Depression and anxiety among online learning students during the COVID-19 pandemic: a cross-sectional survey in Rio de Janeiro, Brazil

Abstract

Background The COVID-19 pandemic introduced a global need to explore the potential and challenges of online education. Objective To evaluate the presence of depression and anxiety in university students and their level of satisfaction with online learning during the period of social isolation caused by the COVID-19 pandemic. Method A cross-sectional design was used to evaluate 152 online learning students from six different university courses: Medicine, Psychology, Law, Engineering, Physiotherapy, and Business. The evaluation of the participants was carried out through an online survey in Rio de Janeiro, Brazil. Also, the Hospital Anxiety and Depression Scale was used to assess participants mental health. Results Most of the participants reported emotional impact, followed by learning impact, financial impact, social impact, and technological impact, with a significant difference in the presence of depressive symptoms, but no significant difference in anxiety. The participants presented moderate anxiety levels, with no significant differences between genders, and mild levels of depressive symptoms with significant differences between genders. Also, younger students were more anxious than older students. In addition, female students with less social contact presented more depressive symtoms. Conclusion From a clinical perspective, the findings provide insights into mental health among university students during the COVID-19 pandemic. These findings may help in the development of effective screening strategies and in the formulation of interventions that improve the mental health of students.

Factors Affecting Preadolescence Student Online Learning Anxiety During the COVID-19 Pandemic

“…Therefore, it could be concluded that instructional factors affected preadolescent learners' online learning anxiety. The results of the study confirm the effects of changes in the learning environment on education as seen in the previous studies (e.g., Abdelwahed et al, 2022;Alshammari et al, 2022;Holubnycha et al, 2021;Pelucio et al, 2022). The current study also shows that learning content is the factor that affected students' online learning anxiety.…”

“…As online learning during the COVID-19 pandemic could make learners anxious, studies have been conducted to investigate learners' anxiety during the situation (e.g., Abdelwahed et al, 2022;Alshammari et al, 2022;Holubnycha et al, 2021;Pelucio et al 2022). In detail, Abdelwahed et al (2022) found that lack of time and support, technical problems, and lack of technical skills are factors affecting learners' stress and anxiety in online learning.…”

“…Therefore, online learning stress caused by the epidemic and quarantine might contribute to learners' depression. To Pelucio et al (2022), students in Brazil had moderate anxiety and mild depression symptoms during COVID-19 online learning, with substantial gender differences. It was also found that younger students were more anxious.…”

Stress, Anxiety and Satisfaction in Online Learning: The Moderating Role of Instructor Support

“…The result demonstrated that online learning anxiety is negatively related to online learning satisfaction; hence H2 is supported. This finding is aligned with past studies which tested similar variables (Abdous, 2021;Bolliger & Haluga, 2012;Pelucio et al, 2022). Some students still struggle with using technology for learning (Saade et al, 2017).…”

The Effects of Individualized Information and Emotional Support Education on Midwifery Students’ Anxiety during the COVID-19 Pandemic

“…In the report published by the Organization for Economic Co-operation and Development (OECD) in 2021, it was reported that intervention support programs prepared to prevent increasing mental problems in young individuals during the COVID-19 pandemic, were effective [ 51 , 53 ]. Similarly, it has been emphasized in studies that cognitive and emotional programs should be developed and implemented for particularly vulnerable individuals [ 50 , 51 , 54 , 55 , 56 ]. Research also reveals that interventions to protect and improve mental health have become mandatory, both during and after the pandemic [ 49 , 57 , 58 , 59 ].…”