de abandono y su relación con una serie de variables. Se realizaron análisis descriptivos y modelización en árbol de decisión. Los resultados revelan que las variables predictoras más significativas para explicar la intención de abandono son la satisfacción con la elección de la titulación, las expectativas y el aprendizaje de conocimientos relevantes para su futuro profesional. También se encontró que la percepción de los estudiantes de que su rendimiento académico había disminuido durante el COVID-19 era uno de los predictores del abandono.
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Pasupathi M, Booker J, Ell M, Follmer Greenhoot A, McLean KC, Wainryb C, Fivush R. College, Interrupted: Profiles in First-Year College Students Responses to the COVID-19 Pandemic Across One Year. EMERGING ADULTHOOD (PRINT) 2022; 10:1574-1590. [PMID: 38603297 PMCID: PMC9535459 DOI: 10.1177/21676968221119945] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
First-year college students in the 2019-2020 academic year are at risk of having their mental health, identity work, and college careers derailed as a result of the COVID-19 pandemic. To assess emerging and evolving impacts of the pandemic on mental health/well-being, identity development, and academic resilience, we collected data from a racially, ethnically, geographically, and economically diverse group of 629 students at four universities across the US within weeks of lockdown, and then followed up on these students' self-reported mental health, identity, and academic resilience three times over the following year. Our findings suggest that: 1) students' mental health, identity development, and academic resilience were largely negatively impacted compared to pre-pandemic samples; 2) these alterations persisted and, in some cases, worsened as the pandemic wore on; and 3) patterns of change were often worse for students indicating more baseline COVID-related stressors.
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Simegn W, Yohannes L, Seid AM, Kasahun AE, Sema FD, Flatie A, Elias A, Dagne H. Perceived stress and associated factors among university students in Ethiopia during the late stage of the COVID-19 pandemic: A cross-sectional study. Front Psychol 2022; 13:978510. [PMID: 36405123 PMCID: PMC9670151 DOI: 10.3389/fpsyg.2022.978510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Accepted: 09/26/2022] [Indexed: 11/06/2022] Open
Abstract
Background During extensive outbreaks of infectious diseases, people who are impacted, particularly the subgroups of the community who are at an increased risk of mental health problems, may experience increased stress and mental health difficulties. University students are one such susceptible population and are prone to experiencing high levels of stress as compared with the general population. Therefore, this study aimed at assessing perceived stress and identifying its associated factors among university students in Ethiopia during the late stage of the COVID-19 pandemic. Methods A cross-sectional study was conducted among university students in Ethiopia from 30 May to 30 June 2021. Students were asked to fill out an online survey on Google Forms that included consent, sociodemographic information, the UCLA-8 Loneliness Scale, the standard validated stress scale (PSS-10) questionnaire, and the three-item Oslo Social Support Scale (OSSS-3) to assess social support. The collected data were exported to SPSS 26. Descriptive and analytical statistics were carried out. Binary and multiple logistic regression analyses were performed to find associated factors, and variables with a p-value of 0.05 were considered statistically significant variables. Results A total of 426 university students were included in the survey, among whom 268 (62.9%) were male participants. The age of the participants ranged from 18 to 37 years. Health-related departments accounted for 37.1% of the participants, while non-health-related departments accounted for 62.9%. The prevalence of stress was 18.3% in the study population. In this study, extreme susceptibility to COVID-19, sleeping problems, poor self-efficacy to prevent COVID-19, and loneliness were significantly associated with perceived stress. Conclusion Stress was prevalent among university students in Ethiopia during the late stage of the COVID-19 pandemic. Extreme susceptibility to COVID-19, sleeping problems, poor self-efficacy, and loneliness were identified as factors for stress. Therefore, we suggest that universities should provide opportunities for safe social connection, counseling, and guidance for students.
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Affiliation(s)
- Wudneh Simegn
- Department of Social and Administrative Pharmacy, School of Pharmacy, University of Gondar, Gondar, Ethiopia
| | - Lamrot Yohannes
- Department of Environmental and Occupational Health and Safety, Institute of Public Health, University of Gondar, Gondar, Ethiopia
| | | | - Asmamaw Emagn Kasahun
- Department of Pharmaceutics, School of Pharmacy, University of Gondar, Gondar, Ethiopia
| | - Faisel Dula Sema
- Department of Clinical Pharmacy, School of Pharmacy, University of Gondar, Gondar, Ethiopia
| | - Adane Flatie
- Department of Pharmaceutical Chemistry, School of Pharmacy, University of Gondar, Gondar, Ethiopia
| | - Asrat Elias
- Department of Pharmaceutical Chemistry, School of Pharmacy, University of Gondar, Gondar, Ethiopia
| | - Henok Dagne
- Department of Environmental and Occupational Health and Safety, Institute of Public Health, University of Gondar, Gondar, Ethiopia
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Tee M, Rasli A, Toh JSSK, Abas IH, Zhou F, Liew CS. A Delphi method on the positive impact of COVID-19 on higher education institutions: Perceptions of academics from Malaysia. Front Psychol 2022; 13:1013974. [DOI: 10.3389/fpsyg.2022.1013974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 08/31/2022] [Indexed: 11/13/2022] Open
Abstract
The COVID-19 pandemic has drastically altered the education sector. Rather than the impact of COVID-19, many higher education institutions (HEIs) are on the verge of insolvency due to a lack of digital transformation readiness and poor business models. The bleak financial future many HEIs will face while others may be forced to close their doors completely will erode HEIs’ ability to fulfil their societal responsibilities. However, HEIs that have survived and maintained their operations anticipate the transition to online learning or the effects of any economic crisis, including university closures in the short, medium, or long term. The entire educational ecosystem was forced to transform its operations quickly and entirely to an online teaching-learning scenario in just a few weeks. Notably, HEIs that have long offered online courses worldwide can easily transition to digital teaching and learning when necessary. The second roundtable session’s result of the International Higher Education Conference, organized by INTI International University on March 31 2022, was used to organize a Delphi method to identify further factors that positively impact HEIs by COVID-19. The importance of these factors was then determined using Kendall’s coefficient of concordance. Recommendations on how HEIs should move towards institutional sustainability during the endemic phase are presented accordingly.
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Al Awaji N, Zaidi U, Awad SS, Alroqaiba N, Aldhahi MI, Alsaleh H, Akil S, Mortada EM. Moderating Effects of Self-Esteem on the Relationship between Communication Anxiety and Academic Performance among Female Health College Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13960. [PMID: 36360835 PMCID: PMC9658700 DOI: 10.3390/ijerph192113960] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 10/20/2022] [Accepted: 10/22/2022] [Indexed: 06/16/2023]
Abstract
Unprecedented quarantine due to COVID-19 exposes individuals to withdraw from face-to-face interactions, which may influence communication and self-esteem (SE). Therefore, the overarching aims of this study are to examine the communication apprehension levels among female college students, and thus to investigate the moderating role of self-esteem on the relationship between communication apprehension and academic achievement. In this cross-sectional study, 287 female college students completed the survey, which was circulated through email. The survey included the following questionnaires: General Health Characteristics, Rosenberg Self-esteem Scale, and Personal Report of Communication Apprehension Scale. The results showed that 28.2% of participants were categorized as having a high level of communication apprehension, and only 9.8% had a low level of communication apprehension. The SE reported an overall score of 24.3 ± 2.14, indicating a high self-esteem level among students. The students' grade point average (GPA) was positively correlated with SE. However, self-esteem as a moderator variable had no significant effect on the relationships between all predictors and GPA. The finding of the study highlights the need to implement different strategies to enhance students' group discussions, meetings, and interpersonal communication to ensure the best learning outcomes. Future studies are required to investigate gender-based disparities in the relationship between communication apprehension and SE.
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Affiliation(s)
- Nisreen Al Awaji
- Department of Health Communication Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
| | - Uzma Zaidi
- Department of Health Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
| | - Salwa S. Awad
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
| | - Nouf Alroqaiba
- Department of Health Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
| | - Monira I. Aldhahi
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
| | - Hadel Alsaleh
- Department of Health Communication Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
| | - Shahnaz Akil
- Department of Laboratory Medicine, Clinical Physiology, Karolinska Institutet, SE-14186 Stockholm, Sweden
| | - Eman M. Mortada
- Department of Health Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh 11671, Saudi Arabia
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15
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Nong L, Liao C, Ye JH, Wei C, Zhao C, Nong W. The STEAM learning performance and sustainable inquiry behavior of college students in China. Front Psychol 2022; 13:975515. [PMID: 36337577 PMCID: PMC9631437 DOI: 10.3389/fpsyg.2022.975515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Accepted: 09/08/2022] [Indexed: 11/13/2022] Open
Abstract
Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities and how they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy (CS-E), perceived usefulness (PU) of short videos, perceived ease of use (PEOU), STEAM learning performance and teacher education students’ sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region (GZAR), China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants’ STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that (1) teacher education students CS-E had a positive effect on the PU and PEOU of short videos; (2) Teacher’s education students PEOU of short videos had a positive effect on usefulness; (3) Teacher’s education students PU and PEOU of short videos had a positive effect on STEAM learning performance; (4) Teacher’s education students’ STEAM learning performance had a positive effect on sustainable inquiry behavior.
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Affiliation(s)
- Liying Nong
- School of Education and Music Hezhou University, Hezhou, China
| | - Chen Liao
- College of Tourism and Sport Health, Hezhou University, Beijing, China
| | - Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
- *Correspondence: Jian-Hong Ye,
| | - Changwu Wei
- School of Education and Music Hezhou University, Hezhou, China
| | - Chaiyu Zhao
- Kindergarten Training Center Ministry of Continuing Education, Guangxi College for Preschool Education, Nanning, China
| | - Weiguaju Nong
- School of Education, Guangxi University of Foreign Languages, Nanning, China
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16
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Yang J, Xiang L, Zheng S, Liang H. Learning Stress, Involvement, Academic Concerns, and Mental Health among University Students during a Pandemic: Influence of Fear and Moderation of Self-Efficacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10151. [PMID: 36011786 PMCID: PMC9408668 DOI: 10.3390/ijerph191610151] [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: 07/21/2022] [Revised: 08/14/2022] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
COVID-19 has had a profound impact on the mental health and well-being of students. An effective method that can enable students to cope with difficult times is to help them realize their inner potential. Following the stimulus-organism-response model, this study developed a theoretical framework that deepens our understanding of an environmental stimulus (fear of COVID-19) that is experienced by students; struggle within the organism (learning stress, learning involvement, and academic concerns); and the psychological response (psychological well-being). The findings clarified how the fear of COVID-19 affects the psychological well-being of university students and revealed the moderate role of academic self-efficacy in this process. Some systematic practical advice was provided to higher education institutions to develop effective interventions to protect the mental health of college students and establish strategies to promote their inner potential.
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Affiliation(s)
- Jian Yang
- School of Journalism and Communication, Guangzhou University, Guangzhou 510006, China
| | - Ling Xiang
- School of Shipping Economics and Trade, Guangzhou Maritime University, Guangzhou 510725, China
| | - Shaobang Zheng
- School of Journalism and Communication, Guangzhou University, Guangzhou 510006, China
| | - Huijing Liang
- School of Journalism and Communication, Guangzhou University, Guangzhou 510006, China
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17
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Chaudhary S. Rutgers Youth Enjoy Science Program: Reducing Cancer Health Disparities by Reducing Education Inequities. JOURNAL OF STEM OUTREACH 2022; 5:https://www.jstemoutreach.org/article/38049-rutgers-youth-enjoy-science-program-reducing-cancer-health-disparities-by-reducing-education-inequities. [PMID: 36247713 PMCID: PMC9558430 DOI: 10.15695/jstem/v5i2.09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The goal of the Rutgers Youth Enjoy Science Program (RUYES) is to increase the diversity of the cancer research workforce. RUYES provides hands-on mentored cancer research experience and curriculum development support to high school science teachers. RUYES also engages high school and undergraduate students from underrepresented backgrounds (URG) in mentored cancer research and professional career development activities. Rutgers Cancer Institute faculty members with active, well-funded research programs and extensive mentoring experience serve as research mentors. In addition, RUYES provides support to participants to develop innovative cancer related outreach activities to connect with families and communities of participants. Teachers and students engage in research and program related activities for a total of 12 weeks per year, for two years. Teachers engage in cancer research for eight weeks each for two consecutive summers (sixteen weeks total). Collaborative partnership with Rutgers Office of STEM Educations supports teachers in developing novel instructional approaches that relate to their research experience. Students have the opportunity to conduct cancer research for ten weeks each for two consecutive summers (twenty weeks total). Students receive co-curricular and professional development support throughout their participation. In addition, teachers and students engage in post-summer program engagement for 4 and 2 weeks, respectively. We recruit program participants from all over New Jersey with special emphasis on school districts with high percentages of students from URG. This report details the components of the RUYES program, outcome evaluation plan, successes and challenges, and lessons learned for others interested in establishing similar programs at their institutions.
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Affiliation(s)
- Sunita Chaudhary
- Research Education, Rutgers Cancer Institute of New Jersey, New Brunswick, NJ
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18
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Wang T, Jiang C, Chen Q. Effects of Health Belief About COVID-19 on Knowledge Sharing: The Mediating Role of Self-Efficacy. Front Psychol 2022; 13:882029. [PMID: 35967653 PMCID: PMC9364767 DOI: 10.3389/fpsyg.2022.882029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 06/13/2022] [Indexed: 11/13/2022] Open
Abstract
While existing studies have explored factors that affect knowledge sharing among employees from different perspectives, there are still research gaps regarding whether health belief affects knowledge sharing among employees, specifically against the backdrop of the COVID-19 pandemic, and how such effects work. Thus, the purpose of this study is to determine the effect of bank employees' health beliefs about COVID-19 on knowledge sharing mediated by their self-efficacy. From the perspective of social cognitive theory and the health belief model, this study investigates whether employees' perception of susceptibility and severity of COVID-19 affects formal as well as informal knowledge sharing through knowledge sharing self-efficacy. A sample of 407 bank employees (200 women and 207 men) in China was used for the study. The formulated hypotheses were tested using structural equation modeling and bootstrapping. The results showed that employees' perceived susceptibility to COVID-19 significantly undermines formal and informal knowledge sharing self-efficacy. However, there was no significant difference in the extent of its indirect effects on formal and informal knowledge sharing. Further, employees' perceived severity of COVID-19 had no effect on knowledge sharing self-efficacy and on formal and informal knowledge sharing, which could have resulted from the COVID-19 outbreak in China.
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Affiliation(s)
| | - Cheng Jiang
- Institute of Economics of Education, Peking University, Beijing, China
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19
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Zhou J, Huo Y. Chinese Youths' Physical Activity and Flourishing During COVID-19: The Mediating Role of Meaning in Life and Self-Efficacy. Front Psychol 2022; 13:867599. [PMID: 35664160 PMCID: PMC9158742 DOI: 10.3389/fpsyg.2022.867599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Accepted: 04/19/2022] [Indexed: 11/13/2022] Open
Abstract
Physical activity has wide-ranging consequences for people's physical, mental, and social health. Although the beneficial effects of physical activity on well-being were widely studied, how it promotes well-being remained unclear. The present study utilized the measure of physical activity rating scale (PARS-3), flourishing scale (FS), Chinese- meaning in life questionnaire (C-MLQ), and general self-efficacy scale (GSES) to examine the connection between physical activity and flourishing and the multiple mediation effects of meaning and self-efficacy with 827 Chinese undergraduates. The results indicated that (a) physical activity positively predicted flourishing; (b) meaning in life and self-efficacy played mediating roles in physical activity and flourishing, separately and jointly. Our findings revealed the mechanism of physical activity fostering flourishing, thereby providing an empirical basis for promoting health and flourishing, especially during COVID-19.
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Affiliation(s)
- Jun Zhou
- School of Psychology, Shaanxi Normal University, Xi’an, China
- School of Physical Education, Shaanxi Xueqian Normal University, Xi’an, China
| | - Yongquan Huo
- School of Psychology, Shaanxi Normal University, Xi’an, China
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20
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Carranza Esteban RF, Mamani-Benito O, Caycho-Rodriguez T, Lingán-Huamán SK, Ruiz Mamani PG. Psychological Distress, Anxiety, and Academic Self-Efficacy as Predictors of Study Satisfaction Among Peruvian University Students During the COVID-19 Pandemic. Front Psychol 2022; 13:809230. [PMID: 35548489 PMCID: PMC9085258 DOI: 10.3389/fpsyg.2022.809230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 03/31/2022] [Indexed: 01/09/2023] Open
Abstract
The objective of this research study was to determine if psychological distress, anxiety, and academic self-efficacy predict satisfaction with studies in Peruvian university students during the COVID-19 pandemic. A cross-sectional and predictive design was used, in which 582 Peruvian university students participated, 243 men and 339 women, between the ages of 16 and 41. Student's t-statistics were used to analyze the differences in scores of psychological distress, anxiety, academic self-efficacy, and satisfaction with studies based on the sex of the participants, Pearson's R was used for the analysis of correlations between variables, and multiple linear regressions were used to evaluate the predictive model. In the analyses, the significance level was set at 0.05. The results show that men have higher levels of psychological distress, anxiety, and academic self-efficacy than women do (p < 0.01); high levels of psychological distress correlate with high levels of anxiety (r = 0.580, p < 0.01) and low levels of satisfaction with studies (r = -0.178, p < 0.01) and academic self-efficacy (r = -0.348, p < 0.01); high levels of anxiety correlate with low levels of satisfaction with studies (r = -0.122, p < 0.01) and academic self-efficacy (r = -0.192, p < 0.01); and high levels of academic self-efficacy correlate with high levels of satisfaction with studies (r = 0.429, p < 0.01). Academic self-efficacy was also found to predict satisfaction with studies (β = 0.429, p < 0.01). This concludes that, although there are significant correlations between psychological distress, anxiety, academic self-efficacy, and satisfaction with studies, academic self-efficacy is the variable that most predicts satisfaction with studies in Peruvian university students.
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Affiliation(s)
- Renzo Felipe Carranza Esteban
- Facultad de Humanidades, Grupo de Investigación Avances en Investigación Psicológica, Universidad San Ignacio de Loyola, Lima, Peru,*Correspondence: Renzo Felipe Carranza Esteban,
| | - Oscar Mamani-Benito
- Escuela de Psicología, Facultad de Derecho y Humanidades, Universidad Señor de Sipán, Chiclayo, Peru
| | | | - Susana K. Lingán-Huamán
- Facultad de Humanidades, Grupo de Investigación Avances en Investigación Psicológica, Universidad San Ignacio de Loyola, Lima, Peru
| | - Percy G. Ruiz Mamani
- Facultad de Ciencias de la Salud, Universidad Privada San Juan Bautista, Lima, Peru
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21
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Warshawski S. Academic self-efficacy, resilience and social support among first-year Israeli nursing students learning in online environments during COVID-19 pandemic. NURSE EDUCATION TODAY 2022; 110:105267. [PMID: 35051871 PMCID: PMC9719613 DOI: 10.1016/j.nedt.2022.105267] [Citation(s) in RCA: 23] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2021] [Revised: 12/24/2021] [Accepted: 01/08/2022] [Indexed: 05/16/2023]
Abstract
BACKGROUND Academic self-efficacy (ASE) has been found to be an important motivator for academic success among nursing students. The associations between ASE, resilience and social support have not been fully explored among nursing students, especially those in their first year who are learning online. OBJECTIVES To explore a) the associations between ASE, resilience and social support among first-year nursing students learning in an online learning environment; and b) students' views regarding the difficulties they have encountered and the available assistance. DESIGN AND METHODS A cross-sectional survey design on a sample of 222 undergraduate first-year Israeli nursing students. Questions were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the university's online learning platform. RESULTS Positive correlations were found between ASE and resilience and social support. Significant differences were found in the research variables according to the students' gender, cultural group and their perceived difficulty in studies. Resilience, social support, perceived difficulty in studies and being a female explained 31% of the students' variance in ASE. CONCLUSIONS Nurse educators should develop and promote strategies to enhance students' resilience and perceived social support. These have the potential to significantly improve students' ASE also in online environments. In addition, faculty should promote the preparation of online learning environments in accordance with students' needs and proficiencies.
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Affiliation(s)
- Sigalit Warshawski
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Israel.
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22
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Lobos K, Cobo-Rendón R, Mella-Norambuena J, Maldonado-Trapp A, Fernández Branada C, Bruna Jofré C. Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students. Front Psychol 2022; 12:815564. [PMID: 35069399 PMCID: PMC8766982 DOI: 10.3389/fpsyg.2021.815564] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 12/02/2021] [Indexed: 12/23/2022] Open
Abstract
Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students' responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.
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Affiliation(s)
- Karla Lobos
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile
| | - Rubia Cobo-Rendón
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile
| | - Javier Mella-Norambuena
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Programa de Doctorado Educación en Consorcio, Universidad de Católica de la Santísima Concepción, Concepción, Chile
| | - Alejandra Maldonado-Trapp
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Departamento de Física, Facultad Ciencias Físicas y Matemáticas, Universidad de Concepción, Concepción, Chile
| | - Carolyn Fernández Branada
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Departamento Currículum e Instrucción, Facultad de Educación, Universidad de Concepción, Concepción, Chile
| | - Carola Bruna Jofré
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Departamento de Bioquímica y Biología Molecular, Facultad de Ciencias Biológicas, Universidad de Concepción, Concepción, Chile
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23
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Zurlo MC, Cattaneo Della Volta MF, Vallone F. Psychological Health Conditions and COVID-19-Related Stressors Among University Students: A Repeated Cross-Sectional Survey. Front Psychol 2022; 12:741332. [PMID: 35069321 PMCID: PMC8766709 DOI: 10.3389/fpsyg.2021.741332] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Accepted: 12/03/2021] [Indexed: 01/07/2023] Open
Abstract
The Coronavirus Disease 2019 (COVID-19) pandemic has broadly impacted university students' customary life, resulting in remarkable levels of stress and psychological suffering. Although the acute phase of the crisis has been overcome, it does not imply that perceived stress related to the risk of contagion and to the changes in the relational life experienced over more than 1 year of the pandemic will promptly and abruptly decrease. This study aims at comparing university students' psychological health conditions before and during the COVID-19 pandemic, but also at providing information on how psychological health conditions evolved over the 1 year of the pandemic. We analyzed data from a repeated cross-sectional survey on different samples of university students before the pandemic in 2017 (n = 545) and during the pandemic (n = 671). During the pandemic, data were collected at three stages (Stage 1, April 2020 n = 197; Stage 2, November 2020 n = 274; and Stage 3, April 2021 n = 200). The COVID-19 Student Stress Questionnaire (CSSQ) and the Symptom-Checklist-90-Revised (SCL-90-R) were used to assess, respectively, COVID-19-related stressors (Relationships and Academic Life, Isolation, and Fear of Contagion) and the presence of psychological symptoms. Psychological health conditions were compared at baseline and during the pandemic, whereas both psychological health conditions and perceived levels of COVID-19-related stressors were compared over the three pandemic stages. In addition, Logistic Regression was used to explore the associations between COVID-19-related stressors and psychological symptoms. Findings revealed a significant increase in symptoms of Depression (DEP), Phobic-Anxiety (PHOB), Obsessive-Compulsive (O-C), and Psychoticism (PSY) from pre to during the pandemic. Perceived levels of COVID-19-related stress and specific psychological symptoms significantly increased as the pandemic was progressing. COVID-19-related stressors emerged as significantly associated with several psychopathological symptoms. Findings are discussed with the aim of providing tailored interventions to prevent mental disease and promote psychological adjustment in this specific stage of transition within this exceptional global emergency.
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Affiliation(s)
- Maria Clelia Zurlo
- Dynamic Psychology Laboratory, Department of Political Science, University of Naples Federico II, Naples, Italy
| | - Maria Francesca Cattaneo Della Volta
- Dynamic Psychology Laboratory, Department of Political Science, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - Federica Vallone
- Dynamic Psychology Laboratory, Department of Political Science, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
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24
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García-Álvarez D, Hernández-Lalinde J, Cobo-Rendón R. Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela. Front Psychol 2021; 12:759701. [PMID: 34975650 PMCID: PMC8715985 DOI: 10.3389/fpsyg.2021.759701] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 11/18/2021] [Indexed: 11/13/2022] Open
Abstract
Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R 2-Cox = 0.25, R 2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R 2-Cox = 0.09, R 2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R 2-Cox = 0.32, R 2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R 2-Cox = 0.17, R 2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R 2-Cox = 0.52, R 2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.
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Affiliation(s)
- Diego García-Álvarez
- Departamento de Ciencias del Comportamiento, Universidad Metropolitana, Caracas, Venezuela
| | | | - Rubia Cobo-Rendón
- Laboratorio de Investigación e Innovación Educativa (IDECLAB), Dirección de Docencia, Universidad de Concepción, Concepción, Chile
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25
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Akram H, Yingxiu Y, Al-Adwan AS, Alkhalifah A. Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Front Psychol 2021; 12:736522. [PMID: 34512488 PMCID: PMC8426343 DOI: 10.3389/fpsyg.2021.736522] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Accepted: 07/27/2021] [Indexed: 01/26/2023] Open
Abstract
The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.
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Affiliation(s)
- Huma Akram
- Department of Education, Northeast Normal University, Changchun, China
| | - Yang Yingxiu
- Department of Education, Northeast Normal University, Changchun, China
| | - Ahmad Samed Al-Adwan
- Department of Electronic Business and Commerce, Al-Ahliyya Amman University, Amman, Jordan
| | - Ali Alkhalifah
- Department of Information Technology, Qassim University, Buraidah, Saudi Arabia
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