Mediator Effect of Affinity for E-Learning on Mental Health: Buffering Strategy for the Resilience of University Students

Abstract

The pandemic affected the quality of life and wellness of the population, changing living habits through restriction measures. This study aimed to analyze the psychological impact of the fear of the COVID-19 pandemic and the adoption of e-learning for university students. The study was articulated in two research applications: the first application was a rapid review on the psychological effects of the pandemic on the emotional dimension of undergraduate students; the second application was an observational study on the effect of e-learning adoption in the pandemic emergency. In the first step, we performed a systematic search of MEDLINE through PubMed and the Web of Science [Science Citation Index Expanded (SCI-EXPANDED); Social Sciences Citation Index (SSCI); Emerging Sources Citation Index (ESCI)] of all scientific literature published from May 2020 to February 2021. The reviewed articles suggest the impact of the pandemic and lockdown measures on university students due to several mental symptoms, including anxiety, stress, depression, event-specific distress, and a decrease in psychological well-being. Psychological symptoms were related to the experience of several stressors, such as the risk for a reduction of academic perspectives, massive e-learning adoption, economic issues, social restrictions, and implications for daily life related to the COVID-19 outbreak. The second scientific application was conducted to evaluate the affinity for e-learning on a sample composed of Italian undergraduates exposed to massive e-learning adoption. The results evidence the positive influence of e-learning in academic programs for the wellbeing of undergraduates. The mediator effect of the affinity of youth for e-learning can be considered to have had a buffering effect for professional advancement and for the mental health of university students in a public health emergency.

Perceived Past and Current COVID-19-Stressors, Coping Strategies and Psychological Health among University Students: A Mediated-Moderated Model

“…However, since the beginning of the COVID-19 pandemic, university students had to also deal with further changes which abruptly occurred in their life [ 8 , 9 ], potentially eliciting notable levels of stress related to the control measures (i.e., isolation due to the lockdown) and to the fear of being infected and infecting others, as well as to the drastic modifications in the relational and social life [ 10 , 11 , 12 ]. From this perspective, the COVID-19-related changes have deeply affected students’ interpersonal life, entailing specific experiences (i.e., loneliness; lack of connection; a frustrated sense of belonging) which expose them to a significantly high risk for psychological health [ 13 ].…”

A predictive model of perceived stress during the first wave of the COVID-19 pandemic in university students Ecuadorians

“…Although the results are consistent with our hypotheses, several studies mention that living with people in a family environment has many positive effects on mental health ( 61–63 ). This is possibly due to the particular characteristics of the pandemic in Ecuador, such as the strict social confinement in all regions of the country ( 64 ), presence of overcrowding in homes ( 65 ), effects of gender violence (sexism) ( 66 ), use of technologies for online learning ( 67 ), fear of getting infected ( 68 ), and economic problems derived from the health situation ( 69 ). Added to this, the characteristics of the social context in Ecuador are essential since most university students live with their families, and it is also common to live in extended families.…”

COVID-19-Related Stressors and Psychophysical Health Conditions among Italian University Students: A Post Pandemic Insight

“…Within this already complex portrait, over the last several years, university students have been additionally challenged by the spread of the COVID-19 pandemic, which has imposed several drastic modifications to their customary life [12,13], potentially entailing significant levels of stress related to the changes in their relational and academic life (i.e., relationships with family members and peers, as well as professors and university colleagues), as well as to the condition of social isolation and the fear of contagion [14][15][16][17][18][19]. Accordingly, several studies conducted among university students also highlighted that the COVID-19 pandemic and the consequent online learning deeply impacted mental wellbeing [20] and psychological health [21] resulting in poor academic performance [22], academic procrastination [23], and delaying graduation [24].…”