The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

Autor/inn/en	Godoy, Lívea Dornela; Falcoski, Raquel; Incrocci, Roberta Monteiro; Versuti, Fabiana Maris; Padovan-Neto, Fernando E.
Titel	The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education
Quelle	In: Education Sciences, 11 (2021), Artikel 473 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Godoy, Lívea Dornela) ORCID (Incrocci, Roberta Monteiro) ORCID (Padovan-Neto, Fernando E.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	COVID-19; Pandemics; Distance Education; Electronic Learning; Stress Variables; Mental Health; Symptoms (Individual Disorders); Anxiety; Undergraduate Students; Student Attitudes; Young Adults; Pharmacology; Social Adjustment; Learning Strategies; Multiple Choice Tests; Performance Factors; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Psychohygiene; Psychiatrische Symptomatik; Angst; Schülerverhalten; Young adult; Junger Erwachsener; Arzneikunde; Soziale Anpassung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leistungsindikator; Ausland; Brasilien
Abstract	Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students' learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures' methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 [greater than or equal to] 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students' ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01