Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19

The present research was carried out in Spain during the COVID-19 pandemic following emergency school closures in an attempt to avoid the spread of infection. As a result, university students undertaking the final year of education degrees (teaching placements) have been obliged to deliver their teaching from home, adapting their teaching contexts to learning in virtual settings. A novel instrument was designed and validated in order to analyze the impact of learning environments and psychological factors in university students during a period of teaching placements. This took place in an adaptive context (state of confinement). Associations were determined between learning environments and psychological factors in adaptive contexts, in relation to the group to which they belonged (whether undertaking a degree in primary education, physical education and sport, early education or social education), and sex. The present study used a Delphi method, alongside a descriptive and quantitative analysis. The data demonstrate that learning environments differ according to the degree studied. The four analyzed groups revealed significant differences in relation to learning environments and psychological factors in adaptive confinement contexts. The subjects of Primary and Social Education were seen to be related with a greater possibility of being overwhelmed and reporting difficulties. Those more used to physical exercise showed more positive psychological indices. Females reported more negative responses. The conclusion reached is that the results of the present research will enable future additional multi-dimensional analysis to be conducted.

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Psychosocial Impacts of COVID-19 among University Students in Uruguay

10.31234/osf.io/w9rde ◽

2021 ◽

Author(s):

Tianna Loose ◽

Alejandro Vásquez-Echeverría

Keyword(s):

Mental Health ◽

University Students ◽

Sleep Disturbances ◽

Physical And Mental Health ◽

School Closures ◽

Related Factors ◽

Negative Impacts ◽

Novel Coronavirus ◽

The University ◽

The Impact

The novel coronavirus has taken a catastrophic toll worldwide on physical and mental health. We focused on the psychosocial impact among students in Uruguay, a country relatively protected from the pandemic. Our study had three main aims : 1) describe in detail the impact among university students, 2) identify relationships between different dimensions and 3) highlight the factors determinant of mental distress. We designed a multi-dimensional questionnaire to investigate the perceived impact on the lives of students. The questionnaire was administered to 144 undergraduates in Uruguay online while the university was closed. 38-66% of students indicated increases in signs of anxiety, depression or sleep disturbances. Independently of other related factors, increases in substance use, impairments in social relationships, negative impacts of school closures, and personal economic worries explained 41% of variance in psychological distress. Findings are discussed in terms of policies for public health and future directions for research on mental health.

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The impact of unplanned school closure on children’s social contact: Rapid evidence review

10.31219/osf.io/2txsr ◽

2020 ◽

Author(s):

Samantha Brooks ◽

Louise Smith ◽

Rebecca Webster ◽

Dale Weston ◽

Lisa Woodland ◽

...

Keyword(s):

Public Health ◽

Infectious Disease ◽

Relevant Literature ◽

Disease Outbreaks ◽

Social Contact ◽

School Closure ◽

School Closures ◽

Infectious Disease Outbreaks ◽

Spread Of Infection ◽

The Impact

Background Emergency school closures are often used as public health interventions during infectious disease outbreaks in an attempt to minimise the spread of infection. However, if children continue to mix with others outside the home during the closures, these measures are unlikely to be effective. ObjectivesThis review aimed to summarise existing literature on children’s activities and contacts made outside the home during unplanned school closures.MethodsWe searched four databases from inception to February 2020 for relevant literature. Main findings were extracted. Results3,343 citations were screened and 19 included in the review. Activities and social contacts appeared to decrease during closures but contact was still common. All studies reported children leaving the house or being looked after by non-household members. There was some evidence that older child age and parental disagreement with closure were predictive of children leaving the house, and mixed evidence regarding the relationship between infection status and leaving the home. Parental agreement with closure was generally high, but some parents disagreed due to perceived low risk of infection and practical issues regarding childcare and financial impact. ConclusionsEvidence suggests that many children continue to leave the house and mix with others during school closures despite public health recommendations to avoid social contact. This review of behaviour during unplanned school closures could be used to improve infectious disease modelling.

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The impact of unplanned school closure on children’s social contact: Rapid evidence review

10.1101/2020.03.17.20037457 ◽

2020 ◽

Cited By ~ 1

Author(s):

Samantha K. Brooks ◽

Louise E. Smith ◽

Rebecca K. Webster ◽

Dale Weston ◽

Lisa Woodland ◽

...

Keyword(s):

Public Health ◽

Infectious Disease ◽

Relevant Literature ◽

Disease Outbreaks ◽

Social Contact ◽

School Closure ◽

School Closures ◽

Infectious Disease Outbreaks ◽

Spread Of Infection ◽

The Impact

AbstractBackgroundEmergency school closures are often used as public health interventions during infectious disease outbreaks in an attempt to minimise the spread of infection. However, if children continue to mix with others outside the home during the closures, these measures are unlikely to be effective.ObjectivesThis review aimed to summarise existing literature on children’s activities and contacts made outside the home during unplanned school closures.MethodsWe searched four databases from inception to February 2020 for relevant literature. Main findings were extracted.Results3,343 citations were screened and 19 included in the review. Activities and social contacts appeared to decrease during closures but contact was still common. All studies reported children leaving the house or being looked after by non-household members. There was some evidence that older child age and parental disagreement with closure were predictive of children leaving the house, and mixed evidence regarding the relationship between infection status and leaving the home. Parental agreement with closure was generally high, but some parents disagreed due to perceived low risk of infection and practical issues regarding childcare and financial impact.ConclusionsEvidence suggests that many children continue to leave the house and mix with others during school closures despite public health recommendations to avoid social contact. This review of behaviour during unplanned school closures could be used to improve infectious disease modelling.

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Risk Factors Associated with the Development of Internet Addiction in Students: Family vs. Learning Environment

Психолого-педагогический поиск ◽

10.37724/rsu.2021.57.1.003 ◽

2021 ◽

pp. 30-43

Author(s):

С.Л. Леньков ◽

Н.Е. Рубцова

Keyword(s):

Risk Factors ◽

University Students ◽

Learning Environments ◽

Family Environment ◽

Internet Addiction ◽

Family Influence ◽

Modern World ◽

Factors Associated ◽

Related Risk ◽

The Impact

В статье рассматривается проблема факторов риска возникновения и развития интернет-зависимости у студентов. Актуальность исследования обусловлена противоречием между большим количеством средовых факторов риска интернет-зависимости, выделенных зарубежными авторами, и фактическим отсутствием эмпирической проверки значимости многих из них для российских студентов в современных условиях пандемии COVID-19. Цель исследования состояла в выявлении и сравнительном анализе факторов риска, относящихся к семейной и образовательной среде и обусловливающих проявление интернет-зависимости у студентов вузов в современных реалиях. Интернет-зависимость измерялась с помощью 6-пунктовой авторской психодиагностической шкалы. Факторы семейной и образовательной среды определялись с помощью 31-пунктовой авторской анкеты. Выборка включила 145 студентов российских вузов в возрасте от 18 до 35 лет. Установлено, что определенные факторы риска, оказывающие статистически значимое влияние на рост интернет-зависимости есть и в семейной, и в образовательной среде. Вместе с тем в образовательной среде подобных факторов риска выявлено больше, а их влияние зачастую является более сильным. Однако среди факторов риска образовательной среды наиболее значимыми являются те, которые связаны не с преподавателями вуза, а с предметной средой (недостаточная благоустроенность вуза) и частью субъектной, представленной именно студентами. Полученные результаты обосновывают целесообразность продолжения исследования в направлении расширения изучаемых конкретных средовых факторов риска интернет-зависимости. The article treats risk factors associated with the development of internet addiction in students. The relevance of the research is accounted for by a huge gap between a great number of environment-related risk factors singled out by foreign scholars and a lack of empirical research into the relevance of the aforementioned factors for Russian students in the conditions of the COVID-19 pandemic. The aim of the research is to single out and comparatively analyze risk factors associated with family influence and the impact of learning environments on the development of internet addiction in university students in the modern world. Internet addiction is measured on a 6-point psychodiagnostic scale proposed by the authors. Risk factors associated with family influence and the impact of learning environments on the development of internet addiction in university students is measured on a 31-point scale proposed by the authors. The subjects of the research are 145 students of Russian universities (aged 18–35). The investigation shows that there are certain risk factors that have a significant influence on the development of internet addiction, these factors are associated both with family influence and the impact of learning environments. The influence of learning environments is discovered to be greater than that of family environment. However, the most pronounced risks discovered in learning environments are not associated with academic staff but with uncomfortable and under-equipped learning spaces and hostility of other students. The obtained results substantiate the feasibility of further research aimed at the investigation of specific environment-related risk factors associated with internet addiction.

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PSYCHOLOGICAL AND COGNITIVE REACTIONS TO COVID-19

Revista Observatório ◽

10.20873/uft.2447-4266.2020v6n2a3en ◽

2020 ◽

Vol 6 (2) ◽

pp. a3en

Author(s):

José Aparecido da Silva ◽

Rosemary Conceição dos Santos

Keyword(s):

Social Isolation ◽

Psychological Factors ◽

Personality Factors ◽

Social Education ◽

Human Sciences ◽

Health It ◽

Cognitive Reactions ◽

The Impact ◽

Behavioral Methods

This work deals with the psychological and cognitive reactions that are established in individuals experiencing the COVID-19 pandemic in four perspectives, namely: social isolation, psychological factors, personality factors and behavioral methods, established interdisciplinarily within the scope of Social and Human Sciences and Public / Collective Health. It also presents partial results obtained with the development of bibliographic research aimed at studying the impact of COVID-19 in environments of communication, journalism and / or individual and collective social education

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Psychological Factors that Lessen the Impact of COVID-19 on the Self-Employment Intention of Business Administration and Economics’ Students from Latin America

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17155293 ◽

2020 ◽

Vol 17 (15) ◽

pp. 5293 ◽

Cited By ~ 2

Author(s):

Brizeida Raquel Hernández-Sánchez ◽

Giuseppina Maria Cardella ◽

José Carlos Sánchez-García

Keyword(s):

Mental Health ◽

Latin America ◽

University Students ◽

Psychological Factors ◽

Entrepreneurial Intention ◽

Need Satisfaction ◽

Psychological Need ◽

Self Employment ◽

The Impact

Background: The 2019 coronavirus disease epidemic (Covid-19) is a public health emergency of international concern and poses a challenge to the labor market. The pandemic has a devastating and disproportionate effect on young workers, their interest in entrepreneurship, and their mental health. Research is needed to develop evidence-based strategies to improve coping and reduce adverse psychological problems. The objective of this study was to analyze the impact that Covid-19 pandemic perception and psychological need satisfaction have on university students and their self-employment intention. In addition, we also analyzed the role of moderation played by psychological aspects. These psychological factors (i.e., Optimism and Proactiveness) can also improve young people’s mental health and well-being. Methods: An explorative study (online survey) was conducted in March 2020 934 university students from Latin America. Regression analysis models were built to examine the relationships between Covid-19 pandemic perception, personality variables, and entrepreneurial intention. Mediation models, through the bootstrapping method, were performed to analyze the mediating role of proactiveness and optimism. Results: Results indicate that students’ perception of Covid-19 and psychological need satisfaction are associated with entrepreneurial intention. Additionally, the present study argues that proactiveness and optimism mediate these relationships. Conclusions: This study identifies psychological factors associated with a lower level of Covid-19 impact and that can be used for psychological interventions that result in an improvement in the mental health of these vulnerable groups during and after the Covid-19 pandemic. Theoretical and practical implications are discussed.

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Assessing the Impact of Dispositional Resistance to Change on Organizational Attraction

The Spanish Journal of Psychology ◽

10.5209/rev_sjop.2011.v14.n2.27 ◽

2011 ◽

Vol 14 (2) ◽

pp. 798-807 ◽

Cited By ~ 3

Author(s):

Luis M. Arciniega ◽

Adriana Maldonado

Keyword(s):

College Students ◽

Individual Differences ◽

University Students ◽

Personality Traits ◽

Resistance To Change ◽

Total Sample ◽

Social Cognitions ◽

Organizational Attraction ◽

The Impact ◽

Inherent Tendency

In recent years there has been an increasing interest among researchers and practitioners to analyze what makes a firm attractive in the eyes of university students, and if individual differences such as personality traits have an impact on this general affect towards a particular organization. The main goal of the present research is to demonstrate that a recently conceptualized narrow trait of personality nameddispositional resistance to change(RTC), that is, the inherent tendency of individuals to avoid and oppose changes (Oreg, 2003), can predict organizational attraction of university students to firms that are perceived as innovative or conservative. Three complementary studies were carried out using a total sample of 443 college students from Mexico. In addition to validating the hypotheses, our findings suggest that as the formation of the images of organizations in students' minds is done through social cognitions, simple stimuli such as physical artifacts, when used in an isolated manner, do not have a significant impact on organizational attraction.

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The impact of unplanned school closure on children’s social contact: rapid evidence review

Eurosurveillance ◽

10.2807/1560-7917.es.2020.25.13.2000188 ◽

2020 ◽

Vol 25 (13) ◽

Cited By ~ 16

Author(s):

Samantha K Brooks ◽

Louise E Smith ◽

Rebecca K Webster ◽

Dale Weston ◽

Lisa Woodland ◽

...

Keyword(s):

Public Health ◽

Infectious Disease ◽

Disease Outbreaks ◽

Social Contact ◽

School Closure ◽

School Closures ◽

Infectious Disease Outbreaks ◽

Evidence Review ◽

Spread Of Infection ◽

The Impact

Background Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimise the spread of infection. However, if children continue mixing with others outside the home during closures, the effect of these measures may be limited. Aim This review aimed to summarise existing literature on children’s activities and contacts made outside the home during unplanned school closures. Methods In February 2020, we searched four databases, MEDLINE, PsycInfo, Embase and Web of Science, from inception to 5 February 2020 for papers published in English or Italian in peer-reviewed journals reporting on primary research exploring children’s social activities during unplanned school closures. Main findings were extracted. Results A total of 3,343 citations were screened and 19 included in the review. Activities and social contacts appeared to decrease during closures, but contact remained common. All studies reported children leaving the home or being cared for by non-household members. There was some evidence that older child age (two studies) and parental disagreement (two studies) with closure were predictive of children leaving the home, and mixed evidence regarding the relationship between infection status and such. Parental agreement with closure was generally high, but some disagreed because of perceived low risk of infection and issues regarding childcare and financial impact. Conclusion Evidence suggests that many children continue to leave home and mix with others during school closures despite public health recommendations to avoid social contact. This review of behaviour during unplanned school closures could be used to improve infectious disease modelling.

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Point of care SARS-CoV-2 nucleic acid testing in schools improves school attendance

Wellcome Open Research ◽

10.12688/wellcomeopenres.17213.1 ◽

2022 ◽

Vol 7 ◽

pp. 8

Author(s):

Dami A. Collier ◽

Rachel Bousfield ◽

Effrossyni Gkrania-Klotsas ◽

Ravindra K. Gupta

Keyword(s):

Secondary Schools ◽

Positive Impact ◽

School Attendance ◽

Point Of Care ◽

School Closures ◽

Testing Platform ◽

School Settings ◽

School Absence ◽

Spread Of Infection ◽

The Impact

Background: National lockdowns have led to significant interruption to children’s education globally. In the Autumn term in 2020, school absence in England and Wales was almost five times higher than the same period in 2019. Transmission of SARS-CoV-2 in schools and ongoing interruption to education remains a concern. However, evaluation of rapid point of care (POC) polymerase chain reaction (PCR) testing in British schools has not been undertaken. Methods: This is a survey of secondary schools in England that implemented PCR-based rapid POC testing. The study aims to measure the prevalence of SARS-CoV-2 infection in schools, to assess the impact of this testing on school attendance and closures, and to describe schools experiences with testing. All schools utilised the SAMBA II SARS-CoV-2 testing platform. Results: 12 fee-paying secondary schools in England were included. Between September 1st 2020 and December 16th 2020, 697 on site rapid POC PCR tests were performed and 6.7% of these were positive for SARS-CoV-2 infection. There were five outbreaks in three schools during this time which were contained. Seven groups of close contacts within the school known as bubbles had to quarantine but there were no school closures. 84% of those tested were absent from school for less than one day whilst awaiting their test result. This potentially saved between 1047 and 1570 days off school in those testing negative compared to the NHS PCR laboratory test. Schools reported a positive impact of having a rapid testing platform as it allowed them to function as fully as possible during this pandemic. Conclusions: Rapid POC PCR testing platforms should be widely available and utilised in school settings. Reliable positive tests will prevent outbreaks and uncontrolled spread of infection within school settings. Reliable negative test results will reassure students, parents and staff and prevent disruption to education.

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The Need to Belong and the Relationship Between Loneliness and Health

Zeitschrift für Gesundheitspsychologie ◽

10.1026/0943-8149/a000129 ◽

2014 ◽

Vol 22 (4) ◽

pp. 194-201 ◽

Cited By ~ 7

Author(s):

Freda-Marie Hartung ◽

Britta Renner

Keyword(s):

Individual Differences ◽

Social Isolation ◽

Social Situation ◽

First Year ◽

Health State ◽

Need To Belong ◽

First Year University ◽

Perceived Social Isolation ◽

The Impact ◽

The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

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