Psychological impacts of COVID-19 and satisfaction from online classes: disturbance in daily routine and prevalence of depression, stress, and anxiety among students of Pakistan

Khawar, Muhammad Babar; Abbasi, Muddasir Hassan; Hussain, Shabbir; Riaz, Mehwish; Rafiq, Mussarat; Mehmood, Rabia; Sheikh, Nadeem; Amaan, Hafiza Nabeela; Fatima, Sana; Jabeen, Faiza; Zatirostami, Ahmad; Farooq, Adil

doi:10.1016/j.heliyon.2021.e07030

Cited by 46 publications

(35 citation statements)

References 49 publications

(54 reference statements)

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“…The current analysis revealed that the female students were experiencing more stress than males. This outcome is supportive of several previous reports ( 50 – 52 ). One reason could be that women or female students are more likely to do extra household chores during emergencies, putting them at a higher risk of being vulnerable ( 14 ).…”

Section: Discussionsupporting

confidence: 93%

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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Section: Discussionsupporting

confidence: 93%

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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“…Similar results have recently been reported, where students in various programmes and at several academic levels reported moderate to severe levels of anxiety or mental health concerns (9,19,21).…”

Section: Student Fatigue During E-learningsupporting

confidence: 87%

“…Second, to identify the independent predictors of fatigue level, signi cant variables that emerged from univariate analysis were used to build multiple linear regression models. The software used for data analysis was SPSS version 23 (19).…”

Section: Discussionmentioning

confidence: 99%

Mental Health, Learning Behaviour and Perceived Fatigue Among University Students During the COVID-19 Outbreak: a Cross-sectional Multicentric Study in the UAE

Mosleh

Shudifat

Dalky

et al. 2021

Preprint

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BackgroundThe rapid shift to online education due to COVID-19 quarantine challenged students’ ability to accept pure online learning without negative consequences for their physical, emotional and mental health. Some educational institutions introduced new strategies to reduce the psychosocial burden associated with online learning during home confinement. Thus, The primary aims were to determine the consequences of COVID-19 for the psychological well-being and fatigue levels of higher education students and to explore the effects of a new academic assessment approach in reducing home confinement stress.Method A cross-sectional online survey was conducted among students of 7 disciplines in all 16 higher colleges of technology in the United Arab Emirates (UAE). The Mental Well-being and Learning Behaviours Scale and the modified Copenhagen Burnout Inventory were used to evaluate students’ psychological well-being and fatigue levels. A t-test and ANOVA were performed to determine the differences in perceived psychological well-being and fatigue associated with students’ characteristics. Second, multiple linear regression models performed to identify the independent predictors of fatigue level. ResultsOne thousand four hundred students participated. The majority were female (78.5%) and aged from 21-25 years (58.1%). Around 14% of respondents were married with children. Nearly 40% were satisfied with the new assessment approach introduced during the COVID pandemic and 45.5% perceived it as having reduced their home confinement stress. The mean psychological distress score of 3.00 (SD ± 0.71) indicates a moderate impact of COVID-19 on psychological well-being. Students’ psychological distress was positively correlated with fatigue level (0.256, p<0.001) and negatively correlated with the perceived impact of the new assessment approach on student lifestyle (-0.133), physical health (-0.149) and coping with stress (-0.125). Male students experienced significantly lower fatigue and better psychological well-being than female students.ConclusionThe study reveals that new assessment approaches which emerged during home confinement reduced students’ perception of stress and of impaired lifestyle. However, students still had a considerable burden of psychological distress, requiring further preventive measures to maintain their psychological well-being during future outbreak events. Educational institutions should consider additional strategies to improve students’ preparedness for online teaching, which could help maintain their psychological well-being.

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“…In this case, the students who come from different cultural and linguistic backgrounds are united in a learning class, and there will be a combination of cultures from one culture to another, which will influence each other in terms of language, culture, and learning. This situation is a challenge faced by students learning English because some students come from different cultural and linguistic backgrounds, and what they are learning is a foreign language so eventually, some students find it difficult to understand the lesson (Khawar et al, 2021;Tavitiyaman et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Intercultural learning in pandemic era

2022

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This study investigated the students' intercultural learning in online classes during the pandemic era. The purpose of this study was to find out the reflection of intercultural learning in the EFL language of sixth-semester students of the English Study Program at Pasir Pengaraian University. This research was descriptive qualitative. The sample of this study was 30 students. The instruments of collecting data were questionnaires and interviews. This study shows that the students' intercultural learning was reasonable. In the teaching and learning process, there was no misunderstanding about the nature or actions of students from different cultural and language backgrounds in teaching and learning activities. Indeed, the process of teaching and teaching runs well. Each student could communicate well and make a good relationship with other people from different cultures. In short, students could develop a broader understanding of their language and cultural differences in the teaching and learning process during the pandemic era.

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Psychological impacts of COVID-19 and satisfaction from online classes: disturbance in daily routine and prevalence of depression, stress, and anxiety among students of Pakistan

Cited by 46 publications

References 49 publications

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

Mental Health, Learning Behaviour and Perceived Fatigue Among University Students During the COVID-19 Outbreak: a Cross-sectional Multicentric Study in the UAE

Intercultural learning in pandemic era

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