Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China

Li, Quanman; Miao, Yudong; Zeng, Xin; Tarimo, Clifford Silver; Wu, Changcai; Wu, Jian

doi:10.1016/j.jad.2020.08.017

Cited by 212 publications

(249 citation statements)

References 23 publications

(22 reference statements)

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“…First, the assignment was not randomized; however, it should be noted that a comparison between the intervention and the control group did not reveal any difference between participant’s characteristics on baseline; and a sensitivity analysis of mixed models with outcomes measures at baseline (T1) as covariates was conducted to control for possible differences in variables between the groups. Second, most of the participants in the study were female (86.6%) which are reported to experience higher work-related anxiety, more fear of COVID-19, and depression than male teachers [ 1 , 4 , 5 , 6 ]. However, we did not find differences between male and female participants in study outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…When Israel implemented social distancing restrictions, teachers had to rapidly adapt to a new format of distance learning. The pandemic has exposed teachers to many new challenges, such as increasing workloads, the need to learn and utilize new technologies, changes to daily teaching routines, fear of COVID-19, and uncertainty around how long distance learning will last, all while coping with full-time work from home [ 1 , 2 , 3 , 4 , 5 ]. Furthermore, the changes at work were accompanied by physical distancing from friends, colleagues, and students.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the changes at work were accompanied by physical distancing from friends, colleagues, and students. The psychological and subjective effects on teachers’ well-being as a result of quarantine and social distancing may manifest as psychological distress, anxiety and depression [ 4 , 5 , 6 , 7 ]. Such negative outcomes have been shown to be reduced in teachers who participated in psycho-social and mindfulness-based interventions [ 6 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

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Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Zadok-Gurman

Jakobovich

Dvash³

et al. 2021

IJERPH

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Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Zadok-Gurman

Jakobovich

Dvash³

et al. 2021

IJERPH

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“…22 However, the prevalence rate varied from 6% to 50%. [22][23][24] Although there are scant data on how COVID-19 is increasing mental health conditions in Africa, some articles reported an increased rate of anxiety during the pandemic. [25][26][27] These discrepancies could be attributed to differences in assessment tools, study period (data was being anxiousness toward pandemic increase at beginning, then decrease and finally collected after a few months when the community gives less attention.…”

Section: Discussionmentioning

confidence: 99%

COVID-19-Induced Anxiety and Associated Factors Among Urban Residents in West Shewa Zone, Central Ethiopia, 2020

Birhanu¹,

Tiki²,

Mekuria³

et al. 2021

PRBM

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Background: The COVID-19 pandemic affects the public overall psychological status including anxiety. Assessing the perceived risk and preventive behaviors and COVID-19induced anxiety of every individual is crucial to be more effective in handling the outbreak. Purpose: This study intends to determine the status of perceived risk, preventive behavior, and induced anxiety regarding COVID-19 among urban residents in Ethiopia. Methods: In this research a population-based, cross-sectional design was employed among 801 urban residents in West Shewa Zone, Ethiopia from June to October 2020. COVID-19 Induced Anxiety Scale (CIAS) was used, with CIAS score ≥80% taken as having anxiety. A Preventive Behavior towards COVID-19 Scale (PBCS) was used to measure the level of protective behavior. The data were gathered using CS Entry and analyzed with SPSS version 23.0. Basic descriptive analysis was conducted, and binary logistic regression analysis was carried out to determine the predictors associated with anxiety. Results: Most of the study population, 716 (89.4%), had moderate risk perception, and around 497 (62.0%) of them had moderate preventive behavior against the pandemic. The proportion of COVID-19-induced anxiety disorder was found to be 18.1%. The identified predictors associated with COVID-induced anxiety were: being widowed (AOR=3.5; 95% CI: 1.7-7.6), lacking formal education (AOR=1.9; 95% CI: 1.3-3.3), having history of psychoactive substance use (AOR=3.0; 95% CI: 1.6-5.8), high protective behavior (AOR=2.2; 95% CI:1.5-3.3), low perceived risk (OR=3.7; 95% CI: 1.5-12.4), and family history of mental illness (AOR=1.6; 95% CI:0.7-3.8). Conclusion and Recommendation: COVID-19-induced anxiety prevalence was 18.1%. Risk perception regarding COVID was moderate. However, only 38.0% of the population had high preventive behavior against the pandemic. Hence, it is important to provide the continuous public health education necessary to promote preventive measures and minimize risky behaviors. Basic psychosocial help should be also provided for individuals suffering with COVID-19-induced anxiety.

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“…A recent Arab study has indicated that this crisis has caused teachers to suffer problems that are often related to a pandemic situation, such as anxiety, depression, domestic violence, and divorce, all of which restrict their ability to teach properly ( Al Lily et al, 2020 ). A study carried out in three cities in China during the pandemic assessed the prevalence of anxiety among teachers and found a prevalence of 13.67%, with women being more anxious than men and the older ones being more symptomatic ( Li et al, 2020 ). Another study conducted in March also in China showed that the prevalence of stress symptoms in teachers was 9.1% and that it was important to support them psychologically ( Zhou and Yao, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching

et al. 2021

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Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students.

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Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China

Cited by 212 publications

References 23 publications

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

COVID-19-Induced Anxiety and Associated Factors Among Urban Residents in West Shewa Zone, Central Ethiopia, 2020

The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching

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