Biopsychosocial factors linked with overall well-being of students and educators during the COVID-19 pandemic

Abstract

This study aims to explore the biopsychosocial factors linked with the wellbeing of students and educators during the Coronavirus Disease 2019 (COVID-19) pandemic, and how these factors affect feelings, thoughts, behavior, family relationships, and work environment. We developed a questionnaire comprising three domains: biological, psychological, and social. These three domains covered some of the symptoms that occurred in people during the COVID-19 pandemic. The sample included educators and students who were randomly selected from two countries: the United Arab Emirates (UAE) and Jordan. The sample consisted of 56 academic staff, 6 administrative staff, and 232 students at the tertiary level. The main findings showed that the most commonly reported biopsychosocial factors linked with educators' and students' well-being were the effect on family, depression, negative effect of media, headache, increased eating and sleep, physical comfort, and positive effect on goal achievement. In addition, the results showed that the demographic variables, gender and academic levels, had no statistically significant effect on the participants' responses, but there was a significant effect of social status. In addition, the study highlighted the common coping strategies used by educators and students, such as doing physical exercise, finding a hobby, sleeping, and eating more meals.

The Effect of Primary and Middle School Teachers’ Problematic Internet Use and Fear of COVID-19 on Psychological Need Thwarting of Online Teaching and Psychological Distress

“…“Disrupted Classes, Undisrupted Learning” was the Chinese governments’ official policy in response to the COVID-19 outbreak [ 6 ]. While research has focused on mental health problems from the perspective of students [ 11 , 13 , 44 ], the vulnerability of primary and middle school teachers has received little attention. Our large-scale investigation endeavored to investigate psychological distress experienced by primary and middle school teachers in consideration of the acknowledged potential for PIU and our novel application of PNT of online teaching as key factors influencing psychological distress.…”

“…Researchers have evaluated the impact of COVID-19 on psychological well-being in educational contexts but have tended to focus on universities, reporting negative biopsychosocial effects at the tertiary (higher education) level [ 11 ] or mental health issues for children and adolescents following school closures [ 12 ]. While these studies highlight the negative impacts of COVID-19, further research focusing on primary and middle school teachers as a vulnerable population is lacking.…”

Confinement, Comfort and Health: Analysis of the Real Influence of Lockdown on University Students during the COVID-19 Pandemic

“…A recent study, carried out with university students in Valladolid (Valladolid Spain), demonstrated the negative impact that confinement has had on the mental health of students and teachers. However, the study did not analyse the characteristics of the house where they were confined and their possible influence on the results obtained [ 32 , 33 ].…”

The perception of biopsychosocial impacts of COVID-19 during lockdown restrictions over time in the UK – a mixed methods study

“…However, it is not COVID-19 pandemic specific, and the copious questions may have led to participant attrition. Meanwhile, an alternative measure was developed by Al-Sabbah, et al [44] examining the BPS impacts on wellbeing has already been tested for reliability and has good validity. However, this has only been used within the UAE culture [44], so it would require further exploration before UK implementation.…”

“…Meanwhile, an alternative measure was developed by Al-Sabbah, et al [44] examining the BPS impacts on wellbeing has already been tested for reliability and has good validity. However, this has only been used within the UAE culture [44], so it would require further exploration before UK implementation. As participants have been asked to recall biological, psychological, and social responses to the pandemic over a year, recall bias may also be present [45].…”