Generalized Resistance Resources in the Time of COVID-19: The Role of Sense of Coherence and Resilience in the Relationship between COVID-19 Fear and Loneliness among Schoolteachers

Abstract

Fear has been the most common emotional response to the COVID-19 pandemic, and excessive fear is associated with various indices of psychological distress, particularly loneliness. Although most people have experienced pandemic-related fear and distress, certain groups who are on the front of service provision have experienced the pandemic in distinct ways, owing to its impact on the nature of their work. Schoolteachers represent one such group; therefore, it is imperative to identify resources that can safeguard against negative mental-health outcomes in schoolteachers. The current study investigated the potential protective role of sense of coherence (SOC) and resilience in the relationship between COVID-19 fear and loneliness. The participants were South African schoolteachers (N = 355); the participants completed the Fear of COVID-19 Scale, the University of California Loneliness Scale, the Connor-Davidson Resilience Scale-10, and the Sense of Coherence Scale-13. The results indicated that SOC and resilience had significant direct effects on loneliness, thereby suggesting their health-sustaining role. SOC and resilience also fully mediated the relationship between COVID-19 fear and loneliness. Therefore, although the provision of material resources is important, it is equally necessary to enhance people’s ability to comprehend, give meaning to, and manage the challenges associated with the pandemic. A salutogenic approach to mental health promotion in the workplace may be beneficial for enhancing SOC and resilience among schoolteachers.

Fear of COVID-19, Perceived Stress, and PTSD: The Serial Mediating Role of Sense of Coherence

“…The author of the scale provided a review of the psychometric properties of the scale and found reliability coefficients ranging between 0.74 and 0.91, and evidence for construct and criterion validity across 16 studies [18]. In South Africa, the SOC-13 was used with both a student [29] and teacher sample [30], yielding reliability coefficients of 0.814 in both samples. The reliability of the SOC-13 was satisfactory in the current study (α = 0.83).…”