Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

Abstract

Introduction The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students’ concern about returning to face-to-face classes post COVID-19. Methods This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed. Results The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117–5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018–3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic. Conclusion According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.

A Response to “Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students” [Letter]

“…We appreciate the authors use of multiple frameworks to investigate EI, stress coping and concern over returning to face-to-face learning. 1 However, we view it as a missed opportunity that the authors did not take an integrated approach to holistically understand the students’ stress. For example, by implementing the biopsychosocial model, the authors could have allowed for a more nuanced understanding of the mechanisms underlying both the stress felt by the students, and their self-reported EI.…”

“…Firstly, the non-random, convenience sampling method used by Cajachagua Castro et al risks substantial selection bias. 1 As a result, we postulate that this limits the generalisability of the findings beyond the specific sample studied. The authors have provided insufficient justification for why the non-random approach was chosen.…”

“…We read, with interest, Cajachagua Castro et al’s study examining the role of emotional intelligence (EI) in the context of students returning to face-to-face classes following the Covid-19 pandemic. 1 As final year medical students who have experienced the pandemic’s effects, we appreciate the authors addressing this timely issue. However, we have identified some concerns with the methodology and conclusions.…”

“… 2 Cajachagua Castro et al did not address this in their analysis, which we believe to be a significant limitation to their research. 1 Studies have demonstrated that higher grade point averages are associated with increased anxiety levels in students. 2 With the authors failing to report or control for the academic achievement levels of the participants, 1 the validity of the findings are questionable.…”

“… 1 Studies have demonstrated that higher grade point averages are associated with increased anxiety levels in students. 2 With the authors failing to report or control for the academic achievement levels of the participants, 1 the validity of the findings are questionable. We recommend that future studies should capture academic performance data and appropriately incorporate it into multivariate models.…”