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Ning X, Luo X, Guo S. Researching into Chinese university students' mental health in the post-pandemic era - problems and causes. Front Psychol 2024; 15:1393603. [PMID: 38984286 PMCID: PMC11231423 DOI: 10.3389/fpsyg.2024.1393603] [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: 02/29/2024] [Accepted: 06/13/2024] [Indexed: 07/11/2024] Open
Abstract
Introduction Mental health challenges have still been widely pervasive among Chinese university students after the outbreak of the COVID-19 pandemic. This article aims to explore mental health challenges encountered by Chinese university students in the post-pandemic era and explain causes to these challenges using a qualitative approach. Methods We conducted six focus group interviews with university students in Zhuhai, China, and altogether 61 students including 43 female students, and 18 male students participated in the study. Results Our results indicate that sleep difficulties, anxiety, and stress are the three primary mental health challenges experienced by students. Academic pressure, social influence including peer pressure and pursuit of social acceptance, and pandemic related policies and measures are the causes to the above mental health challenges. Discussion The results of this study will inform the development of mental health promotion, intervention, and education activities for university students to bolster their resilience and cope with mental health problems in the post-pandemic era. Meanwhile, our results could illuminate the services stakeholders provide to university students in the future.
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Affiliation(s)
- Xuan Ning
- Beijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China
| | - Xiaoyu Luo
- Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
| | - Sijia Guo
- Dalian Maritime University, Dalian, China
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Tesfay Gebremariam H. In-service teacher trainees experience with and preference for online learning environments during Covid-19 pandemic. Heliyon 2024; 10:e29505. [PMID: 38644849 PMCID: PMC11031835 DOI: 10.1016/j.heliyon.2024.e29505] [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: 02/25/2023] [Revised: 03/15/2024] [Accepted: 04/09/2024] [Indexed: 04/23/2024] Open
Abstract
The Covid-19 pandemic has forced the educational sector to quickly adapt to the crisis and shift to online learning environments (OLEs). Therefore, a critical area for research is assessing the readiness of teachers in terms of their familiarity and preference for OLEs. In this study, we aimed to improve the experience and preference of in-service teacher trainees with OLEs during the Covid-19 pandemic in Ethiopia. To achieve this goal, questionnaires were used to gather data from in-service teacher trainees. Descriptive and inferential statistical methods, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), Pearson correlation, and one-way ANOVA, were used to analyze the data and determine the participants' opinions and experiences with OLEs. The results showed that while in-service teacher trainees had less experience in knowledge and skills compared to cooperation and interaction, they preferred online learning platforms over online learning strategies. Additionally, correlations were found between cooperation and interaction, knowledge and skills; cooperation and interaction, online learning platforms; cooperation and interaction, online learning strategies; and online learning platforms and online learning strategies. Interestingly, no statistically significant correlation was found between knowledge and skills and online learning platforms. In conclusion, Ethiopian in-service teacher trainees favored online learning platforms over traditional online learning strategies, despite having less experience in knowledge and skills. Further research is needed to explore the experiences and preferences of in-service teacher trainees in various ecological aspects.
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Affiliation(s)
- Hailay Tesfay Gebremariam
- Department of Ethiopian Languages and Literature (Amharic), College of Social Science and Humanities, Arba Minch University, Arba Minch, Ethiopia
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Cattaneo Della Volta MF, Vallone F, Zurlo MC. COVID-19-Related Stressors and Psychophysical Health Conditions among Italian University Students: A Post Pandemic Insight. Healthcare (Basel) 2024; 12:752. [PMID: 38610174 PMCID: PMC11011279 DOI: 10.3390/healthcare12070752] [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: 02/22/2024] [Revised: 03/24/2024] [Accepted: 03/28/2024] [Indexed: 04/14/2024] Open
Abstract
The COVID-19 medical emergency has ended worldwide, yet the psychological impact of these years of unprecedented changes on students' lives still needs to be deepened. METHODS This study aims to assess and compare COVID-19-related stressors (relationships and academic life; isolation; and fear of contagion) and psychophysical symptoms reported by 637 university students at three times, i.e., April 2020 (n = 197), April 2021 (n = 200), and April 2022 (n = 240). The impact of COVID-19-related stressors on psychophysical symptoms within each time was also tested. RESULTS In April 2022, perceived isolation and fear of contagion decreased from the peak registered in April 2021, but stress related to relationships and academic life remained high. An ongoing increase in psychophysical symptoms was found. More than 50% of students reported clinical levels of sleep disorders, depression, psychoticism, and interpersonal sensitivity. In April 2022, students still perceiving stress related to relationships and academic life and isolation were at risk for anxiety, somatization, and sleep disorders. Students still perceiving stress related to fear of contagion were also at risk for depression, obsessive-compulsive symptoms, and psychoticism. CONCLUSION The findings emphasized the long-lasting effects of COVID-19-related stress on students' psychophysical health. Interventions must aim at supporting students in dealing with the complex post-pandemic adjustment process.
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Affiliation(s)
| | - Federica Vallone
- Department of Humanities, University of Naples Federico II, 80133 Napoli, Italy; (M.F.C.D.V.); (F.V.)
| | - Maria Clelia Zurlo
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, 80138 Napoli, Italy
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Salmani R, Rezakhani Moghaddam H, Mousazadeh Y. Experiences of students on virtual education in Iranian medical science universities during the COVID-19 pandemic: A qualitative study. Work 2024:WOR230328. [PMID: 38427523 DOI: 10.3233/wor-230328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2024] Open
Abstract
BACKGROUND Due to the changing environment and responding to the needs of the society, change in the traditional education system is inevitable. Also, the occurrence of events such as the COVID-19 pandemic showed that the existence of a virtual education system to prevent the cessation of education is the need of today's society. OBJECTIVE This study aimed to investigate the students' experiences of virtual education in Iranian universities of medical sciences during the COVID-19 pandemic. METHODS This qualitative study was conducted on 28 students studying in Iranian universities of medical sciences from October 2021 to January 2022 to investigate their experiences of virtual education during the COVID-19 pandemic. The participants were selected by purposive sampling. An interpretive phenomenological approach and semi-structured, face-to-face, in-depth interview were used to collect the data. The data were analyzed by Colizzi's seven-step method. RESULTS Students' experiences of virtual education during the COVID-19 pandemic were categorized into three themes and seven sub-themes, including the strengths of virtual education (sub-themes: individual and educational dimensions), the weaknesses of virtual education (sub-themes: infrastructural, educational, tests and assignments fields), and suggestions to improve virtual education (sub-themes: infrastructural development and educational planning). CONCLUSION According to the study results, the virtual education during the COVID-19 pandemic led to students staying away from the crowded centers. However, some weaknesses were also mentioned by the participants. Therefore, by anticipating requirements and needs, planning and policy making, and seriously reviewing human, financial, and support resources, virtual education can be developed and used as a supplement to face-to-face education in the future.
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Affiliation(s)
- Roghayeh Salmani
- Department of Midwifery, Khalkhal University of Medical Sciences, Khalkhal, Iran
- Education Development Center, Ardabil University of Medical Sciences, Ardabil, Iran
| | | | - Yalda Mousazadeh
- Education Development Center, Ardabil University of Medical Sciences, Ardabil, Iran
- Department of Public Health, Khalkhal University of Medical Sciences, Khalkhal, Iran
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de Faria SR, Pedras S, Inman R, Lopes JC, Moreira PAS. Subjective well-being and school engagement before versus during the COVID-19 pandemic: What good are positive emotions? JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:973-985. [PMID: 37073453 DOI: 10.1111/jora.12853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 01/31/2023] [Accepted: 04/02/2023] [Indexed: 05/03/2023]
Abstract
The present study overcomes the limited empirical evidence on the association between well-being and school engagement in times of adversity by exploiting available data from two large and comparable samples of eighth graders; one obtained prior to the COVID-19 pandemic and the second obtained during the pandemic. Results suggest that adolescents were less engaged with their learning context during the pandemic, as well as lower in positive and negative affect, but slightly more satisfied with life. Through SEM we found a stronger positive association between positive affect and school engagement in the COVID-19 group compared with the pre-COVID-19 group. This finding highlights the important role of positive affect in supporting better academic functioning in the aftermath of a global crisis.
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Affiliation(s)
- Sara Ribeiro de Faria
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Faculdade de Psicologia e Ciências da Educação [Faculty of Psychology and Education Sciences] Universidade do Porto [University of Porto], Porto, Portugal
- Centro de Psicologia da Universidade do Porto [Center for Psychology at the University of Porto], Porto, Portugal
| | - Susana Pedras
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada, Porto, Portugal
| | - Richard Inman
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada, Porto, Portugal
| | - Joana Correia Lopes
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
| | - Paulo A S Moreira
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Escola de Ciências Humanas e Sociais [School of Human and Social Sciences], Universidade de Trás-os-Montes e Alto Douro, Vila-Real, Portugal
- Centro de Investigação e Intervenção Educativas [Centre for Research and Intervention in Education], Universidade do Porto [University of Porto], Porto, Portugal
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Vallone F, Galvin J, Cattaneo Della Volta MF, Akhtar A, Chua S, Ghio E, Giovazolias T, Kazakou Z, Kritikou M, Koutra K, Kovacevic S, Lee-Treweek G, Mašková I, Mavritsaki E, Nastic J, Plassova M, Stuchlíková I, Zurlo MC. Technostress and academic motivation: direct and indirect effects on university students' psychological health. Front Psychol 2023; 14:1211134. [PMID: 37457063 PMCID: PMC10348917 DOI: 10.3389/fpsyg.2023.1211134] [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: 04/26/2023] [Accepted: 05/31/2023] [Indexed: 07/18/2023] Open
Abstract
Introduction Research has well demonstrated that the pandemic entailed several implications among university students worldwide in terms of increased use of Information and Communication Technologies (ICTs), technostress, disruptions in academic goals and motivation processes, and growing psychological suffering. Responding to the new research need to go in-depth into the processes linking technostress and motivation dimensions to inform current research/interventions, the present study aimed to explore the direct effects of perceived Technostress dimensions (Techno-Overload, Work-Home Conflict, Pace of Change, Techno-Ease, Techno-Reliability, and Techno-Sociality) and Academic Motivation dimensions (Amotivation, Intrinsic, and Extrinsic Motivation dimensions) on students' perceived levels of Anxiety/Depression and test the potential indirect effect (mediating role) of Academic Motivation dimensions in the associations between Technostress and psychological health conditions. Methods Overall, 1,541 students from five European countries (Czech Republic, Greece, Italy, Serbia, United Kingdom) completed a survey comprising a Background Information Form, the Technostress Scale, the Academic Motivation Scale-College, and the Hospital Anxiety and Depression Scale. Hayes' PROCESS tool was used to test direct and indirect (mediating) effects. Results Data revealed that Techno-Overload, Work-Home Conflict, Amotivation, and Extrinsic Motivation-Introjected had a direct negative effect, whereas Techno-Ease, Techno-Reliability, Techno-Sociality, all Intrinsic Motivation dimensions, and Extrinsic Motivation-Identified had a direct protective role for students' psychological health. The significant indirect role of motivation dimensions in the associations between Technostress dimensions and Anxiety/Depression was fully supported. Discussion Findings allow gaining further insight into the pathways of relationships between technostress, motivation, and psychological health, to be used in the current phase, featured by the complete restoration of face-to-face contacts, to inform the development of tailored research and interventions, which address lights and shadows of the technology use, and which take into account the necessity to enhance its potentials yet without impairing students' motivation and psychological health.
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Affiliation(s)
- Federica Vallone
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - John Galvin
- Department of Psychology, University of Warwick, Coventry, United Kingdom
| | - Maria Francesca Cattaneo Della Volta
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - Athfah Akhtar
- Birmingham City University, Birmingham, United Kingdom
| | | | - Emilie Ghio
- Birmingham City University, Birmingham, United Kingdom
| | - Theodoros Giovazolias
- Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
| | - Zoe Kazakou
- Birmingham City University, Birmingham, United Kingdom
| | - Marina Kritikou
- Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
| | - Katerina Koutra
- Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece
| | | | | | - Ivana Mašková
- Department of Psychology, Faculty of Education, University of South Bohemia, Ceské Budějovice, Czechia
| | | | | | - Michala Plassova
- Department of Psychology, Faculty of Education, University of South Bohemia, Ceské Budějovice, Czechia
| | - Iva Stuchlíková
- Department of Psychology, Faculty of Education, University of South Bohemia, Ceské Budějovice, Czechia
| | - Maria Clelia Zurlo
- Dynamic Psychology Laboratory, Department of Political Sciences, University of Naples Federico II, Naples, Italy
- Department of Humanities, University of Naples Federico II, Naples, Italy
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Lawston A, Lowsky L, Ross M, Hackman C. Navigating social and academic isolation: a qualitative exploration of American university students' perspectives and experiences early in the COVID-19 pandemic. J Child Adolesc Ment Health 2023; 35:76-99. [PMID: 38708740 DOI: 10.2989/17280583.2024.2313469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/07/2024]
Abstract
Objective: To qualitatively explore the multifaceted impacts of the early months of the COVID-19 pandemic on the lives of American university students.Method: Undergraduate students in general education courses at a mid-sized public Western U.S. university were recruited to complete a Qualtrics survey that evaluated their perceptions, beliefs, and behaviours towards COVID-19. Thematic analysis identified prevailing themes regarding the positive and negative changes to students' lives during the pandemic.Results: Participants included undergraduate students (N = 241) between the ages of 18 and 24 (74.7% women), with 49.4% identifying as White. Thematic analysis of the survey identified several codes encompassed by six key themes: (1) shifting social interactions; (2) wellness; (3) school; (4) financial changes; (5) loss of experiences; and (6) political turmoil.Conclusion: Some students identified positive consequences (e.g., more family time, more flexible schedule), while almost all students reported negative consequences (e.g., difficulty with time management and organisation, loss of job or income) of the COVID-19 pandemic. University communities should consider providing additional academic, financial, and mental health resources to students to further mitigate the lasting consequences of the pandemic.
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Affiliation(s)
- Ashlynn Lawston
- Kinesiology & Public Health, California Polytechnic State University, San Luis Obispo, California, USA
| | - Luna Lowsky
- Kinesiology & Public Health, California Polytechnic State University, San Luis Obispo, California, USA
| | - McKenna Ross
- Kinesiology & Public Health, California Polytechnic State University, San Luis Obispo, California, USA
| | - Christine Hackman
- Kinesiology & Public Health, California Polytechnic State University, San Luis Obispo, California, USA
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Salem MA, Sobaih AEE. ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16972. [PMID: 36554852 PMCID: PMC9779740 DOI: 10.3390/ijerph192416972] [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: 12/06/2022] [Revised: 12/13/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
SARS-CoV-2 (COVID-19) has disrupted university education and turned it into distance learning for at least one semester in many countries, including the Kingdom of Saudi Arabia (KSA). However, there was an issue with university students' cognitive load at this critical time, because education totally stopped for about a month and then resumed remotely. This research draws on the cognitive load theory, particularly the extraneous load, to develop an instructional design model called ADIDAS. The model includes six stages, namely: analyse (A), design (D), improve (I), do (D), Assess (A), and Share (S). Thirty-four experts in instructional technology models have reviewed the ADIDAS model in Arab university contexts, producing a consensus about its suitability for use in distance learning amid the COVID-19 pandemic. Following the consensus of the experts, the model was applied to a sample of 527 students at King Faisal University, KSA. The results confirmed significant statistical differences with a very large effect size in relation to the attitude towards synchronous digital learning (SDL) and cognitive load pre and post ADIDAS. Students had a positive attitude towards SDL and a low cognitive load during the educational process pre adoption of the ADIDAS model, compared to post ADIDAS. The current research results have numerous implications for post the COVID-19 pandemic, especially in Arab countries and similar contexts.
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Affiliation(s)
- Mostafa Aboulnour Salem
- Deanship of Development and Quality Assurance, King Faisal University, Al-Ahsa 31982, Saudi Arabia
| | - Abu Elnasr E. Sobaih
- Management Department, College of Business Administration, King Faisal University, Al-Ahsa 31982, Saudi Arabia
- Hotel Management Department, Faculty of Tourism and Hotel Management, Helwan University, Cairo 12612, Egypt
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Burcă-Voicu MI, Cramarenco RE, Dabija DC. Investigating Learners' Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11563. [PMID: 36141861 PMCID: PMC9517316 DOI: 10.3390/ijerph191811563] [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: 08/22/2022] [Revised: 09/10/2022] [Accepted: 09/11/2022] [Indexed: 06/16/2023]
Abstract
This paper aims to measure learners' preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching-learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners' preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences.
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Affiliation(s)
- Monica Ioana Burcă-Voicu
- Department of European Studies, Babeș-Bolyai University Cluj-Napoca, 400090 Cluj-Napoca, Romania
| | - Romana Emilia Cramarenco
- Department of European Studies, Babeș-Bolyai University Cluj-Napoca, 400090 Cluj-Napoca, Romania
| | - Dan-Cristian Dabija
- Department of Marketing, Babeș-Bolyai University Cluj-Napoca, 400591 Cluj-Napoca, Romania
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Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland. JOURNAL OF OPEN INNOVATION: TECHNOLOGY, MARKET, AND COMPLEXITY 2022; 8:159. [PMCID: PMC9800901 DOI: 10.3390/joitmc8030159] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Indexed: 12/31/2023]
Abstract
The paper presents the results of the research on the advantages and disadvantages of innovative e-learning during the COVID-19 pandemic in higher education. In the first stage, an internet questionnaire was used for the study. The research was carried out in Poland on a sample of 621 students. The results allowed the researchers to determine variables that are important for the proper implementation of innovative e-learning, and the emergent perspectives for this form of education after the end of the COVID-19 pandemic. Among the most significant disadvantages, there was a lack of direct contact with colleagues, difficulties with teaching practical subjects, lack of direct contact with the teacher, and too much time spent in front of a computer/telephone or other mobile device. The most important correlations included the following: students satisfied with e-learning assess the advantages highly and the disadvantages lower; all the advantages of innovative e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates innovative e-learning content, the higher the student’s evaluation of the advantages of e-learning; students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the better the student knows information technology, the more highly the student evaluates the advantages of innovative e-learning; the better resources to participate in e-learning activities the student has, the higher the student’s evaluation of the advantages of e-learning; the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.
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