Short report: COVID-19 related knowledge, anxiety, and attitude towards the back-to-school arrangement among college students in China: a cross-sectional study

Zhang, Yuyi; Guo, Li; Zuo, Hui

doi:10.1080/13548506.2022.2121974

Cited by 1 publication

(2 citation statements)

References 26 publications

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“…Regarding factor F2-Focus and Personal Organization, the results show a significant decrease, indicating that students feel that they have lost skills related to the ability to focus on tasks, time management, and work organization. Indeed, many studies report consequences at the emotional level and on students' ability to concentrate, including time management issues [4,[39][40][41][42][43]. Emotional disorders such as anxiety and stress may affect the subjects' ability to concentrate on tasks and, consequently, their focus and personal organization.…”

Section: Discussionmentioning

confidence: 99%

“…These results may indicate that it is expected that in the post-COVID-19 years, there will be a significant increase in mental health problems in young people. These results have been reinforced by a set of publications that, in recent years, have shown an increase in the prevalence of problems related to mental illness, such as stress, anxiety, lack of concentration, fear, sleep disorders, obesity, and depression [4,32,[39][40][41][42][43].…”

Section: Impact Of Covid-19 On Studentsmentioning

confidence: 93%

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Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

2023

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During 2020 and 2021, the world experienced a global change in everyone’s daily lives due to the COVID-19 pandemic. Students were confined in their homes but, luckily, had access to online classes. This study aims to assess the changes in self-efficacy perceived by engineering students in a school in Portugal. By helping to understand how students have changed their learning capacities, developed new strategies, and/or need more (or different) support to learn, teachers can target their teaching methods accordingly and contribute to a more sustainable education. A questionnaire was constructed and validated to assess students’ perceptions before and after the associated lockdowns. Five theoretically supported factors emerged from a statistical factor analysis: Communication and Empathy; Focus and Personal Organization; Teamwork and Individual Work Capacity; Technical and Cognitive Resources Management; and Emotional Resources Management. This work shows students’ percept that they improved their teamwork and individual work capacity and their technical and cognitive resources management. In general, students seem to have been able to be more autonomous as they managed to work and develop their cognitive resources; however, their emotional state and ability to focus decreased. Perceived self-efficacy was less affected in older students than in younger ones, suggesting that this group may have adapted better to the pandemic restrictions. Students who were already at university showed less impact than those moving from high school to university. There was also a difference between those who endured these changes at only one level of education and those who endured them at both levels (high school and university), with this last group being the most negatively affected.

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