Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency

Fuente, Jesús de la; Kauffman, Douglass F.; Dempsy, Michael S.; Kauffman, Yashu

doi:10.3389/fpsyg.2021.613881

Cited by 23 publications

(31 citation statements)

References 78 publications

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“…Knowing which are the most effective strategies associated with the absence of stress would allow designing more adjusted intervention programs at later stages, specifically focused on the development of those behaviors that predict a better adjustment. This is in line with the level of analysis that is the responsibility of educational psychology ( de la Fuente et al, 2021 ). Having said that, this research aimed to examine the relationship between certain variables related to stress and to design an ANN predicting the presence or absence of stress among people related to the university educational field (faculty, students, and families), based on artificial intelligence.…”

Section: Introductionsupporting

confidence: 80%

Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment

et al. 2021

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The COVID-19 global health emergency has greatly impacted the educational field. Faced with unprecedented stress situations, professors, students, and families have employed various coping and resilience strategies throughout the confinement period. High and persistent stress levels are associated with other pathologies; hence, their detection and prevention are needed. Consequently, this study aimed to design a predictive model of stress in the educational field based on artificial intelligence that included certain sociodemographic variables, coping strategies, and resilience capacity, and to study the relationship between them. The non-probabilistic snowball sampling method was used, involving 337 people (73% women) from the university education community in south-eastern Spain. The Perceived Stress Scale, Stress Management Questionnaire, and Brief Resilience Scale were administered. The Statistical Package for the Social Sciences (version 24) was used to design the architecture of artificial neural networks. The results found that stress levels could be predicted by the synaptic weights of coping strategies and timing of the epidemic (before and after the implementation of isolation measures), with a predictive capacity of over 80% found in the neural network model. Additionally, direct and significant associations were identified between the use of certain coping strategies, stress levels, and resilience. The conclusions of this research are essential for effective stress detection, and therefore, early intervention in the field of educational psychology, by discussing the influence of resilience or lack thereof on the prediction of stress levels. Identifying the variables that maintain a greater predictive power in stress levels is an effective strategy to design more adjusted prevention programs and to anticipate the needs of the community.

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Section: Introductionsupporting

confidence: 80%

Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment

et al. 2021

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“…It is essential to design programs and improvement strategies for competency in dealing with the pandemic, from a psychological viewpoint (Robert, 2020) and from a psychoeducational viewpoint specifically. Some of these adjustment principles have already been formulated (de la Fuente et al, 2021). An example of specific strategiesalready listed in another research report-include the following (de la Fuente, 2020):…”

Section: Implications For Psychoeducational Interventionmentioning

confidence: 99%

How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

et al. 2021

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The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.

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“…With the pandemic of COVID-19 surfaced, its effects were unanimously researched by experts across the world. It has been the core concern of scholars in particular (e.g., Leung et al, 2020; WHO Regional Office for Europe, 2020; de la Fuente et al, 2021). As the occurrence of the pandemic is unprecedented, it is vital that its psychological impacts are examined and understood to provide strategies for better adjusting to the current status quo and aim for resilience for future pandemiclike situations.…”

Section: Introductionmentioning

confidence: 99%

The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector

2021

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Upon the spread of the global pandemic of COVID-19, education was transformed online in an abrupt manner. Amid this change, the education sector did not have room for proper decision-making and understanding of psychological effects. This theoretical analysis aims to contribute to the proposed Frontiers Research Topic, through (a) in-depth analysis of the pandemic status and behavioral psychology and (b) examining educational psychology from the perspective of teachers regarding sudden changes. As a result, implications are suggested based on interviews, linking to extant literature. The current research recognizes the difference between online learning and emergency remote education. While the former comprises prepared means of teaching and assessment, the latter is unaccompanied by such preparedness. Thus, there are variations in the outcomes of learning, motivation, and engagement. Scholars, teachers, deans, and educational managers can benefit from current results.

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Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency

Cited by 23 publications

References 78 publications

Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment

Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment

How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector

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