Mediator Effect of Affinity for E-Learning on Mental Health: Buffering Strategy for the Resilience of University Students

Abstract

The pandemic affected the quality of life and wellness of the population, changing living habits through restriction measures. This study aimed to analyze the psychological impact of the fear of the COVID-19 pandemic and the adoption of e-learning for university students. The study was articulated in two research applications: the first application was a rapid review on the psychological effects of the pandemic on the emotional dimension of undergraduate students; the second application was an observational study on the effect of e-learning adoption in the pandemic emergency. In the first step, we performed a systematic search of MEDLINE through PubMed and the Web of Science [Science Citation Index Expanded (SCI-EXPANDED); Social Sciences Citation Index (SSCI); Emerging Sources Citation Index (ESCI)] of all scientific literature published from May 2020 to February 2021. The reviewed articles suggest the impact of the pandemic and lockdown measures on university students due to several mental symptoms, including anxiety, stress, depression, event-specific distress, and a decrease in psychological well-being. Psychological symptoms were related to the experience of several stressors, such as the risk for a reduction of academic perspectives, massive e-learning adoption, economic issues, social restrictions, and implications for daily life related to the COVID-19 outbreak. The second scientific application was conducted to evaluate the affinity for e-learning on a sample composed of Italian undergraduates exposed to massive e-learning adoption. The results evidence the positive influence of e-learning in academic programs for the wellbeing of undergraduates. The mediator effect of the affinity of youth for e-learning can be considered to have had a buffering effect for professional advancement and for the mental health of university students in a public health emergency.

Perceived Past and Current COVID-19-Stressors, Coping Strategies and Psychological Health among University Students: A Mediated-Moderated Model

“…However, since the beginning of the COVID-19 pandemic, university students had to also deal with further changes which abruptly occurred in their life [ 8 , 9 ], potentially eliciting notable levels of stress related to the control measures (i.e., isolation due to the lockdown) and to the fear of being infected and infecting others, as well as to the drastic modifications in the relational and social life [ 10 , 11 , 12 ]. From this perspective, the COVID-19-related changes have deeply affected students’ interpersonal life, entailing specific experiences (i.e., loneliness; lack of connection; a frustrated sense of belonging) which expose them to a significantly high risk for psychological health [ 13 ].…”

Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021

“…E-learning has represented a fundamental tool through which to continue with the formative curricula, facilitating the emotional well-being of young students. The affinity of e-learning has had a buffering effect on the worsening of quality of life implied by the restrictive measures [ 7 ]. In fact, Tang et al [ 8 ] detected that the psychological consequences of COVID-19 could be severe.…”

Incidence of mental and behavioral disorders due to alcohol use in Tocantins state associated with the COVID-19 pandemic

“…sciences V.01 -E-learning and its impact on health sciences education as a consequence of the COVID-19 Pandemic: Literature review 406 psychological support of students who were anxious and in high levels of stress due to isolation, contributing significantly to social interaction(Di Giacomo, Martelli, Guerra, Cielo, & Ranieri, 2021).…”