Dynamics of the anxiety level of Moscow students during the educational process in the setting of the COVID-19 pandemic

The COVID-19 pandemic and the unprecedented measures to contain it have disrupted the daily life of most people and affected their psychological well-being negatively. Despite the increasing worldwide relevance of exploring the psychological consequences of COVID-19, this study is one of the first Russian papers on this subject. In order to study the changes in the level of anxiety of students, that took shape during the forced self-isolation regime, the authors carried out two surveys involving the students of Moscow universities, according to Spielberger’s State-Trait Anxiety Inventory and a socio-demographic questionnaire. The primary testing took place on March 2-16, 2020 in the face-to-face format; the subsequent online testing during the second stage was held from May 25 to May 30, 2020. The testing covered 13 young men and 29 girls aged from 18 to 25. The survey results showed that over 70% of the respondents regularly infringed the forced stay-at-home regime; 26.8% did not leave their place of residence with the exception of permitted absence cases; 12.2% strictly followed the established prescriptions and did not leave their place of residence at all. The average values of personal anxiety indicators before and during the introduction of restrictive measures did not differ significantly and amounted to 45.1 and 44.9 points respectively (p = 0.94). The level of situational anxiety increased markedly among the majority of respondents (from 38.0 to 45.6 points on the average, p = 0.0002). The intensity of changes in situational anxiety depended on its initial level – the respondents from the group showing the lowest original degree of anxiety suffered from stress most of all. The specific features of compliance with the forced self-isolation regime and the level of labour engagement did not affect the anxiety indicators; however, the stress connected with the examinations and the presentation of qualifying graduation papers was an additional factor affecting the psychoemotional state of the students during the pandemic.

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Distance Learning in Greece during Covid-19 Pandemic

Global Research in Higher Education ◽

10.22158/grhe.v4n2p69 ◽

2021 ◽

Vol 4 (2) ◽

pp. p69

Author(s):

Apostolou George ◽

Papatsimpas Achilleas ◽

Gounas Athanasios ◽

Gkouna Ourania

Keyword(s):

Distance Learning ◽

Online Education ◽

Educational Process ◽

Statistical Hypothesis ◽

Hypothesis Tests ◽

Face To Face ◽

The Future ◽

E Learning ◽

Face To Face Learning ◽

Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

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Challenges in speaking classrooms among non-English majors

Vietnam Journal of Education ◽

10.52296/vje.2021.96 ◽

2021 ◽

Vol 5 (2) ◽

pp. 26-31

Author(s):

Ngoc Boi Trinh ◽

Duy Thuy Thi Pham

Keyword(s):

Foreign Language ◽

English Learners ◽

Well Being ◽

Psychological Problems ◽

Face To Face ◽

English Majors ◽

The Face ◽

Topical Knowledge ◽

Speaking Skills

As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.

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The benefits of good tutor-student relationships in the first year

Student Success ◽

10.5204/ssj.v10i2.1293 ◽

2019 ◽

Vol 10 (2) ◽

pp. 23-33

Author(s):

Ella R Kahu ◽

Catherine Picton

Keyword(s):

Help Seeking ◽

Well Being ◽

First Year ◽

Student Relationships ◽

Face To Face ◽

Teacher Student Relationships ◽

Teacher Student ◽

Hands On ◽

The Face ◽

Affective Dimensions

Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

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A Feasibility Study of a One-to-One Mindfulness-Based Intervention for Improving Mood in Stroke Survivors

Mindfulness ◽

10.1007/s12671-020-01583-4 ◽

2021 ◽

Author(s):

Wendy Wrapson ◽

Marlies Dorrestein ◽

Jill Wrapson ◽

Alice Theadom ◽

Nicola M. Kayes ◽

...

Keyword(s):

Feasibility Study ◽

Well Being ◽

Stroke Survivors ◽

Evidence Based Treatment ◽

Face To Face ◽

Cognitive Component ◽

The Face ◽

Trauma Informed ◽

Potential Trial

Abstract Objectives Mindfulness is an evidence-based treatment for depression but has never been rigorously tested with stroke survivors with depression. This feasibility study examined several issues relevant to a potential trial of a mindfulness-based intervention (MBI) for improving mood after stroke. Methods In 2017–2019 in New Zealand, we recruited 20 stroke survivors with low mood to undergo a 6-week, one-on-one MBI course delivered by an occupational therapist experienced in MBIs. Pre, post, and 4-week follow-up assessments were completed. Results Fifteen participants completed all six sessions and a 4-week “booster” or top-up session. The 1-hour session duration was considered appropriate by participants and all enjoyed the face-to-face individualized format. Mean Beck Depression Inventory-II scores improved by more than one standard deviation and this was maintained at follow-up. However, the baseline assessment package was too long for some participants due to the cognitive component. Three participants indicated feeling emotionally challenged by some of the practices. These effects were managed by the mindfulness facilitator by adjusting the practice, so participants maintained their sense of agency, well-being, and overall benefit from the program. Conclusions MBI training delivered individually over six weekly sessions was acceptable to stroke survivors with 14/15 participants reporting improved mood. Three participants reported feeling emotionally challenged by some of the practices and we recommend MBIs for stroke survivors be provided by practitioners experienced in mindfulness, working with stroke, and trauma-informed therapy. It is important now to conduct rigorous randomized controlled trials to test the effectiveness and efficacy of MBIs for stroke survivors.

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Happiness in Czechia during the COVID-19 Pandemic

Sustainability ◽

10.3390/su131910826 ◽

2021 ◽

Vol 13 (19) ◽

pp. 10826

Author(s):

František Petrovič ◽

František Murgaš ◽

Roman Králik

Keyword(s):

Social Networks ◽

Eastern Europe ◽

Positive Emotion ◽

Central And Eastern Europe ◽

Well Being ◽

Developed Countries ◽

Psychological Consequences ◽

State Of Emergency ◽

Face To Face ◽

Anxiety Depression

The unprecedented growth of prosperity in developed countries, including the countries of Central and Eastern Europe, interrupted by the economic crisis in 2008–2009, came to a halt at the beginning of 2020. This was due to the outbreak of the COVID-19 respiratory disease pandemic, for which no cure was known in June 2020. The response of governments in the form of declaring a state of emergency and closing national and regional borders for several months had serious economic and, above all, psychological consequences. Anxiety, depression, and possibly suicides were expected to increase. In this paper, we focused on the experience of happiness, understood as positive emotion, expressing the highest degree of well-being. The conceptualization of happiness is based on the analysis of six indicators. The aim of the paper was to explore the experience of happiness during the COVID-19 pandemic in Czechia. Two hypotheses were formulated in terms of the expected effects of this pandemic on the experience of happiness. Measuring happiness in one region of the Czechia on a scale of 0–10 using both face-to-face methods and social networks yielded different results from those expected.

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Challenges in Speaking Classrooms among Non-English Majors

Vietnam Journal of Education ◽

10.52296/vje.2021.52 ◽

2021 ◽

Vol 5 (2) ◽

pp. 37-42

Author(s):

Ngoc Boi Trinh ◽

Duy Thuy Thi Pham

Keyword(s):

Foreign Language ◽

English Learners ◽

Well Being ◽

Psychological Problems ◽

Face To Face ◽

English Majors ◽

The Face ◽

Topical Knowledge ◽

Speaking Skills

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The Juvenile Justice and Welfare Act Of 2006: Does It Rehabilitate?

ACADEME University of Bohol Graduate School and Professional Studies ◽

10.15631/aubgsps.v14i1.140 ◽

2019 ◽

Vol 14 (1) ◽

pp. 58-80

Author(s):

Anne Mariquit D. Oppus ◽

Frances Mae C. Trabajo

Keyword(s):

Juvenile Justice ◽

Group Discussion ◽

Well Being ◽

Rehabilitation Center ◽

Face To Face ◽

Interview Methods ◽

The Face ◽

The Law ◽

Study Participants ◽

Structured Questionnaire

This study was conducted to record the perception of the Children-in-conflict with the Law (CICL). The services assessed the following: Physical, Moral, Spiritual, Intellectual, and Social Well-being; it further assesses the effectiveness delivered by the RRCY and whether RA 9344 rehabilitates. The methods used are qualitative through interview methods on implementing the Juvenile Justice and Welfare Act of 2006 (RA 9344), as amended by RA 10630, at the Regional Rehabilitation Center for the Youth (RRCY) in Argao, Cebu. The study participants were then identified as Children-in-conflict with the law (CICL) who come from the Province of Bohol. A researcher-made semi-structured questionnaire was used to guide the face-to-face interviews conducted and supported by a focused-group discussion. It was, however, a short-term interview with the participants, limited to the perception of the CICL, their parents, and the staff while the CICL were undergoing rehabilitation thereat. The study revealed the effectiveness of the services delivered by the RRCY and the narrative of the respondents, RA 9344 rehabilitates. Thus, continuity in the services rendered by the rehabilitation center and that of the community shall be reintegrated. Therefore, a Barangay-based Reintegration Program is recommended.

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Education online in lockdown: limits and possibilities. The vision of families in Spain

Equality Diversity and Inclusion An International Journal ◽

10.1108/edi-07-2020-0194 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Enrique-Javier Díez-Gutiérrez ◽

Katherine Gajardo Espinoza

Keyword(s):

Well Being ◽

School Curriculum ◽

State Of Emergency ◽

Content Type ◽

Autonomous Communities ◽

Face To Face ◽

Digital Divides ◽

The Face ◽

The Impact ◽

Policy Proposals

PurposeMarch 14, 2020, marked the beginning of an unexpected state of emergency in Spain due to the impact of the coronavirus disease 2019 (COVID-19). From that moment on, the educational system had to adapt so that millions of students could continue their education at home. Through a descriptive study, the reality and perceptions that Spanish families have about the educational actions that took place during the compulsory lockdown of the Spanish population is presented.Design/methodology/approach3,400 representatives of family units from 17 autonomous communities answered a survey, the data were analyzed using descriptive and frequency statistics.FindingsRelevant conclusions were drawn from the results. Despite the efforts of the authorities, the economic, cultural, social and digital divides leave many households without access to the fundamental right of education; families value the support of technologies but consider that they should not replace the face-to-face education that is necessary for the development process of minors; it is necessary to adapt the school content for a future postpandemic, discriminating the expendable from the essential in the school curriculum; priority must be given to the integral well-being of people in educational policies and also to the most vulnerable ones.Originality/valueThe study allows progress in the analysis of educational policy proposals in the face of future crisis.

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Sumud Freedom Camp: Levinas’ Face-to-Face in Praxis

Religions ◽

10.3390/rel10040256 ◽

2019 ◽

Vol 10 (4) ◽

pp. 256

Author(s):

Robin Podolsky

Keyword(s):

Well Being ◽

Relationship Building ◽

The Other ◽

The Political ◽

Human Society ◽

Direct Experience ◽

Face To Face ◽

Political Program ◽

The Face ◽

The Subject

In Levinas’s thought, the subject emerges and is founded in relationship with the other, in the face-to-face. In response to other’s summons, the call to respond with discourse, not violence to the vulnerable face of another person, the subject is constituted, and all human society, hence all justice, becomes possible. This relationship, in which the other is always higher than oneself, is complicated by questions of justice and politics. The subject is obliged to respond unreservedly to her neighbor, but what happens when neighbors disagree and the necessity to adjudicate claims arises? This paper describes, based on the author’s direct experience and study, the nonviolent practice of relationship-building initiated at Sumud Freedom camp by diaspora Jews, Palestinians and Israelis who came together in the south Hebron desert hills to form a nonviolent community in which to encounter one another. Initiatives such as Sumud Camp do not represent retreats from the political. They do prioritize the interhuman face-to-face, relationship-building, and they seek to evolve political program based on personal investments in other people’s well-being. Thus, they represent an instance of Levinasian praxis from which a grass new roots politics might emerge.

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VIRTUAL LEARNING APPLYING EDUCATIONAL STRATEGIES IN TIMES OF COVID-19; CASE OF TECHNOLOGY IN MILITARY SCIENCES

Education and New Developments 2021 ◽

10.36315/2021end094 ◽

2021 ◽

Author(s):

Flor Emperatriz Garcés Mancero ◽

◽

Magaly Margarita Narváez Ríos ◽

Luis Germánico Gutiérrez Albán ◽

Víctor Danilo Lazo Alvarado ◽

...

Keyword(s):

Virtual Learning ◽

Educational Process ◽

Virtual Education ◽

Educational Tool ◽

Educational Strategies ◽

Training School ◽

Face To Face ◽

Study Programs ◽

The Face ◽

Teaching Learning

The educational system in times of pandemic has had to transform itself urgently and unexpectedly to a virtual modality. This paper presents an exploratory study on the main difficulties encountered in the Soldiers Training School "Vencedores del Cenepa", where the objective of this work was to expose some strategies mediated by ICTs, for the virtualization of the teaching-learning process; When the didactic and functional methodology was applied in virtual education, I necessarily involve externalizing the demands of the teachings where they are enrolled; in this online educational process-COVID 19; the students of the institution consider their class grade as a basic educational tool, where the student himself, Virtual learning behaves as an extension of the face-to-face classroom, mainly supported by technologies that allow, even remotely, activities that challenge students to produce a collective text, electronic portfolio, infographic or video that address a topic, can be worked collaboratively. in particular related to the topic of the class, they are generally more accepted by students than exercises or questionnaires whose objective is to record the content of a discipline; Therefore, we must see the opportunity that shortens the distances and enriches the teachers' process, maintaining their structure and development of methods according to reality; where the development of study programs is allowed, strengthens relationships and instills collaboration among all actors.

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