No abstract

BACKGROUND: As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher’s psychological wellbeing has been affected by this global health crisis. OBJECTIVE: The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS: Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including “COVID-19” “anxiety” “depression” “stress”, and “teachers”. RESULTS: This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1–76.6), compared to anxiety (36.3%, 95% CI: 28.5–44.9) and depression (59.9%, 95% CI: 43.4–74.4) among teachers. Teachers’ experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers’ negative psychological experiences. CONCLUSION: There is a need for authorities to formulate educational policies to improve teachers’ wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

5-Methyl-2-[(2-nitrophenyl) amino]-3-thiophenecarbonitrile, known as ROY for its red, orange, and yellow crystal colors, has attracted great attention for its rich polymorphism and has been widely adopted as a benchmark compound in crystallization studies. Form Y of ROY is the most stable polymorph at low temperature. Solubility of form Y in six pure solvents (methanol, ethanol, ethyl acetate, acetic acid, acetone, and DMSO) at different temperatures within a range of 292.15 to 334.15 K as well as in four organic (methanol, ethanol, acetone, DMSO) aqueous binary mixtures at different solvent compositions and a temperature of 301.15 K were determined via a UV spectrophotometric method. The experimental solubility data were modeled applying a state-of-the-art semi-predictive model: the PC-SAFT equation-of-state. Both the measured data and the proposed modeling tool could further facilitate studies on solvent screening and polymorphic control for the solution crystallization of ROY.

No abstract

This study develops two scales, namely, the outside school social media behavior (OSSMB) scale and inside school social media behavior (ISSMB) scale, to measure the types of behavior that adolescent students engage in on social media in two separate contexts: outside school and inside school. Data collected from 814 students in four Hong Kong secondary schools were divided into two equal data sets ( n = 407 for each) by random selection and then analyzed. Principle component analysis (PCA) and confirmatory factor analysis (CFA) were used to generate and test the structures of the two scales on the different data sets. The PCA results showed good factor loadings for all items (all above .60), and satisfactory total variance were explained by the both structures (69.06% for the OSSMB and 75.30% for the ISSMB). The CFA results showed acceptable model fits for both first- and second-order CFA for both scales. The internal consistency for all factors (and subdimensions) and the two scales were also acceptable. The 21-item OSSMB scale has four subdimensions: Consuming, Communicating, Creating, and Sharing. The 10-item ISSMB scale has three subdimensions: Consuming, Creating, and Sharing. In conclusion, this study provides new tools and conceptual frameworks for assessing students’ social media behavior in two contexts (i.e., outside and inside of school).