The Schoolteachers' Version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) Scale for Assessing Stress and Anxiety During the COVID-19 Pandemic

Yoo, Soyoung; Lee, Jihoon; Ju, Gawon; Lee, Sangha; Suh, Sooyeon; Chung, Seockhoon

doi:10.3389/fpsyt.2021.712670

Cited by 8 publications

(10 citation statements)

References 19 publications

(30 reference statements)

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“…28 Similar results were also reported among schoolteachers. 48 Additionally, it has been noted that public servants' anxiety is highly correlated with depression and resilience mediated the association between stress, anxiety, and depression during the nonpandemic years. 27 Consequently, anxiety reaction, regardless of whether it was derived from the viral pandemic or not, contributes to depression and resilience acts as a mediator between them in case of public workers.…”

Section: Viral Anxiety Depression and Resilience Of Public Workers Du...mentioning

confidence: 99%

Mediating Effect of Public Service Motivation and Resilience on the Association Between Work-Related Stress and Work Engagement of Public Workers in the COVID-19 Pandemic

Jeong

Cho

Kim

et al. 2022

Psychiatry Investig

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Objective We aimed to explore the influence of public workers’ distress or viral anxiety on their level of depression and work engagement during the coronavirus disease (COVID-19) pandemic. Additionally, we ascertain the mediation effect of resilience and public service motivation on this association.Methods A total of 300 public workers participated in this online survey. Their demographic characteristics and responses to survey items were collected using the Stress and Anxiety to Viral Epidemics–6 items Scale, the Patient Health Questionnaire–9 items Scale, the Public Service Motivation (PSM) Scale, the Nine-item Utrecht Work Engagement Scale, the Korean Occupational Stress Scale–Short Form, and the Brief Resilience Scale.Results Work engagement of public workers was expected by PSM (β=0.28, p<0.001), resilience (β=0.30, p<0.001), and work-related stress (β=-0.40, p<0.001) (F=57.4, p<0.001). Depression was expected by fewer years of employment (β=-0.12, p=0.02), viral anxiety (β= 0.21, p<0.001), and low resilience (β=-0.42, p<0.001) (F=22.1, p<0.001). Resilience and PSM partially mediated the effects of work-related stress on work engagement. Depression was influenced by COVID-19–induced viral anxiety, and their resilience—but not PSM—mediated the association.Conclusion Public workers’ resilience and PSM partially mediated the effects of work-related stress on work engagement. The influence of viral anxiety on public workers’ depression was mediated by their resilience but not PSM.

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Section: Viral Anxiety Depression and Resilience Of Public Workers Du...mentioning

confidence: 99%

Mediating Effect of Public Service Motivation and Resilience on the Association Between Work-Related Stress and Work Engagement of Public Workers in the COVID-19 Pandemic

Jeong

Cho

Kim

et al. 2022

Psychiatry Investig

Self Cite

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“…Anxiety-related psychological problems were assessed on the Likert-4 scale, with options ranging from “totally uncertain = 0,” “a few days =1,” “more than half the time = 2,” and “almost every day =3” on a scale of 0 to 21. The threshold of anxiety was set to higher than 5 based on the Gad-7 score ( Ahn et al, 2021 ; Park et al, 2021 ; Yoo et al, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

Influencing Factors of International Students’ Anxiety Under Online Learning During the COVID-19 Pandemic: A Cross-Sectional Study of 1,090 Chinese International Students

Tan

Qu³

et al. 2022

Front. Psychol.

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ObjectiveWe conducted the following cross-sectional study to comprehensively assess the anxiety among Chinese international students who studied online during the COVID-19 pandemic and its influencing factors.MethodsQuestionnaires were distributed through “Sojump,” and a total of 1,090 valid questionnaires were collected. The questionnaire was divided into two parts: general situation and anxiety assessment of students. The former used a self-made questionnaire, and the international general GAD-7 scale was used to measure anxiety. Chi-square test was used to analyze the differences between groups, and logistic regression analysis was performed for the factors with differences.ResultsAnxiety was found in 707 (64.9%) of 1,090 international students. Chi-square test and multivariate Logistic regression analysis showed that the incidence of anxiety was higher in the group under 22 years of age than in the group over 22 years of age (68% vs. 61%, p = 0.015; OR = 1.186, 95% CI 1.045–1.347, p = 0.008); International students living in big cities had a higher incidence of anxiety than those living in rural areas (67% vs. 60%, p = 0.022; OR = 1.419, 95%CI 1.038–1.859, p = 0.011); international students who socialized 3 times or less monthly had a higher incidence of anxiety than those who socialized more than 3 times per month (68% vs. 58%, p = 0.003; OR = 1.52, 95%CI 1.160–1.992, p = 0.002); international students who expected purely online teaching had a higher incidence of anxiety than those who expected purely offline teaching or dual-track teaching (72% vs. 64%, p = 0.037; OR = 1.525, 95%CI 1.069–2.177, p = 0.02); international students with a subjective score of online learning experience of 6 or less had a higher incidence of anxiety than those with subjective scores of more than 6 (70% vs. 60%, p = 0.001, OR = 1.25, 95%CI 1.099–1.422, p = 0.001). However, gender, emotional status, BMI, major of study, vaccination status, and degree type had no significant difference in the incidence of anxiety among international students who studied online during the COVID-19 pandemic.ConclusionDuring COVID-19, international students who were younger, came from big cities, had low social frequency, expected purely online teaching, and had poor experience of online classes were risk factors for anxiety during online classes.

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“…Female teachers face twice as much anxiety compared to their male counterparts (Lizana & Lera, 2022). This is because they had to balance between their family affairs and work affairs (Desouky & Allam, 2017;Atabek et al, 2019;Budyawati & Utami, 2019;Dizon-Ross et al, 2019;Ng et al, 2019;Othman & Sivasubramaniam, 2019;Bete et al, 2020;Li et al, 2020;Ratanasiripong et al, 2020;Ozamiz et al, 2021;Santamaría et al, 2021;Lizana et al, 2021;Wakui et al, 2021;Yoo et al, 2021;Gawrych et al, 2022;Spadafora et al, 2022). Jakubowski & Sitko (2021) in their study found that female teachers in Poland are more likely to have anxiety and depression as the culture of the country still associates managing household to be a full responsibility of a female.…”

Section: Independent Factormentioning

confidence: 97%

“…Identify the trend of research on anxiety and depression among teachers according to the year of publication approach and national context. Ratanasiripong et al, 2021;Santamaría et al, 2021;Wong et al, 2021;Wakui et al, 2021;Yoo et al, 2021;Bete et al, 2022;Gawrych et al, 2022;Lizana et al, 2022;Spadafora et al, 2022). 4 shows 5 sub-factors from work that lead to anxiety and depression of a teacher.…”

Section: Findings Findings Based On First Research Objectivementioning

confidence: 99%

Factors Contributing to Anxiety and Depression among Teachers Through A Systematic Literature Review

Talibali¹,

Matore²

2023

IJARBSS

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Teachers are the main pillars to give birth to an ingenious generation that can compete globally. This huge responsibility causes teachers to be easily susceptible to anxiety syndrome and depression. Although various past studies conducted varied research on anxiety and depression, there is a need to study the trend of study through these years including the contributors towards these issues. Therefore, this study aims to identify the trend research of anxiety and depression based on the year of publication, research approach, and country context. Moreover, the research would also identify the contributing factors to anxiety and depression among teachers. A total of 31 final articles have been selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model involving four phases which are identification, screening, eligibility, and finally the included stage. The Scopus, SAGE Journal, ERIC, and Google Scholar databases have been used for research based on the most recent 5-year period from 2017 to 2022. The findings show that 2021 is the year where the most articles were published as the research approach used is mainly quantitative. Malaysia is the country that produces the most articles. A total of 4 factors contributing to anxiety and depression among Mathematics teachers were reported such as job aspects (task and teaching knowledge), the Covid-19 epidemic (e-learning), environment (friends), and personal problems (gender). This study provides implications based on teachers' management development aspect whereby counseling and guidance are developed for teachers and school staff. A suggestion for further research that can be carried out by the Malaysian Ministry of Education is by designing an Educator Self-Confidence Intervention Module to strengthen the mental health of teachers at an excellent level.

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The Schoolteachers' Version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) Scale for Assessing Stress and Anxiety During the COVID-19 Pandemic

Cited by 8 publications

References 19 publications

Mediating Effect of Public Service Motivation and Resilience on the Association Between Work-Related Stress and Work Engagement of Public Workers in the COVID-19 Pandemic

Mediating Effect of Public Service Motivation and Resilience on the Association Between Work-Related Stress and Work Engagement of Public Workers in the COVID-19 Pandemic

Influencing Factors of International Students’ Anxiety Under Online Learning During the COVID-19 Pandemic: A Cross-Sectional Study of 1,090 Chinese International Students

Factors Contributing to Anxiety and Depression among Teachers Through A Systematic Literature Review

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