Exploring the triggering factors for mental stress of university students amid COVID-19 in Bangladesh: A perception-based study

Shafiq, Sadman; Nipa, Sharmin Nahar; Sultana, Sharmin; Rahman, Md. Rifat-Ur; Rahman, Md. Mostafizur

doi:10.1016/j.childyouth.2020.105789

Cited by 29 publications

(32 citation statements)

References 27 publications

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“…The major stressors behind the factor include lower socioeconomic barriers, unsatisfactory remote learning, self-and social stigma, and future insecurity in the context of academic and career prospects [52]. Shafiq et al [31] reported that the public university students were 46% more likely unable to attend online class than the private university students (70% vs. 24%) due to limited internet access and unaffordability. Besides, lack of friend/social support, physical inactivity, relationship break-up with family and batchmates, vulnerable study conditions, social isolation, loneliness, and so on also worsened the fear and subsequent psychological distress among the university students in Bangladesh [53,54,55].…”

Section: Discussionmentioning

confidence: 99%

“…Currently, there are 107 private universities run by various private organizations with high tuition fees and 46 public universities subsidized by the government. Students' socioeconomic status from various private and public universities is vastly different, and it is a common belief that students of reputable private universities generally own wealthy families with higher social status [ 31 ]. In the COVID-19 era, many international reports uncovered several epidemic-induced psychological abnormalities such as suicidal thoughts (11.4%), severe distress (22.4%), high level of anxiety (27.7%), depression (16.1%), and perceived stress (24.7%), etc., are prevailing among the quarantined university students in France [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

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Impact of online education on fear of academic delay and psychological distress among university students following one year of COVID-19 outbreak in Bangladesh

Hossain

Ahmmed

Rahman

et al. 2021

Heliyon

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Objectives: Extreme fear of academic delay (FAD) and psychological distress among students have arisen as great public health concerns worldwide due to the devastating actions of coronavirus disease 2019 . The precise aim of this study was to assess the impact of ongoing online education on current university students' FAD and psychological stress symptoms following one year of calamitous COVID-19 outbreak in Bangladesh. Methods: A cross-sectional web-based survey was conducted from March 15 to 30, 2021, for data collection through a snowball simple sampling technique among Bangladeshi University students, where a total of 1,299 respondents (age: ! 18 years) responded in the questionnaire. After obtaining informed consent from the participants, we evaluated the association of various sociodemographic factors and the effects of current e-Learning activities on FAD and subsequent psychological distress among university students in Bangladesh. After excluding the partial responses (n ¼ 177), we analyzed the clean data sheet (n ¼ 1,122) by three consecutive statistical methods: univariate, bivariate, and multivariate analyses. Results: Alarmingly, near 60% of the current students exerted extreme FAD and were suffering from severe stress. Besides, 78.1% of students having severe FAD were severely psychologically stressed. Logistic regression analyses revealed that the students of the female gender, rural area, lower-income families, and who suffered from the highest FAD were more significantly (p < 0.05) stressed than their reference groups. Conclusion:The current analysis demonstrates that most Bangladeshi university students are battling with the unrivaled trend of FAD and facing severe psychological stress symptoms, which must be alleviated by the concerted efforts of the Government, Universities, and educationalists.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of online education on fear of academic delay and psychological distress among university students following one year of COVID-19 outbreak in Bangladesh

Hossain

Ahmmed

Rahman

et al. 2021

Heliyon

View full text Add to dashboard Cite

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“…Students of public universities and from low-income families were found to be the prime victims of such scenarios. As reported earlier, 76% of private university students and only 30% of public university students can attend online classes, while others cannot, primarily due to slow internet connectivity and financial crises (40). Furthermore, the areas of residency of the students and their financial conditions have made them a victim of underprivileged education.…”

Section: Underprivileged E-learning Education and Its Associated Fact...mentioning

confidence: 96%

Factors Associated With Underprivileged E-Learning, Session Jam Phobia, and the Subsequent Mental Distress Among Students Following the Extended University Closure in Bangladesh

Hossain

Ahmmed

Sarker

et al. 2022

Front. Public Health

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Severe session jam phobia (SJP), the extent of underprivileged online education, and subsequent mental health disorders among students have emerged as distinguished global problems due to the overwhelming effects of coronavirus disease 2019 (COVID-19). The purpose of this research was to evaluate the impact of extended COVID-19 lockdown and its mediating factors on current e-Learning activities, the prevalence of severe SJP and psychological distress among university students in Bangladesh. A web-based cross-sectional study was conducted to assemble responses through Google Form by applying a simple snowball sampling technique among university students aged 18 years or above in Bangladesh. All ethical considerations were maintained, and univariate, bivariate, and multivariate analyses were employed to analyze the acquired data set. Among the total analyzed data (n = 1,122), the male and female ratio was almost 1:1, and a remarkable segment (63.7%) was aged between 21–24 years. Alarmingly, around 50–60% of the students were suffering from severe SJP, prevailing underprivileged education in the e-Learning platform, and severe mental distress. Logistic regression analyses demonstrated that the students from public universities, lower- and mid-income families, lower-aged, and junior years education groups were significantly (p < 0.05) more underprivileged than their counter groups. Besides, the monthly family income and university type significantly influenced the extent of severe SJP. Finally, the students who were female, rustic, come from low-income families (below 25,000 BDT), who had academic uncertainty, job insecurity, online exam phobia, and dissatisfaction with e-Learning education, were significantly suffering from moderate to severe mental distress. The current evidence demonstrates that a substantial number of Bangladeshi university students are struggling with extreme session jam phobia, underprivileged e-Learning education, and subsequent psychological distress, which need to be immediately addressed through concerted efforts by the government, parents, and university authorities.

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“… 11 A study conducted in Bangladesh highlighted that only 30% of students from public universities could attend online classes due to poor Internet connectivity and lack of money to buy Internet data in comparison with 76% of students from private universities. 21 However, not just technology problems but abilities to work with them could be highlighted. For example, students’ ability to deal with technology was highlighted among other challenges in Saudi Arabia.…”

Section: Introductionmentioning

confidence: 99%

Influence of Digital Competence on Perceived Stress, Burnout and Well-Being Among Students Studying Online During the COVID-19 Lockdown: A 4-Country Perspective

Kumpikaitè-Valiüniené¹,

Aslan²,

Duobienė³

et al. 2021

PRBM

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Purpose This paper aims to reveal the influence of digital competence on perceived stress, burnout and well-being among students studying online during the COVID-19 lockdown in the spring of 2020 and to compare this influence on the basis of studies conducted in four countries. Methods An exploratory study was conducted in Poland, Lithuania, Turkey and India using a cross-sectional research design. A total of 1097 respondents took part in the survey. Well-being was measured by the World Health Organization (WHO) Well-being Index, stress was evaluated using a psychological stress measure (PSM-9) instrument, burnout was evaluated using the Copenhagen Burnout inventory, and digital competence was measured by the Digital Competency Profiler (DCP). Results The results revealed that social and informational dimensions of digital competencies had a positive influence on dealing with stress or burnout and improved well-being of students studying online during the COVID-19 lockdown. Moreover, the analysis on a country level highlighted that with regard to dealing with stress and burnout, the epistemological dimension of digital competence was the most important for Lithuanians and Indians, the informational dimension for Polish students and the social dimension for Turkish students. Conclusion The findings support the importance of digital competence on perceived stress, burnout and well-being among students studying online during the COVID-19 lockdown and propose deeper research directions on this phenomenon.

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Exploring the triggering factors for mental stress of university students amid COVID-19 in Bangladesh: A perception-based study

Cited by 29 publications

References 27 publications

Impact of online education on fear of academic delay and psychological distress among university students following one year of COVID-19 outbreak in Bangladesh

Impact of online education on fear of academic delay and psychological distress among university students following one year of COVID-19 outbreak in Bangladesh

Factors Associated With Underprivileged E-Learning, Session Jam Phobia, and the Subsequent Mental Distress Among Students Following the Extended University Closure in Bangladesh

Influence of Digital Competence on Perceived Stress, Burnout and Well-Being Among Students Studying Online During the COVID-19 Lockdown: A 4-Country Perspective

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