Anxiety, Depression and the 4.0

Backels, Steve; Meashey, Linda E.

doi:10.1300/j035v12n01_05

Cited by 9 publications

(4 citation statements)

References 6 publications

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“…Students' emotions can color the way that they perceive the classroom and can affect their academic performance (Gerdes & Mallinckrodt, 1994). These emotions can arise from experiences in that class (Faridi, 2014) or from experiences in their lives beyond the university (Backels & Wheeler, 2001). COVID-19 has impacted American society on almost every level, from forcing millions of Americans into unemployment to drastically reducing socialization.…”

Section: Emotional Well-beingmentioning

confidence: 99%

Student evaluations of transitioned-online courses during the COVID-19 pandemic.

Garris¹,

Fleck²

2022

Scholarship of Teaching and Learning in Psychology

111

100

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Due to the COVID-19 pandemic, nearly all of American higher education transitioned to online during Spring, 2020. A nationwide sample of 482 undergraduates were asked to identify a course that transitioned online and to evaluate dimensions of the course, in addition to completing various pedagogically relevant measures. The transition was overall evaluated negatively, specifically that the courses became less enjoyable, less interesting, decreased in learning value, facilitated less attention and effort, and incorporating less cultural content after transitioning online. On positive note, courses were perceived as becoming more flexible to students needs after transitioning online. Evaluations of courses transitioning to online were consistently predicted by online self-efficacy, emotional well-being, computer anxiety, online student engagement, and student perceptions of instructor confidence with transitioning online. Implications for continued mass online instruction, as well as general lessons for online instruction, are discussed.

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Section: Emotional Well-beingmentioning

confidence: 99%

Student evaluations of transitioned-online courses during the COVID-19 pandemic.

Garris¹,

Fleck²

2022

Scholarship of Teaching and Learning in Psychology

111

100

View full text Add to dashboard Cite

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“…In addition, other studies revealed that increases in roles, demands, and time conflicts were related with higher stress, anxiety, and depression for female adult students (Backels & Meashey, 1997;Leavitt, 1989;Mallinckrodt & Leong, 1992;Puryear, 1988;Roehl & Okun, 1984). As a result, family responsibilities and commitments with the demands of academia would create more barriers and challenges to academic success for the nontraditional female students (Anderson & Miezitis, 1999;Novak & Thacker, 1991;Padula, 1994), and family variables are usually the reason that lead to the incomplete education for this population (Leavitt, 1989;Schliebner, 1990).…”

Section: Multiple Rolesmentioning

confidence: 98%

“…Nonetheless, the literature points to several primary challenges that could be informative for those who have adult female students in their classroom or as their consultants and mentees, to better understand this particular group of students. Agar, 1990;Bauer & Mott, 1990;Bell, 2003;Benshoff & Lewis, 1992;Benshoff, 1992Benshoff, , 1993Chartrand, 1990;Compton, Cox, & Laanan, 2006;Crawford, 2004;Cross, 1980;Dill & Henley, 1998;Ely, 1997;Huston-Hoburg & Strange, 1986;Justice & Dornan, 2001;Kasworm, 2003;Kennedy, 2003;Klein, 1990;Krager, Wrenn, & Hirt, 1990;Lin & Wang, 2015;Lundberg, 2003;Mallinckrodt & Leong, 1992;McGivney, 2004;Muench, 1987;Puryear, 1988;Thon, 1984;Yarbrough & Schaffer, 1990) Studies of Female Adult Students (e.g., Anderson & Miezitis, 1999;Backels & Meashey, 1997;Carney-Crompton & Tan, 2002;Coker, 2003;Furst, 1991;Home, 1993Home, , 1997Jackman, 1999;Jacobs & King, 2002;King & Bauer, 1988;Kirk & Dorfman, 1983;Leavitt, 1989;Novak & Thacker, 1991;Padula, 1994;…”

Section: Findings From the Literature Reviewmentioning

confidence: 99%

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Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review

Lin¹

2016

HES

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The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people's awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group.

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Predictors of Well‐Being Among Nontraditional Female Students With Children

Quimby

O’Brien

2006

Jour of Counseling & Develop

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Many nontraditional female students experience psychological distress related to balancing family and academic roles, whereas others benefit from managing multiple roles. This study of 209 nontraditional female undergraduate students with children investigated factors that influence their psychological well-being. Results indicated that secure attachment, parent and student self-efficacy, and social support contributed to the prediction of psychological distress (38%), self-esteem (54%), and life satisfaction (35%). Recommendations are made to enhance counseling services for nontraditional female students.

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Anxiety, Depression and the 4.0

Cited by 9 publications

References 6 publications

Student evaluations of transitioned-online courses during the COVID-19 pandemic.

Student evaluations of transitioned-online courses during the COVID-19 pandemic.

Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review

Predictors of Well‐Being Among Nontraditional Female Students With Children

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