The effect of the Covid-19 pandemic on the mental health of students and teaching staff

Sipeki, I.; Vissi, Tímea; Túri, Ibolya

doi:10.1016/j.heliyon.2022.e09185

Cited by 12 publications

(14 citation statements)

References 46 publications

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“…This motive is fundamental to professionals' motivation to work and ensures that people are committed to their profession. This finding confirms the findings in Sipeki et al (2022), in which the internal motivation of teacher educators promotes them to be life-long learners. This inner motive acts as a personal impulse that spurs professionals to go above and beyond what is required to teach.…”

Section: Discussionsupporting

confidence: 91%

How to develop four competencies for teacher educators

Nguyen

2023

Front. Educ.

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Understanding competencies and the process of acquiring them contributes to a shared set of essential abilities for teacher educators’ professional development. Practical experiences of practitioners expose which competencies the work context requires them to possess and situations in which their learning is conducted. The necessity for essential contextual competency is pressing, particularly for teacher educators working in developing countries where teacher education has undergone reforms to respond to national and international demands.This study explores competencies for teacher educators in Vietnam through in-depth interviews with experienced practitioners and their visual metaphors. Eight participants with working experience ranging from 6 to 26 years were interviewed for 60–180 min during January–April 2021.The results reveal four competency areas of (1) knowledge and skills consisting of (a) teaching skill, (b) subject content, (c) scientific and subject-related information, (d) the reality of education and multidisciplinary knowledge, (e) research procedural knowledge, (f) collaboration with others, and (g) English language; (2) ethical manner; (3) motivation; and (4) self-reflection about personal values. Professional development includes learning from and working with others, learning in organized courses, conducting independent and collaborative research, and other field-related academic activities. An interesting highlight is that even motivational competency is gradually formed by professionals’ effort put into work.The findings suggest these four competency components should be attended to when providing professional development activities for teacher educators. Motivational competency should be prioritized since it fosters job productivity and commitment. The findings also serve as practical guidance for self-preparation and development for those working as teacher educators in demanding contexts.

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Section: Discussionsupporting

confidence: 91%

How to develop four competencies for teacher educators

Nguyen

2023

Front. Educ.

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“…Several other studies conducted in Pakistan, China, Hungary, the United States, and Indonesia also reported a significant impact on university students' MH due to the COVID-19 outbreak. College students reported feeling more anxious, tired, and depressed than before the pandemic [12,16,[30][31][32][33].…”

Section: Discussionmentioning

confidence: 99%

“…As for anxiety, the categories are normal (0-7), mild (8)(9), moderate (10)(11)(12)(13)(14), severe (15)(16)(17)(18)(19), and very severe (≥20). In the stress domain, the categories are normal (0-14), mild (15)(16)(17)(18), moderate (19)(20)(21)(22)(23)(24)(25), severe (26)(27)(28)(29)(30)(31)(32)(33), and very severe (≥34) [20,21].…”

Section: Research Instrumentmentioning

confidence: 99%

Assessment of Mental Health and Quality of Life Status of Undergraduate Students in Indonesia during COVID-19 Outbreak: A Cross-Sectional Study

Karuniawati

Sari

Hossain

et al. 2022

IJERPH

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The COVID-19 pandemic globally impacted physical, spiritual, and mental health (MH). The consequences significantly affected students’ quality of life (QoL) too. This cross-sectional study assessed MH status and its relationship to the QoL of college students in Indonesia. This study collected data (September 2021–April 2022) online using the depression, anxiety, and stress scale-21 (DASS-21) to measure MH and the world health organization quality-of-life scale (WHOQoL-BREF) to measure the QoL. The data were analysed using SPSS with a bivariate and multivariate linear regression test. A total of 606 respondents participated in this study, with the majority being women (81.0%), aged 21–27 years (44.3%), and unmarried (98.5%) respondents. We observed 24.4% (n = 148) moderate depression, 18.3% (n = 111) very severe anxiety, and 21.1% (n = 128) moderate stress status. The QoL measurement determined that a moderate QoL in the physical and environmental health domains (>70%) and poor QoL in the psychological health domain (58.3%) were found. Gender, age, family support, history of COVID-19 diagnosis, family with COVID-19 diagnosis, vaccination status, and physical symptoms are significantly associated with MH status and QoL (p-value < 0.05). This study demonstrated that COVID-19 was negatively related to college students’ MH and QoL. Targeted interventions may be needed to ameliorate both MH and QoL.

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“…COVID-19 affected many organizational outcomes, such as happiness, stress, anxiety, depression, relationships and life satisfaction (Cheng et al, 2020;Bakio glu et al, 2021;Kumar et al, 2021;Cheng and Kao, 2022;Sipeki et al, 2022). To provide critical and prescriptive guidance regarding the challenges and harms caused by COVID-19 (Venkatesh, 2020), it is necessary to understand who is better at managing the situation (e.g.…”

Section: Discussionmentioning

confidence: 99%

Who said there is no place like home? Extending the link between quantitative job demands and life satisfaction: a moderated mediation model

Demirbağ

Demirbağ²

2022

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PurposeBased on the job demands and resources (JD-R) model and conservation of resources (COR) theory, this paper aims to develop and test a model that examines the moderating role of daily remote work hours and the mediating role of work–family conflict on the effects of excessive workload and time pressure on life satisfaction due to mandatory remote work arrangements.Design/methodology/approachHierarchical regression analysis was used to analyze data from 400 professionals working in the IT sector in Turkey. Scales developed by previous researchers were used to measure excessive workload, time pressure, work–family conflict and life satisfaction. While these four variables were measured with 19 statements, daily remote work hours were determined with a single question. The collected data were validated using confirmatory factor analysis, and the hypotheses were tested using structural equation modeling. Furthermore, the reliability and validity of the data were confirmed. Finally, PROCESS was applied to examine moderated mediation.FindingsAccording to the analysis results obtained from the above sample data, daily remote work hours moderate the mediating role of work–family conflict in the relationships between (1) excessive workload and life satisfaction and (2) time pressure and life satisfaction. In other words, the findings show that job-related demands arising from workload, time pressure and remote work hours prevent employees from meeting their family obligations, thereby increasing work–family conflict and ultimately affecting life satisfaction.Practical implicationsThe study can help employers, managers, human resource professionals, policymakers and researchers increase employees' life satisfaction due to the changes in job demands experienced by employees in companies that have transitioned to remote work practices. It can provide new approaches for dealing with dissatisfaction arising from work-related conflicts in Turkey's changing environment. The results can greatly facilitate the Turkish companies' efforts to create more innovative work arrangements and make an outstanding contribution to improving employee performance in Turkey's transition to remote work practices by focusing on reducing workload, time pressure and long working hours and creating employee-centered remote work models.Originality/valueAs per World Health Organization, the world will face frequent pandemic in the coming years, and thus organizations should be aware of remote work practices that will become widespread. This study provides a new perspective on the impact of employees' changing job demands on work–family conflict and life satisfaction during organizations' transition to new work arrangements in the face of the social crisis created by the COVID-19 pandemic. The study also contributes to closing the research gap between job demands, work–family conflict and life satisfaction.

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The effect of the Covid-19 pandemic on the mental health of students and teaching staff

Cited by 12 publications

References 46 publications

How to develop four competencies for teacher educators

How to develop four competencies for teacher educators

Assessment of Mental Health and Quality of Life Status of Undergraduate Students in Indonesia during COVID-19 Outbreak: A Cross-Sectional Study

Who said there is no place like home? Extending the link between quantitative job demands and life satisfaction: a moderated mediation model

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