Psychological impact of online learning during covid-19 pandemic on students' mental health as life quality basis

Holubnycha, Liudmyla; Khodakovska, Oksana; Besarab, Tetiana; Dolgusheva, Olga; Malieieva, Tetiana

doi:10.34069/ai/2021.47.11.8

Cited by 4 publications

(6 citation statements)

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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%

“…Moreover, 1st-3rd year students had a higher anxiety risk than those in the 4th-6th years. Holubnycha et al (2021) found that comparing the first and second online learning periods during COVID-19 prevention policy in Russia, student tension and anxiety rose significantly. Therefore, online learning stress caused by the epidemic and quarantine might contribute to learners' depression.…”

Section: Introductionmentioning

confidence: 95%

“…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%

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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: 95%

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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“…Liudmyla Holubnycha et al (2021), Psychological impact of online learning during covid-19 pandemic on students' mental health as life quality basis, Amazonia Investiga highlights current concerns with students' life quality caused by the C o v i d -1 9 p a n d e m i c a n d a c c o m p a n y i n g quarantine. Because online learning can be stressful, and pandemics and quarantine restrictions can have a greater impact on students' emotional and mental health, which is a foundation for their quality of life, it's important to figure out how they affect them.…”

Section: Review Of Literaturementioning

confidence: 99%

Impact of Transition to Studying on Online Mode on the Mental Health of MBA Students in Mumbai

Amin,

Tate,

Shetty

et al. 2022

SMSJEI

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Coronavirus set off a global chain reaction of socioeconomic calamity and mental distress. Throughout the COVID-19 epidemic, a variety of psychological issues and serious mental health consequences emerged gradually. MBAstudents have been identified as a vulnerable group, with rates of anxiety, depression, drug misuse, and disordered eating that are greater than the overall population. As a result of the COVID-19 epidemic, the nature of their educational experience transformed radically from an offline to an online one. Measures such as social distancing, quarantine, the closure of educational institutions, and self-isolation have a negative impact on people's psychology because they increase loneliness, distrust, and reduce social interaction. Aweakened immune system or having close relatives who are susceptible to diseases increases stress, anxiety, and frustration in the population to a life-threatening level. This research is being conducted to learn more about the psychological effects of the covid19 pandemic on MBAstudents in Mumbai, such as social isolation, insomnia, frustration, and over thinking, as well as the effects of the same pandemic's shift from offline to online learning. In both primary and secondary research, the impact of psychological discomfort caused by social isolation/distancing, as well as dissatisfaction and sadness caused by overthinking about the future, is being investigated. Our findings underscore the critical need for intervention to address college students' mental health, as well as how the pandemic impacted more than simply traditional teaching and learning.

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“…The continuation of education online from home has adversely affected the education, social life, and mental health of the children. 1 2 The school closure due to COVID-19 caused behavioral problems, body weight gain, and an increase in screen time. 3 4 While schools were closed within the scope of pandemic measures, reports began to appear in several studies that keeping schools closed had a limited effect on reducing the transmission of COVID-19 in the community.…”

Section: Introductionmentioning

confidence: 99%

SARS-CoV-2 Transmission among Students after the Full Reopening of Schools

Bayhan

Akça

Çağlar³

et al. 2022

J Pediatr Infect Dis

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Objective Closing of schools within the scope of the pandemic measures and switching to online education have negatively affected the mental and physical health of children as well as their education. The effect of complete reopening of schools on the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is not fully known. In the 2021–2022 academic year, the Ministry of National Education of Türkiye has decided to continue face-to-face education at all levels and in all private and public schools, by following a series of measures. There are no studies on school transmission reported from Türkiye since then. This study aimed to assess the dynamics of coronavirus diseases 2019 (COVID-19) transmission in schools by evaluating the data of the school contact screening outpatient clinic of a tertiary children's hospital. Methods According to the Ministry of National Education guidelines in Türkiye, all students in a class with two polymerase chain reaction (PCR)–confirmed COVID-19 cases are sent to their homes and have a SARS-CoV-2 PCR test on the fifth day. While the students with negative test results return to school, students who test positive continue to stay at home until the 10th day. The current study retrospectively analyzed the screening results of primary, middle, and high school students who presented at the school contact screening polyclinic during the first semester of the 2021–2022 academic season. Discussion There were a total of 11,608 presentations to the school contact screening polyclinic, and 1,107 children tested positive with SARS-CoV-2 PCR (9.5%). The median weekly positivity rate was 9.7% in primary school, 9.4% in middle school, and 5.6% in high school. The weekly positivity rate increased from the 16th week at all school levels; the positivity rates ran in parallel before this time but significantly increased from the 16th week to the half-term break. Conclusion The curve of the positivity rates in schools was similar to Türkiye's pandemic curve. In this respect, the low SARS-CoV-2 transmission in schools correlated with the low number of cases in the community.

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Psychological impact of online learning during covid-19 pandemic on students' mental health as life quality basis

Cited by 4 publications

References 0 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

Impact of Transition to Studying on Online Mode on the Mental Health of MBA Students in Mumbai

SARS-CoV-2 Transmission among Students after the Full Reopening of Schools

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