No abstract

While the negative impact of the pandemic on students’ mental health has been studied around the world, very little is known about the mental health of faculty and staff. This research aims to examine mental health among Japanese faculty members who taught online courses during the COVID-19 pandemic. We recruited 537 university faculty members and assessed their mental health using the World Health Organization-Five Well-Being Index (WHO-5), both retrospectively (during the academic year before the onset of the pandemic) and during the pandemic. We also evaluated workload (number of online lectures taught and preparation time per class), difficulty in using information technology (IT) for online classes, and satisfaction with the university support service for online education. As a result, the WHO-5 score during the COVID-19 pandemic was significantly lower than before, and 33.5% of the faculty members were recognized as being at risk for mental illness during the COVID-19 pandemic. A binomial logistic regression analysis revealed two significant risk factors for mental illness—faculty members were more at risk for mental illness when they experienced difficulty in using IT for online classes, and were unsatisfied with the administrative support for online education. The deterioration of mental health during the COVID-19 was not predicted by workload, such as the number of online lectures and preparation time. These results suggest the importance of improving workplace support services, especially IT support, to prevent mental health deterioration among faculty teaching online.

Previous research suggests that individuals from interdependent cultures have more congruent views of agency and social obligations. This study aimed to confirm these findings by investigating the moderating effects of culture on the association between perceived social expectations regarding helping and affect. Japanese (n=164) and American (n=177) adults recalled a recent situation in which they helped someone and responded to a questionnaire regarding need satisfaction and affect. As expected, the Japanese subjects showed a stronger positive association between the perceived social expectation that they should help and positive affect than the Americans. For Japanese, the perceived social expectation that they should help increased satisfaction of the need for competence, leading to a more positive affect, while for Americans, the perceived social expectation that they should help reduced satisfaction of the need for autonomy, which in turn, reduced positive affect.

No abstract

No abstract