Learning in the Time of COVID-19

Engelhardt, Bryan; Johnson, Marianne; Meder, Martin E.

doi:10.2139/ssrn.3670173

Cited by 2 publications

(4 citation statements)

References 8 publications

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“…We measure relationships among housing and food security, social support and concerns, race and ethnicity, location, and overall remote learning experience. Recently published studies suggest that despite continuing to perform well academically (Engelhardt et al, 2020;Kiesel et al, 2021), women may have also incurred greater psychological stress (e.g., Amendola et al, 2021;Rudenstine et al, 2021). Women may be more adaptable to adversity in the short run but at a significant cost in terms of their mental health and life satisfaction.…”

Section: Correspondencementioning

confidence: 99%

“…Academic stress, especially among high‐performing students pursuing graduate school, contributes to anxiety and depression among undergraduate students (Flatt, 2013 ; Norman & Ford, 2019 ). This is further exacerbated by financial burdens, food and housing insecurity, stresses of being away from home, technology, and isolation (Flatt, 2013 ). While these conditions have long existed, they were magnified by the pandemic (Lederer et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Gender inequities and discrimination can also be a significant source of mental health issues, particularly depression and lower life satisfaction (Hackett et al, 2019 ; Vargas et al, 2020 ). Even prior to the pandemic, undergraduate female students were twice as likely to exhibit signs of depression (Flatt, 2013 ). In academic fields with a lower proportion of female students, mental health may be adversely impacted and decline over the course of the degree program for female students (Scott‐Young et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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U.S. agricultural university students' mental well‐being and resilience during the first wave of COVID‐19: Discordant expectations and experiences across genders

Ehmke

Katare

Kiesel

et al. 2022

Applied Eco Perspectives Pol

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The coronavirus disease 2019 (COVID‐19) pandemic's first wave led to declining mental health and life satisfaction outcomes for college students, especially women. While women in undergraduate agricultural programs outperformed men academically prior to and during the pandemic, the achievement may have come at personal cost, especially for those women with fewer personal and environmental resiliency resources. Our research objective was to expand on personal, social, and environmental factors linked with lower mental health and life satisfaction scores for students in agriculture during the pandemic. We measured the influence of such factors across gender‐based mental health and life satisfaction outcomes. Our data were collected from 2030 students using an on‐line survey across six land‐grant university college of agriculture in agriculturally as many distinct regions of the United States. We estimated OLS and Ordered Probit models of their mental health and life satisfaction self‐assessments. Our findings reveal students' mental health and life satisfaction were reduced due to a paucity of personal (e.g., less future orientation or graduate school aspirations, food and housing insecurity, and personal health risks) and environmental (e.g., lower quality on‐line learning experiences, isolation, family health risk, discrimination experiences) resiliency resources. Our results suggest women were more likely than men to be adversely affected by reduced resiliency resources. These findings suggest university emergency response policies need to address students' needs for housing and food security, on‐line course development and delivery, tele health and mental health resources, broad social inclusion and diversity to decrease risk of female attrition and support all students in agricultural degree programs.

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Section: Correspondencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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U.S. agricultural university students' mental well‐being and resilience during the first wave of COVID‐19: Discordant expectations and experiences across genders

Ehmke

Katare

Kiesel

et al. 2022

Applied Eco Perspectives Pol

View full text Add to dashboard Cite

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“… Daniel (2020): 91-96; Onyema et al (2020): 108-121;Darling-Hammond (2020).10 Moyson, Scholten,Weible (2017): 161-177;Kerres (2020).11 Berger et al (2021); da Silva (2020).…”

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confidence: 99%

In between: on the defensive reactivity of public institutions in Poland to the COVID-19 pandemic

et al. 2022

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This paper discusses a research project that attempted to examine selected public institutions' response strategies to a pandemic. The most important research question of the project was the relationship between the pandemic and innovativeness of the sector of public institutions (understood as the desire to introduce new ways of operating, new inter-institutional links, new patterns of relations with stakeholders, etc., resulting from the knowledge provided to individual institutions by functioning under the conditions of the pandemic). During qualitative research we found that the researched institutions' predominant reaction to the challenges of the pandemic was not an orientation towards innovation but a striving to maintain a mode of functioning that is as similar as possible to that from before the pandemic. The innovations made (transition to remote working, simplification of some administrative procedures) resulted from external pressure to a greater extent and internal reflexivity to a lesser extent. The narratives captured in the study about the everyday life of public institutions during the pandemic have three common elements. First, they all focus less on large and spectacular innovations and more on micro-innovations (not treated as innovation, but understood as dozens of micro-improvements, minimal adjustments to existing routines). Second, they all miniaturize the experience of the pandemic, regarding it as events so extreme as to be useless for designing a better institutional order. Thirdly, all the reconstructed narratives are situated in an institutional zone of in-between, which means that they perceive themselves as a transparent medium fluctuating between the state and society and as a subject without influence on the shape of its own functioning. On the one hand, this would depend on the level of civic culture and, on the other hand, on the policy created at the highest levels of the state.

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Learning in the Time of COVID-19

Cited by 2 publications

References 8 publications

U.S. agricultural university students' mental well‐being and resilience during the first wave of COVID‐19: Discordant expectations and experiences across genders

U.S. agricultural university students' mental well‐being and resilience during the first wave of COVID‐19: Discordant expectations and experiences across genders

In between: on the defensive reactivity of public institutions in Poland to the COVID-19 pandemic

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