Learning Stress, Involvement, Academic Concerns, and Mental Health among University Students during a Pandemic: Influence of Fear and Moderation of Self-Efficacy

Yang, Jian; Xiang, Ling; Zheng, Shaobang; Liang, Huijing

doi:10.3390/ijerph191610151

Cited by 5 publications

(3 citation statements)

References 89 publications

(122 reference statements)

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“…De hecho, permite afrontar diferentes situaciones mediante el desarrollo de sus habilidades, de manera que se logre obtener una mayor probabilidad de éxito (Gutiérrez, 2020). No obstante, en el ámbito de la educación universitaria, se ha evidenciado que los estudiantes, a raíz de la pandemia COVID-19, se les dificultó más conseguir la mejor forma de actuar en su vida cotidiana, sumada al estrés académico, la exigencia de la formación y los problemas personales, entre otros (Yang et al, 2022). En efecto, la importancia de este concepto se destaca en la literatura como clave para afrontar los desafíos de la vida durante la etapa universitaria, considerando también que, en la actualidad, nos encontramos en etapa post-pandémica, donde los estudiantes están en proceso de readaptación a las clases presenciales.…”

Section: Introductionunclassified

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

Mendoza Flores,

Aldaz Velasquez,

Juárez Adrianzén

et al. 2024

Interacciones

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Introduction: Emotional intelligence (EI) is a key skill for the personal and academic development of university students. Therefore, it is appropriate to have relevant instruments to measure this construct. Objective: This study aims to analyze the evidence of validity and reliability of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students in the region of Lambayeque, Peru. Method: Our study has an instrumental design. We applied a virtual questionnaire distributed in social networks to 317 university students (124 males and 193 females) from different professional careers, aged between 18 and 30 years (M=20.3; SD=2.7). Confirmatory factor analysis was performed (WLSMV estimator), and internal consistency was assessed. Result: We found four correlated factors, higher order, and bifactor, the first being the one with the best-fit indices: X2(98) = 262.63, p < .001, CFI = .97, TLI = .96, RMSEA = .07 [CI 90%; .06 - .08], SRMR = .04 and WRMR = .91. Internal consistency results using the omega coefficient are ωSEA = .81, ωOEA= .79, ωUOE= .84 and ωROE = .85. Conclusion: The WLEIS in university students in the Lambayeque region of Peru has sufficient evidence of validity and reliability to guarantee the relevance of its application.

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Section: Introductionunclassified

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

Mendoza Flores,

Aldaz Velasquez,

Juárez Adrianzén

et al. 2024

Interacciones

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“…Hearing news of death, unemployment, and self-isolation coupled with decreased exercise and communication with teachers, friends, family, and others outside the home resulted in psychological stress that poses a threat to Indonesians' physical and mental wellbeing (Abdullah, 2020). The fear of Covid-19 has affected the psychological well-being of university students (Yang et al, 2022). Many students were under Stress, anxiety, fear, and worry and having depressive thoughts (Azmi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Students’ Academic Self-Confidence on the English Learning Process in the Post-Pandemic Era

Saidah

2024

JOLLT

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The pandemic has had a significant impact on education. Students' academic self-confidence has likely been affected as well. The transition to current onsite learning may have contributed to feelings of anxiety and decreased their self-confidence. This study aimed to measure student’s academic self-confidence and its impact on their English learning process. It was a descriptive research design with quantitative questionnaires distributed to 100 male and female students of Islamic broadcasting communication study program of IAIN Kediri. The result revealed that few students had low academic self-confidence when they had to argue in English with their classmates. Most students had high academic self-confidence to carry out other activities in the class and outside the class in finding English learning goals. Furthermore, students’ academic self-confidence highly affects their autonomous learning so that makes students able to work and learn English independently by using computers and the internet. It makes learning English more enjoyable for them as well. In addition, most of the students agreed that their self-confidence caused them to make regular plans to review English lessons, actively participate in English learning, ask English-related questions to classmates and lecturers, to share ideas and opinions in English group discussions, and also do English presentations well. The results of this study can be a consideration for English teachers to pay more attention to students who still have low confidence by applying teaching strategies that increase students' self-confidence.

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“…In other subgroups of the general population, the moderating role of self-efficacy on the psychological well-being of college students and adolescents when managing their fears about COVID-19 has also emerged [ 33 , 34 ], as well as an inverse association between psychological distress and perceived self-efficacy in people who were pregnant during the pandemic [ 35 ]. A recent study using a large population sample confirmed that self-efficacy acted as a mediator in reducing perceived COVID-19-related stress, and in conjunction with its direct effects, self-efficacy partially mediated all other COVID-19-related beliefs (perceptions of disruption, health importance, and response effectiveness).…”

Section: Introductionmentioning

confidence: 99%

Effects of Cognitive Appraisals on Perceived Self-Efficacy and Distress during the COVID-19 Lockdown: An Empirical Analysis Based on Structural Equation Modeling

Diotaiuti

Valente

Mancone

et al. 2023

IJERPH

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During the COVID-19 lockdown, individuals and households had to responsibly manage the difficulties and problems caused by the restrictions on their mobility, such as the interruptions to work schedules, insecure food supplies, and the procurement of services and health care. The perceptions of risk as well as the fear of disease were strongly linked to worry, defined as a sequence of thoughts that evoke negative emotions and elevated levels of anxiety and distress. This study evaluated how different cognitive appraisals of an individual’s sources of worry could influence their perceived self-efficacy and directly or indirectly moderate their perceived general distress. A sample of 544 participants completed a survey that included questions based on the generalized self-efficacy scale, the sources of concern during the epidemic, the cognitive appraisal scale in emergency, and perceived discomfort. Subsequently, a structural-equation-modeling (SEM) analysis was performed to test the moderating role of cognitive appraisals and perceived self-efficacy on participants’ overall distress during a lockdown. Overall, the model reported acceptable fit values and confirmed the hypotheses of the study. An individual’s worries activated either a dysfunctional threat appraisal, which prompted a fear-and-closure response that then increased their overall state of distress; or two other functional appraisals (i.e., adaptive or supportive) that contributed to significantly improving the individual’s self-efficacy. Higher self-efficacy was shown to be associated with lower levels of perceived distress. For the purposes of prevention and distress containment, it would be appropriate to promote psycho-educational interventions that promote the adoption of appraisal strategies that are functional and beneficial for perceived self-efficacy.

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Learning Stress, Involvement, Academic Concerns, and Mental Health among University Students during a Pandemic: Influence of Fear and Moderation of Self-Efficacy

Cited by 5 publications

References 89 publications

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

The Impact of Students’ Academic Self-Confidence on the English Learning Process in the Post-Pandemic Era

Effects of Cognitive Appraisals on Perceived Self-Efficacy and Distress during the COVID-19 Lockdown: An Empirical Analysis Based on Structural Equation Modeling

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