The Effect of Problematic Internet Use Behaviors and Psychological Need Thwarting of Online Teaching on Primary and Middle School Teachers’ Psychological Distress during COVID-19: Cross-sectional Questionnaire Study (Preprint)

2021 ◽  
Author(s):  
Jian Yi ◽  
I-Hua Chen ◽  
Chung-Ying Lin ◽  
Cheng-Chieh Li ◽  
Xiao-Ling Liao ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Middle School Teachers ◽  
Online Teaching ◽  
Internet Use ◽  
Problematic Internet Use ◽  
School Teachers ◽  
Psychological Need ◽  
Proposed Model

BACKGROUND Recently, the negative effects of the COVID-19 pandemic on mental health have been addressed from the perspective of general public health. The role of problematic Internet use as a risk factor for psychological distress during the epidemic is another area of increased concern. Preliminary evidence suggests an increased psychological vulnerability for elementary and middle school teachers. OBJECTIVE The current study analyzed the role of problematic Internet use, including problematic smartphone (PSU) and problematic social media use (PSMU), as explanatory variables in terms of primary and middle school teachers’ fear of COVID-19. The effects of PNT of online teaching and fear of COVID-19 were also evaluated in terms of teachers’ psychological distress. The purpose was to empirically evaluate the relationships among these research variables using a proposed model of factors contributing to teachers’ psychological distress during COVID-19. METHODS Online survey data was collected from 9030 primary and middle school teachers. A conventional model based on recent publications in the field of problematic Internet use and psychological distress during COVID-19 was compared with a proposed model, based on prior findings indicating problematic Internet use variables serve as explanatory, rather than outcome, variables. RESULTS Structural Equation Modelling confirmed the superior goodness of fit of the proposed model (Χ2 (348) = 6220.27, RMSEA = 0.04, NNFI = 0.07, CFI = 0.99, SRMR = 0.07), as evidenced by aΔAIC of 578.505 (significant when greater than 10) between the conventional model and proposed model. The data also demonstrated that the proportion of participants with psychological distress was relatively high: depression (20.4%), anxiety (26.4%), and stress (10.2%). The problematic Internet use behaviors were significantly associated with fear of COVID-19 (PSU: t = 17.19, P < 0.001; PSMU: t = 7.91, P < 0.001). Fear of COVID-19 and PNT of online teaching were both positively related with psychological distress (Fear of COVID-19: t = 9.65, P < 0.001; PNT of online teaching: t = 10.83, P < 0.001). A significant moderating effect was found for PNT of online teaching on psychological distress (t = 5.68, P < 0.001), in that PNT of online teaching enhances the harmful effect of fear of COVID-19 on psychological distress. CONCLUSIONS The findings suggest that problematic Internet use behaviors contribute to fear of COVID-19 which, in turn, results in psychological distress. PNT of online teaching was both directly associated with increased psychological distress as well as serving as a moderator enhancing the impact of fear of COVID-19 on psychological distress. We suggest that school administrators pay attention to teachers’ psychological needs and make efforts to assist teachers in experiencing greater autonomy and relatedness from interpersonal relationships to alleviate the psychological need thwarting that may arise from online teaching tasks.

scholarly journals The Effect of Primary and Middle School Teachers’ Problematic Internet Use and Fear of COVID-19 on Psychological Need Thwarting of Online Teaching and Psychological Distress

Healthcare ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 1199
Author(s):  
Jian Yi ◽  
I-Hua Chen ◽  
Chung-Ying Lin ◽  
Cheng-Chieh Li ◽  
Xiao-Ling Liao ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Middle School Teachers ◽  
Online Teaching ◽  
Internet Use ◽  
Problematic Internet Use ◽  
Equation Modeling ◽  
School Teachers ◽  
Psychological Need ◽  
Need Thwarting

Problematic Internet use (PIU) is a risk factor for psychological distress during COVID-19, as teachers are a psychologically vulnerable population. We explored the role of PIU in terms of primary and middle school teachers’ fear of COVID-19 and psychological need thwarting (PNT) of online teaching. We empirically evaluated the relationships among these research variables in explaining teachers’ psychological distress during COVID-19. Online survey data were collected from 9,030 teachers. A high proportion of participants demonstrated psychological distress: depression (20.4%), anxiety (26.4%), and stress (10.2%). Structural equation modeling was used to test our proposed conceptual model, wherein PIU behaviors served as predictors, mediated by fear of COVID-19 and PNT of online teaching, for teachers’ psychological distress. With ideal model fit, the results of the path coefficients indicated that PIU behaviors were associated with fear of COVID-19 (p < 0.001); fear of COVID-19 and PNT of online teaching were associated with psychological distress (p < 0.001); and fear of COVID-19 was also positively associated with PNT of online teaching (p < 0.001). PSU and PSMU had an indirect positive effect on psychological distress through the mediator of fear of COVID-19 and PNT of online teaching. As such, we suggest that school administrators pay greater attention to teachers’ psychological needs through efforts to enhance teachers’ autonomy and relatedness from interpersonal relationships, alleviating PNT of online teaching. Our PNT of online teaching scale may also serve as a contribution for further research and practice.

scholarly journals The link between problematic internet use, problematic gaming, and psychological distress: does sleep quality matter?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Qian Wang ◽  
Komi Mati ◽  
Yong Cai
Keyword(s):  
Psychological Distress ◽  
Sleep Quality ◽  
Indirect Effect ◽  
Internet Use ◽  
Mediating Effect ◽  
Problematic Internet Use ◽  
Full Time ◽  
Mediating Role ◽  
Problematic Gaming

Abstract Introduction This study aimed to examine the mediating role of sleep quality in the association of problematic internet use (PIU) and problematic gaming with psychological distress among college students in China. Methods Data of 1040 full-time students from multiple colleges in China were examined. Respondents were asked about their internet use and gaming behaviors, sleep quality, psychological distress, and sociodemographic characteristics. The mediating role of sleep quality in the PIU- and problematic gaming-psychological distress link was examined respectively. Results PIU was associated with decreased sleep quality (r = .32, p < .001) and increased psychological distress (r = .46, p < .001). Problematic gaming was also associated with decreased sleep quality (r = .22, p < .001) and increased psychological distress (r = .46, p < .001). Sleep quality accounted for 23.5% of the indirect effect of PIU on psychological distress, and 17.9% of the indirect effect of problematic gaming on psychological distress. Conclusions Sleep quality had a meaningful mediating effect on the PIU-psychological distress link, but only exerted a small mediating effect on the problematic gaming-psychological distress link. In addition to promoting healthy internet usage, strategies aimed at mitigating the negative effect of excessive internet use on psychological health might benefit from those aimed at improving sleep quality.

scholarly journals Pengaruh Spiritualitas Dalam Kinerja Guru Melalui Modal Psikologis di SMP Muhammadiyah Magelang

2019 ◽  
Vol 17 (3) ◽  
Author(s):  
Imron Imron ◽  
Idi Warsah
Keyword(s):  
Middle School ◽  
Organizational Commitment ◽  
Path Analysis ◽  
Middle School Teachers ◽  
Teacher Performance ◽  
Total Sample ◽  
School Teachers ◽  
Analysis Techniques ◽  
The Relationship

AbstractThe purpose of this study was to determine the role of spirituality in teacher performance seen from the organizational commitment of Muhammadiyah Middle School teachers in Magelang Regency. This research is a quantitative study that is correlational, namely research that is asking the relationship between two or more variables. The population in this study were all Muhammadiyah Middle School teachers in Magelang Regency with 370 teachers, while the total sample in this study was 185 teachers. To conduct data analysis in this study, then: (1) analysis techniques with descriptive statistics; (2) technical analysis of multiple regression; and (3) path analysis techniques. Based on the results of research and discussions that have been conducted, the results of this study are (1) Spirituality has a very significant role in influencing teacher performance through organizational commitment, Muhammadiyah Middle School teachers in Magelang Regency; (2) Spirituality directly affect teacher performance, although not as much as if it is through organizational commitment variables; and (3) Teachers who have high spirituality will have good performance because they have high organizational commitment. AbstrakTujuan penelitian ini adalah untuk mengetahui peran spiritualitas dalam kinerja guru dilihat dari komitmen organisasi pada guru SMP Muhammadiyah di Kabupaten Magelang. Penelitian ini merupakan penelitian kuantitatif yang bersifat korelasional, yaitu penelitian yang bersifat menanyakan hubungan antara dua atau lebih variabel. Populasi pada penelitian ini adalah seluruh guru SMP Muhammadiyah di Kabupaten Magelang yang berjumlah 370 guru, sedang jumlah sampel dalam penelitian ini berjumlah 185 guru. Untuk melakukan analisis data pada penelitian ini, maka digunakan (1) teknik analisis dengan statistik deskriptif; (2) teknis analisis regresi ganda; dan (3) teknik analisis jalur (path analysis). Berdasarkan hasil penelitian dan pembahasan yang telah dilakukan, maka hasil penelitian ini, yaitu (1) Spiritualitas mempunyai peran sangat signifikan dalam mempengaruhi kinerja guru melalui komitmen organisasi, guru SMP Muhammadiyah di Kabupaten Magelang; (2) Spiritualitas secara langsung mempengaruhi kinerja guru meskipun tidak sebesar jika melalui variabel komitmen organisasi; dan (3) Guru yang memiliki spiritualitas yang tinggi akan memiliki kinerja yang bagus karena memiliki komitmen organisasi yang tinggi.

scholarly journals Teacher Support and Student’s Self-efficacy Beliefs

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Sid Mitchell ◽  
Julie DellaMattera
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teacher Support ◽  
Efficacy Beliefs ◽  
Negative Effects ◽  
School Teachers ◽  
School Students ◽  
Student's Perceptions

Abstract The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

scholarly journals Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Sandra Stacki ◽  
Zerin Bay ◽  
Andrew FlynnDavis ◽  
Jessica Hermann
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Middle Level ◽  
School Teachers ◽  
Social And Emotional ◽  
Teaching Learning

In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas of the remote learning endeavor: 1) Preparation, 2) Teaching, Learning, and Participation, 3) Social and Emotional effects on Students, 4) Monitoring and Assessment, 5) Looking forward. The findings demonstrate a primarily reactive response and limited preparation. Teachers express a mixed review of successes and struggles with online teaching and the challenges of engagement, participation, and meeting the social emotional needs of restless students who sometimes do not have the parent support or the technological devices that could further assist their success with online learning. Each teacher had their own unique experiences and challenges teaching students through a computer screen.

Creativity, Art and Cartography in Geographic Education

1999 ◽  
pp. 49-59
Author(s):  
Karen M. Trifonoff
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Grade Level ◽  
Elementary Children ◽  
School Teachers ◽  
Geographic Education ◽  
Technical Aspects ◽  
Elementary And Middle School ◽  
And Training

Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.

Sign in / Sign up

Export Citation Format

Share Document