A Glimpse of University Students’ Family Life Amidst the COVID-19 Virus

Pan, Haimin

doi:10.1080/15325024.2020.1750194

Cited by 86 publications

(91 citation statements)

References 2 publications

(2 reference statements)

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“…The strong human-to-human transmission power of COVID-19 affected daily routines of students all over the world [90]. On one hand, it additionally encouraged some (especially hygienic) behaviors, which is in line with previous studies [30]. The most encouraged habits of respondents of our survey (share of students changing selected habits was more than 70%) were wearing a mask outside (86.7%) (with a leading position of South America (e.g.…”

Section: Change Of Habitssupporting

confidence: 86%

“…The COVID-19 pandemic heavily influenced emotional wellbeing and, consequently, mental health of people around the globe [14,30,40,94] -either directly, connected with health issues, or indirectly, in relation with its economic and social consequences. This is true also for students, although they are in average not the most endangered group of population [7,29] as far as the physical health aspect of the COVID-19 pandemic is concerned.…”

Section: Emotional Lifementioning

confidence: 99%

“…The COVID-19 pandemic caused tectonic changes in the lives of many groups of population, thus also of higher education students [44]. The world has been facing a great crisis due to the pandemic spread of the novel coronavirus [6,30,40] and, as expected on the basis of previous epidemics [9,96], students have specific worries (concerns) about their short-and long-term future, too [97]. The results of our study revealed that, during the lockdown, students were (on a global level) 'most of the time' or 'all of the time' worrying about their professional career in the future (42.6%) and studying issues, e.g.…”

Section: Personal Circumstancesmentioning

confidence: 99%

“…[7,12,15,[21][22][23][24][25][26][27] and social life (closed dorms and therefore moving back home, no meetings with friends, university colleagues, relatives, no parties, no traveling, staying trapped overseas etc.) [7,13,[29][30][31], as well as their financial situation (losing a student's job, worries about own financial situation, about future education and career) [14,32,33] and emotional health (fears, frustrations, anxiety, anger, boredom etc.) [7,14,28,29,34].…”

Section: Introductionmentioning

confidence: 99%

“…Besides many challenges, the COVID-19 pandemic brought also some positive changes in habits and mindsets, such as paying more attention to personal hygiene, taking care of their own (quitting smoking, eating organic food from local farms) and relatives' health, especially of those in risk groups, taking more time for doing sports, etc. [30,33,35].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

Aristovnik¹,

Keržič²,

Ravšelj³

et al. 2020

Preprint

151

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The paper aims to present the most comprehensive and large-scale study to date of students’ perceived impacts of COVID-19 crisis on different aspects of their lives on a global level. The study with a sample of 30,383 students from 62 countries reveals that due to worldwide lockdown and transition to online learning students were most satisfied with the support of teaching staff and universities’ public relations. Nevertheless, a lack of computer skills and the perception of increased workload prevented them from perceiving higher performance in a new teaching environment. Students were mainly concerned about their future professional career and studying issues, and were feeling boredom, anxiety and frustration. The pandemic encouraged some hygienic behaviors (i.e. wearing masks, washing hands) and discouraged certain daily habits (i.e. leaving home, shaking hands). Students were also more satisfied with the role of hospitals and universities during the epidemic, compared to government and banks. Further findings demonstrate that students with selected sociodemographic characteristics (male, part-time, first level, applied sciences, lower living standard, from Africa or Asia) were, in general, more strongly affected by the pandemic as they were significantly less satisfied with their academic work/life. Key factors influencing students' satisfaction with the role of university have also been identified. Policymakers and higher education institutions worldwide may benefit from these findings when formulating policy recommendations and tactics on how to support students during the pandemic.

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Section: Change Of Habitssupporting

confidence: 86%

Section: Emotional Lifementioning

confidence: 99%

Section: Personal Circumstancesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

Aristovnik¹,

Keržič²,

Ravšelj³

et al. 2020

Preprint

151

View full text Add to dashboard Cite

show abstract

Socio‐educational implications of technology use during COVID ‐19: A case study in General Santos City, Philippines

Toquero

Talidong

2020

Human Behav and Emerg Tech

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Digital technology has served people for educative purposes and formation of virtual social connections for the co‐existence of human relationships amid the COVID‐19 pandemic. This article presents the socio‐educational implications of the newly‐formed virtual relations made possible through technology. It explores the use of emerging technologies and the effect of these technologies to fulfill the social and educational needs of the stakeholders in times of a crisis or emergency. The use of emerging technologies paved the way for the stakeholders to establish virtual relationships with a common goal to rid quarantine boredom, provide relief efforts, and educate the virtual community relative to COVID‐19 while maintaining a safe environment. The authors recommend for an empirical research on the newly‐existing online group relationships and how these virtual relationships and emerging technologies can affect social relations and human learning behaviors.

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Temporary destudentification caused by COVID‐19: Motivations and effects on social relations in a Chilean university city

Trigo

Aravena-Solís

Barra-Vieira

2021

Population Space and Place

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The arrival of the coronavirus in 2020 brought major changes to education, with the rapid transition to online classes being the most significant. In the case of university students, the pandemic meant returning to their homes, which can be interpreted as a temporary destudentification. This manuscript analyses and interprets the motivations of university students from Temuco (Chile) to change their social relations and place of residence as a consequence of the COVID‐19 pandemic. Through a quantitative methodology that used more than 800 online surveys and a principal component analysis, it was concluded that the psychological well‐being and the security provided by the family were the main causes for changing accommodation; but a total of four main components related to material conditions, economic aspects, family and psychological and physical well‐being were identified. Similarly, although with the pandemic the family was the most reinforced dimension in terms of social relations, there were groups of students who were more connected to friends and colleagues or neighbours. The results point to a partial and temporary destudentification, explainable by the nature of the lease contract and the dependent role of the students with respect to the landlords.

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A Glimpse of University Students’ Family Life Amidst the COVID-19 Virus

Cited by 86 publications

References 2 publications

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective

Socio‐educational implications of technology use during COVID ‐19: A case study in General Santos City, Philippines

Temporary destudentification caused by COVID‐19: Motivations and effects on social relations in a Chilean university city

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