Examining anxiety and stress regarding virtual learning in colleges of health sciences: A cross-sectional study in the era of the COVID-19 pandemic in Saudi Arabia

Alshammari, Tahani K.; Alseraye, Sarah; Alqasim, Rawabi; Rogowska, Aleksandra M.; Al-Rasheed, Nouf M.; Alshammari, Musaad A.

doi:10.1016/j.jsps.2022.01.010

Cited by 30 publications

(36 citation statements)

References 80 publications

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“…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.…”

Section: Discussionsupporting

confidence: 90%

“…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.…”

Section: Introductionmentioning

confidence: 99%

“…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. In Alshammari et al (2022), the participants' nervousness during online learning was gendered with women showing higher anxiety than men. Moreover, 1st-3rd year students had a higher anxiety risk than those in the 4th-6th years.…”

Section: Introductionmentioning

confidence: 99%

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

Tapsuri

Polyiem

2022

JEI

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The current study aims to investigate factors affecting the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The study was designed with a survey approach. The participants were 181 grade 6 students in a public school in Thailand selected by Yamane’s sampling method. During the data collection, Thai educational institutions were politicized to be online. The school was in a suburban area of a small province in Thailand. Therefore, the samples were from lower-middle income families and have problems with devices and the internet signal. Classes were held via online conferencing platforms such as Google Meet and Zoom, and exercises were assigned both online and in textbooks. The instrument was a questionnaire designed to assess the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The data were gathered at the end of the 2021 academic year when all classes were instructed online due to COVID-19 prevention policy. The data were analyzed using percentages, mean scores, standard deviation, and thematic analysis. The results of the study that instructional factors affect preadolescent learners’ online learning anxiety during the COVID-19 pandemic. The data are beneficial for teachers, policymakers, and scholars in the area of study.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Tapsuri

Polyiem

2022

JEI

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“…Furthermore, to differ this study from theirs, we investigate the difference in anxiety disorder based on gender by denoting Islam et al (2020), Alshammari et al (2022), Hakim et al (2022), andHamaideh et al (2022), and depression based on gender by mentioning Islam et al (2020), Lee and Jeong (2021), Azmi et al (2022), Hamaideh et al (2022), Ekasari andAhmad (2022), andPelucio et al (2022). Moreover, to support our investigation, the undergraduate students in batches 2015, 2016, 2017, 2018, 2019, 2020, and 2021 in the management department in the business faculty of Maranatha Christian University, Bandung, based on the survey result from September until October 2021.…”

Section: Introductionmentioning

confidence: 99%

Generalized Anxiety Disorder and Depression Among the Undergraduate Students Learning Online During the Covid-19 Pandemic: The Gender-Based Analysis

Mariana¹,

Hadianto²,

Nur³

et al. 2023

jsp

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“…In addition to this, the enforced distance learning brought on by the advent of the Covid-19 pandemic, thrust upon the global population in early 2020, caused a large proportion of the world’s student population to experience social isolation, under a real threat to life [ 12 ]. The impact of Covid-19 restrictions on the mental health and well-being of university students was widely recognized [ 13 , 14 ]. High rates of depression, anxiety and suicidal thoughts were attributed to the lockdown experience [ 15 , 16 ] and represent some of the worst consequences of this difficult period.…”

Section: Introductionmentioning

confidence: 99%

E-Questionnaire on health knowledge, attitudes and practices (KAP-Health) for Brazilian students in distance learning

Hartmann

Rego

Khoury

et al. 2022

Global Health Action

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Background The role of universities in health promotion has been strengthened by institutional policies and the Health Promoting Universities movement. Together they seek to identify behaviours that are harmful to the health of university students and implement programs or interventions to promote the health of students within the physical environment of universities. However, the COVID-19 pandemic rapidly increased the number of students learning by distance. Under these circumstances, there is an increased need to assess the knowledge, attitudes and health practices of students in distance learning. Objective To develop a KAP (knowledge, attitude and practice) questionnaire on the health of distance learning students. Methods Development was carried out in four stages: 1) literature review to identify existing health programs in universities; 2) formulation of questions based on WHO theoretical frameworks, National Health Promotion Policy and the literature review; 3) selection of interdisciplinary expert judges and submission of the KAP-Health questionnaire for analysis of appearance, efficiency/consistency, clarity/understanding, pertinence of content and sequence of items; and 4) content validation by applying the content validity coefficient (CVC). Results The mean CVCs obtained were all equal to or greater than 0.96, 0.95 and 0.93 for the Knowledge, Attitudes and Practices domains, respectively; all comfortably above the cut-off score of 80% (CVCt = 0.80). Conclusions At this stage of the study, the judges consider the content of the KAP-Health questionnaire adequate to identify issues related to the health of students in distance learning. However, it is important to note that the next step is to test the usefulness of this questionnaire. We believe that our KAP-Health instrument is both original and useful for planning institutional policies in order to implement assertive strategies to promote the health of remote-learning students in Brazil and in other parts of the world.

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Examining anxiety and stress regarding virtual learning in colleges of health sciences: A cross-sectional study in the era of the COVID-19 pandemic in Saudi Arabia

Cited by 30 publications

References 80 publications

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

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

Generalized Anxiety Disorder and Depression Among the Undergraduate Students Learning Online During the Covid-19 Pandemic: The Gender-Based Analysis

E-Questionnaire on health knowledge, attitudes and practices (KAP-Health) for Brazilian students in distance learning

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