COVID-19 quarantine stressors and management among Lebanese students: a qualitative study

COVID-19 and University Students' Well-Being: An Ecological and Multidimensional Perspective on Post-Pandemic Effects

In February 2020, the Italian government started to adopt measures to contain the spread of COVID-19. This emergency had a strong impact on people's lives and daily activities, negatively affecting their well-being. One of the groups of people that suffered the most from the pandemic emergency and the related isolation was university students. Based on these considerations, this article analyzes the effects of COVID-19 on Italian students' well-being during three periods: the first lockdown (March-April 2020), one year later (March-April 2021), and two years after the lockdowns (March-April 2022). Three samples comprising a total of 765 participants (M = 21 years, SD = 2.87) completed an online self-report questionnaire, which included the I COPPE scale (its short form), a tool that measures the perception of present and future well-being, both as an overall evaluation and its six specific domains: interpersonal, community, occupational, physical, psychological, and economic. The results indicated a general trend in the well-being levels of university students from the beginning of the pandemic to 2022. Compared to 2020, in 2021, there was a sharp decline in well-being, whereas in 2022, there was an increase in well-being levels. Practical implications, limitations, and future recommendations arising from the present study are extensively discussed.

A tale of online learning during COVID-19: A reflection from the South Asian Association for Regional Cooperation (SAARC) countries

The COVID-19 pandemic has had a profound impact on the higher education industry around the world. The battle that was fought by institutions and their faculty members to move classes and programs from a face-to-face environment to an online one has resulted in a new set of challenges for them to overcome. In the context of online education, academics working in less developed countries are confronted with quite different realities than their peers working in more developed economies. This article investigates the effect that COVID-19 had on the higher education systems of Bangladesh, India, and Pakistan, three of the most important SAARC nations at a time when these countries were struggling with limited resources, unreliable infrastructure, and a pronounced "digital divide" in higher education. The literature review and in-depth interviews conducted for the purpose of this study uncovered six primary challenges. These challenges were identified as facilitating conditions, technology readiness, learning experience, mental health, concerns regarding performance improvement and sustainability. The findings presented here highlight the necessity for more government intervention and investment in order to: firstly, improve the quality of teaching and learning; and secondly, close the digital divide. Several recommendations are stated in this paper for future research to consider.

Teachers' perceptions of the impact of COVID-19 pandemic and virtual teaching on the physical and mental health of children in Kashmir: A qualitative study

Background

Children inherently want to remain engrossed in the activities as easily as possible within their ecological environment and academic curricular ambit. Covid-19 adversely affected our physical, social, and mental conditions and children were no exception.

Objectives

To understand the experiences of teachers who have been doing virtual teaching to children during COVID-19; To understand the impact of virtual teaching and COVID-19 on physical and mental health of children.

Materials and Methods

The qualitative study was conducted in the Kashmir valley and school teachers teaching students from class Ist to class 8^th were involved in the study. Participants were selected purposefully based on the inclusion criteria. One-to-one in-depth interviews were conducted with sixteen (16) school teachers, using a preformed interview guide. Data analysis was performed using the thematic analysis method.

Results

Data analysis yielded four overarching themes and twelve subthemes viz:- 1) Attitudes towards online sessions among teachers (2) factors affecting the physical and mental health of children (3) Effectiveness of online classes for individual lines of children's mental development (4) External and internal factors impacting child development and pedagogy.

Conclusion

The study result explicitly showed mental and physical health of children got considerably affected by online teaching during the Covid-19 pandemic. Online teaching especially to children is less yielding in terms of effective academic consequences. Nevertheless, blending online teaching with pedagogy can enhance certain multidimensional capabilities of the children.

COVID-19 pandemic: perception, attitude, and practices of university students from health sector faculties

Background

Adherence to preventive control measures is influenced by perception, attitudes, and practices toward the disease prevention.

Aim

To assess the perceptions, attitude, and practices of university students in three health sector faculties (Medicine, Nursing, and Pharmacy) from six Egyptian universities towards COVID-19 pandemic prevention.

Methods

An electronic online survey was distributed to students of 3 faculties (Medicine, Pharmacy, and Nursing) in six Egyptian universities from March to July 2021. The questionnaire consists of the following parts: socio-demographic data of participants, student perception and attitude towards the COVID-19 pandemic and its consequences, as well as practices of preventive measures in the community.

Results

The study included 1990 participants. Most respondents perceived the seriousness of the COVID-19 pandemic (88.2%). The rates of practicing precautionary measures were mostly high (approximately 90% or above). Significantly high attitude scores toward the pandemic were detected in people with quite-to-extremely concerned, very good/excellent status, aware of infection risk, willing to report positive cases and avoiding contact with them, and seeking medical advice regarding infection. The attitude to protective measures followed a similar pattern along with average health status, female students, and avoidance of contact when experiencing flu symptoms. Significantly higher practice scores were observed in those with bad health status, rural areas, perceiving the risk of infection, willing to report positive cases, and avoiding contact with positive cases.

Conclusion

The effectiveness of precautionary measures should be stressed to promote positive student practices.

Online learning challenges in Thailand and strategies to overcome the challenges from the students' perspectives

Recently, at the end of 2019, the whole world was affected by the outbreak of COVID - 19 disease, which has caused massive disruption of the normal teaching and learning process worldwide, including Thailand's educational system. This sudden shift of the educational processes to online learning and teaching has caused many challenges as teachers, learners, and educational institutes are not well-prepared, especially in developing countries like Thailand. This research used a mixed-methods approach, quantitative and qualitative data, in which a google form survey questionnaire was designed in both English and Thai language to 1). investigate Thai students' perceptions of the online learning experience; 2). assess factors that cause challenges in online learning in Thailand; 3). find out strategies for improvement and overcome the challenges. For the sample of the study, 465 students were selected purposively from two public Universities in Thailand due to convenience for collecting data as two co-researchers were teaching in these universities. Results identified major challenges such as the temptation to see other sites, difficulty in understanding the lesson context, poor internet connectivity, difficulty in time management, difficulty in attending the online examination, poor quality of learning experience, low interest/motivation, difficulty in selecting the area at home, difficulty in doing work assignment/task, and distraction at home learning environment. Among the identified factors for these challenges were distraction due to noise and poor learning environment at home, teacher's incompetency due to technical, poor teaching skills, unstructured content or no follow-up, and technological constraint affecting the quality of audio/video uploaded connectivity, technical issue or data limit. Students also suggested strategies to overcome online learning challenges such as improvement in evaluation, connectivity, interactivity, content and accessing materials. The study concluded that all these factors and strategies should be considered for the effective implementation of the online education system in Thailand.

Superordinate identities and self-transcendent emotions: Longitudinal study in Spain and Chile

Recent studies suggest that identification with all humanity (IWAH), apart from being related to universalistic values, could also be related to self-transcendent emotions (STE). In this scenario, the general objective of this cross-cultural longitudinal study is to examine the relationship between identification with proximate categories (i.e., community and country) and superordinate one (all humanity), and their association with positive self-oriented and STEs during a traumatic global phenomenon such as COVID-19 pandemics. Additionally, we explore variations regarding the patterns of those associations in different cultural contexts (Chile and Spain) and examine whether they change among two different time points (T1-T2). The total sample was composed of 403 participants, of whom 224 were residents in Chile (M = 39.25, SD = 12.56; range 18-71 years; 49.6% women) and 179 were residents in Spain (M = 36.35, SD = 12.12; range 18-68 years; 59.8% women). Data collection was carried out in September (T1) and November (T2) 2020, through online surveys administered via Survey Monkey® platform. Overall, results show, as expected, greater identification with proximate categories rather than superordinate ones, and an association between STEs and IWAH, but also with national and community identification. IWAH, but not STEs decreased significantly (T1-T2) in both countries. Thereafter, these emotional and behavioral responses decline as a symptom of growing fatigue with the pandemic situation, and also reflect a shift from broader to more local concerns. Analysis regarding comparisons between countries indicated higher levels of identification with community and with all humanity in Spain and with country in Chile. The results are discussed in the context of new developments in studies on IWAH.

Bending not breaking: coping among Filipino University students experiencing psychological distress during the Global Health Crisis

The impact of the global health crisis on students' mental health has been well documented. While most of the studies looked into the psychological impact of the coronavirus disease, the process of coping with psychological distress as experienced by university students in the Philippines remains unexamined. Cognizant of the dearth in literature, this grounded theory study purports to investigate and understand the coping processes among 20 Filipino university students. A comprehensive model highlights Filipino university students' coping techniques with psychological distress through vertical and horizontal analysis of the field text, open, axial, and selective coding. To ensure the trustworthiness and truthfulness of the theory and for refinement and consistency, triangulation, peer debriefing, and member checking validation strategies were likewise employed. The novel and distinct B.E.N.D. Model of Coping with Psychological Distress illustrates a substantive four-phased process symbolic of the challenges that a bamboo tree underwent, namely: (1) Befuddling Phase, (2) Enduring Phase, (3) Navigating Phase, and (4) Developing Phase. The phases that emerged had the advanced appreciable understanding of the university students' coping processes that may provide evidence-based information in crafting programs and specific interventions to support and safeguard students' mental health.

Understanding the stress and coping experiences of undergraduate university students in the COVID-19 context: A qualitative study

Background: The various psychological challenges experienced by university students have been well- characterised. The university experience can be stressful, which can negatively impact on mental health. Student stress was further exacerbated by the COVID-19 pandemic due to the lack of on-campus learning and peer contact. This study aims to understand the stress experiences and coping strategies of undergraduate university students in Ireland during the COVID-19 pandemic and to explore the differences between first-year and returning students’ experiences. Methods: Undergraduate students at the National University of Ireland, Galway, took part in online semi-structured interviews via Microsoft Teams. Interviews were recorded, transcribed verbatim, and analysed using inductive reflexive thematic analysis. Results: Nineteen students were interviewed (10 first-years and 9 returning students). Three themes were developed in relation to perceived stressors: (1) ‘The unknown. The dragon. The fear of getting sick’ with sub-themes, ‘Fear of COVID-19’ and ‘Chronic uncertainty and negative media messages’; (2) ‘Online learning is overwhelming’ with sub-themes ‘Difficulties with university workload’ and ‘One place, same screen, same things’; (3) ‘Social isolation’ with sub-themes ‘Lack of peer contact’ and ‘Fear of missing out’. Two themes in relation to coping were also developed: (1) ‘Help each other, keep each other afloat’ and (2) ‘Focusing on the positives in a shared storm.’ First-year students described additional stressors not experienced by returning students such as navigating university for the first time remotely and making friends virtually. Conclusion: All students struggled with various additional stressors due to the COVID-19 situation, particularly first-year students who experienced additional stressors while adjusting to university in a pandemic context. All students described coping strategies to help manage stress, which may be useful in developing future interventions and mental health supports for university students.

Effect of COVID-19 outbreak on anxiety among students of higher education; A review of literature

BACKGROUND AND PURPOSE

The Covid-19 pandemic has impacted the mental health of students and exacerbated the prevalence of anxiety among them. The purpose of the literature review was to consolidate evidence for the prevalence of anxiety among students of higher education during the COVID-19 pandemic and to underscore the effect of various pandemic-related factors on this anxiety.

METHODS

A comprehensive literature search was conducted utilizing various databases such as MEDLINE, PsycInfo Google Scholar, ScienceDirect, Scopus, and Embase to identify relevant studies. To be incorporated in this review, studies had to include students of higher education, measure the prevalence of anxiety, and assess anxiety during Covid-19 pandemic.

RESULTS

37 studies met the inclusion criteria and assessed the prevalence of anxiety among students during confinement. Studies showed that more than one-third of the students suffered from anxiety during the early stages of the pandemic. Moreover, being a female, living in rural areas, facing financial hardship, working full-time, spending the quarantine in isolation, worrying about infection for themselves and others, having the uncertainty of the future, having reduced sleep quality, and transitioning to online learning, were factors associated with increased anxiety during the pandemic.

CONCLUSION

Anxiety was shown to be highly prevalent among the student population during the Covid-19 pandemic. Higher education institutions and governments should take action to ensure the safety and the physical, social, and mental wellbeing of the students.

Effects of the COVID-19 pandemic on the online learning behaviors of university students in Taiwan

Prior to the coronavirus disease 2019 (COVID-19) pandemic, due to the rarity of pandemics in recent centuries, suitable conditions did not exist in educational institutions for the implementation of asynchronous distance teaching. No empirical studies have been conducted on whether the considerable environmental changes caused by COVID-19 have affected students' online learning behaviors. Therefore, this study collected information on students' online learning behaviors during the COVID-19 pandemic and other periods to examine whether pandemic-caused environmental changes affected students' online learning behaviors. This study focuses on the 60-day transmission after the beginning of the second semester of the 2019 academic year. The data source was from a comparative assessment between the pandemic group (331 students) and the control group (101 students). The Spearman Rank Correlation Test and the Wilcoxon signed-rank test were used as our statistical methods. This paper presents preliminary results on how COVID-19 has affected students' online learning behaviors and proposes asynchronous online learning as a method for maintaining university students' learning during the COVID-19 pandemic.

'At first I was overwhelmed, but then-I have to say-I did almost enjoy it'. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown

According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially altered, for which we hypothesised negative outcomes with regards to perceived basic needs satisfaction and vitality. To investigate changes in needs satisfaction and subjective vitality during distance learning, this research applied an explanatory sequential mixed-methods design combining a quantitative and qualitative study. For the quantitative study, two surveys were conducted; the first before the lockdown (N = 161) and the second after the lockdown (N = 146). The purpose of these surveys was to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis. In addition, we elaborated on significant and unexpected findings of the quantitative study by interviewing 14 other student teachers, allowing for an in-depth and contextualised understanding of the psychological changes in and the triggering factors of the ‘corona-lockdown’. Results stress the relevance of physical activity and time spent outdoors for the perception of vitality which was supported by a more flexible time structure during distance learning. For the context of distance learning, this research emphasises the relevance of BPN also in the context of online-based learning where higher levels of interaction with fellow students and lecturers, a clear course structure and formative feedback proved to be essential for motivational and achievement-related outcomes.

Mental health and its relationship with social support in Iranian students during the COVID-19 pandemic

Background

In addition to physical problems, the COVID-19 crisis continues to impose serious psychological adverse effects on people's mental health, which plays a major role in the efficiency of every community. Students, especially medical sciences students, suffer from more stress as a result of exposure to COVID-induced stressors. It is, therefore, essential to measure mental health and its relationship with social support in medical sciences students during the COVID pandemic. The present study was conducted to determine the mental health status of students and its correlation with social support.

Methods

This cross-sectional study was conducted using random sampling on 280 students of Tabriz University of Medical Sciences in Iran in 2020. Socio-demographic profile scale, Mental Health Test (GHQ-28), and the scale of Perceived Social Support (PRQ-85) were used to collect data. Participants completed the questionnaires online.

Results

Considering the potential confounding variables, a general linear model (GLM) was utilized to determine the relationship between mental health and perceived social support. Mean (± standard deviation) of total mental health score 26.5 (12.5) was in the acceptable range of 0–63., and 56% of students suffered from a mental disorder. Mean (± standard deviation) of social support score 128.2 (21.0) ranged from 25 to175. According to Pearson's correlation coefficient, there was a significant inverse correlation between social support score and total mental health score and all its subscales [p < 0.001; r =  − 0.294 to − 0.536]. According to the GLM, mental health score decreased significantly with social support score [p = 0.0001; − 0.32 to − 0.20; CI 95%; B = 0.26].

Conclusions

Given the inverse relationship between social support and mental health, it is suggested to increase the level of social support for students at all times, especially during the stressful COVID-19 pandemic to improve their mental health.

Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines

Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today's uncertainties, it is vital to gain a nuanced understanding of students' online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students' mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.