The Coronavirus Disease 2019 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 and during the pandemic. During the pandemic, data were collected at three stages. The COVID-19 Student Stress Questionnaire and the Symptom-Checklist-90-Revised were used to assess, respectively, COVID-19-related stressors 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, Phobic-Anxiety, Obsessive-Compulsive, and Psychoticism 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. (shrink)

The COVID-19 global health emergency has greatly impacted the educational field. Faced with unprecedented stress situations, professors, students, and families have employed various coping and resilience strategies throughout the confinement period. High and persistent stress levels are associated with other pathologies; hence, their detection and prevention are needed. Consequently, this study aimed to design a predictive model of stress in the educational field based on artificial intelligence that included certain sociodemographic variables, coping strategies, and resilience capacity, and to study the (...) relationship between them. The non-probabilistic snowball sampling method was used, involving 337 people from the university education community in south-eastern Spain. The Perceived Stress Scale, Stress Management Questionnaire, and Brief Resilience Scale were administered. The Statistical Package for the Social Sciences was used to design the architecture of artificial neural networks. The results found that stress levels could be predicted by the synaptic weights of coping strategies and timing of the epidemic, with a predictive capacity of over 80% found in the neural network model. Additionally, direct and significant associations were identified between the use of certain coping strategies, stress levels, and resilience. The conclusions of this research are essential for effective stress detection, and therefore, early intervention in the field of educational psychology, by discussing the influence of resilience or lack thereof on the prediction of stress levels. Identifying the variables that maintain a greater predictive power in stress levels is an effective strategy to design more adjusted prevention programs and to anticipate the needs of the community. (shrink)

This study aimed to determine the experiences of male and female students on Flexible Learning (FL) during the COVID-19. A qualitative method using a phenomenological approach was used to ascertain the students' experiences, while written questionnaires were utilized to gather the information. The 24 students taking Development Communication and Public Administration were chosen based on set criteria. Both male and female flexible learning participants appreciated its benefits, including convenience and reduced academic stress. They both faced technology-related challenges and suggested improvements. (...) However, differences emerged in their experiences. Males found FL fun, emphasizing family time, while females highlighted skill development and concerns about teaching methods. Females also mentioned practical skill development not emphasized by males. These variations may stem from differing learning preferences and experiences. Variations in male and female experiences in Flexible Learning highlight the need for teachers to tailor instruction, offer mental health support, and incorporate skill development. Improved teacher training and clear guidelines are crucial, as are gender-inclusive program design and regular feedback mechanisms to create equitable and effective educational experiences. (shrink)

While changes in response to the different stages of the pandemic remain unknown, this study investigated the longitudinal impact of the COVID-19 pandemic on depressive symptoms in Japanese university students and identified factors associated with new onset of depression and suicidal ideation. Two surveys were conducted at one university in Akita, Japan, during the first COVID-19 outbreak period and 1 year later. Moderate depressive symptoms were defined as a Patient Health Questionnaire-9 score ≥ 10 and suicide-related ideation score ≥ 1 (...) on question 9 of the questionnaire. Among 985 students who completed surveys in T1 and T2, participants with moderate depressive symptoms and suicide-related ideation increased from 11 to 17% and from 5.8 to 11.8%, respectively. Among 872 students at risk after excluding those with moderate depressive symptoms at T1, 103 students developed moderate depressive symptoms at T2. Among the 928 students at risk, after excluding those who had suicidal ideation at T1, 79 developed suicidal ideation. Multivariate logistic modeling revealed financial insecurity and academic performance as risk factors, while having someone to consult about worries was a coping factor for depressive symptoms and suicidal ideation. Our findings demonstrated that socioenvironmental factors may determine depressive symptoms of university students. (shrink)

The COVID-19 pandemic forced German universities to adjust their established operations quickly during the first nationwide lockdown in spring 2020. Lecturers and students were confronted with a sudden transition to remote teaching and learning. The present study examined students’ preparedness for and perspective on this new situation. In March and April 2020, we surveyed n = 584 students about the status quo of their perceived digital literacy and corresponding formal learning opportunities they had experienced in the past. Additionally, the students (...) reported the direction of changes in key study characteristics they expected from this new situation. Moreover, they reported the extent to which they believe they will be able to master this new study situation successfully. Two categories of independent variables were considered: context-related variables and person-related variables. Our results show that students did not have many learning opportunities to promote their digital literacy, suggesting that they were not appropriately prepared for this new situation. Results for digital literacy vary by competence area. However, there is a positive correlation between past formal learning opportunities and corresponding digital competences. Master students reported more learning opportunities and higher digital literacy only in one competence area compared to bachelor students. Regarding the expected change of key study characteristics, some characteristics were expected to worsen and fewer to improve. A multiple regression analysis explained 54% of the estimated probability of successful remote learning. Students’ age, state anxiety, positive state affect, general self-efficacy, the availability of an own workplace, past learning opportunities in digital content creation, and the estimated preparedness of lecturers for remote teaching were significant explaining factors. Our results provide valuable insights into the perspective of students on studying during the COVID-19 pandemic and beyond. We discuss important factors that should be addressed by educational measures in the future. (shrink)

Various studies have shown a decrease in well-being and an increase in mental health problems during the COVID-19 pandemic; however, only a few studies have explored fear, depression, and well-being cross-culturally during this time. Accordingly, we present the results of a cross-cultural study that compares these mental health scores for German and South African students, compares the correlations among them, and identifies COVID-19 fear, well-being, and depression predictors. German and South African societies differ from each other socio-culturally, politically, and economically. (...) Their university systems also differ to a large extent. University students in both countries completed the Fear of COVID-19 Scale, the World Health Organization-Five Well-Being Index, and the Patient Health Questionnaire-9. Welch’s t-test, correlation, and multiple regression analyses were performed. German students were found to have statistically lower levels of COVID-19 fear and depression, but lower levels of general well-being than South African students. In both samples, fear of COVID-19 was negatively correlated with well-being and positively associated with female gender and depression. Additionally, female gender, depression, and lower well-being were identified as predictors of COVID-19 fear in both samples. The findings indicate that the fear of COVID-19 is associated with and varies according to gender, depression, and well-being across cultures, and that the difference in the intensity of fear between German and South African students may be partly explained by cultural and contextual differences. These findings can create a deeper understanding of the pandemic’s impact on student communities and may be used by mental health practitioners and researchers to develop and apply culture-specific interventions. (shrink)

In this study we examined whether parents’ perceptions of students’ anxiety as well as perceived support from both teachers and classmates were predictive of changes in students’ academic motivation during the first wave of COVID-19. To this end, we used a retrospective pretest-posttest design together with a latent change score model to analyze our data. From April to May of 2020, 394 Portuguese parents of students in grades 1–9 participated in this study. Our results showed that students’ anxiety and teachers’ (...) social support, as perceived by parents, were highly significant predictors of academic motivation changes. Specifically, we found a negative effect of anxiety and a positive effect of teachers’ social support on students’ academic motivation. Our results did not show, however, a significant predictive role of classmates’ social support. This study provides an important contribution to further understand the intrapersonal and interpersonal factors that are associated with the decline of students’ academic motivation during the COVID-19 pandemic. The pivotal role of teachers in sustaining students’ academic motivation and other relevant educational implications for the ongoing pandemic are discussed. (shrink)

There is ample research on how metaphors of life vary both cross-culturally and within culture, with age emerging as possibly the most significant variable with regard to the latter dimension. However, no representative research has yet been carried on whether variation can also occur across time. Our paper attempts to fill this gap in the literature by exploring whether a major crisis, such as the COVID-19 pandemic, can induce variation in how life is metaphorically conceptualized throughout society. By drawing on (...) the results of a nationwide, representative survey on the metaphorical preferences for life among Hungarian adults carried out during the second wave of the COVID-19 pandemic, we hypothesized that the pandemic would induce a revolutionary change (in the sense of the change being swift, as opposed to gradual) in how Hungarian adults metaphorically conceptualize life, as compared to the metaphorical preferences of the pre-COVID-19 era. We expected this variation to manifest itself in the emergence of novel metaphorical source domains and a realignment in metaphorical preferences. Our results, however, indicate that novel conceptualizations emerged only as one-off metaphors; Hungarians mostly rely on a stock collection of life metaphors even in times of crises, with changes happening mostly in the form of shifts in metaphorical preferences. Our study also found that the choice of preference of the source domains showed less alterations among older adults – implying that the older we get, the more resistant to change our metaphorical conceptualizations become, even under extreme conditions such as COVID-19. (shrink)