Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19

Abstract

The present research was carried out in Spain during the COVID-19 pandemic following emergency school closures in an attempt to avoid the spread of infection. As a result, university students undertaking the final year of education degrees (teaching placements) have been obliged to deliver their teaching from home, adapting their teaching contexts to learning in virtual settings. A novel instrument was designed and validated in order to analyze the impact of learning environments and psychological factors in university students during a period of teaching placements. This took place in an adaptive context (state of confinement). Associations were determined between learning environments and psychological factors in adaptive contexts, in relation to the group to which they belonged (whether undertaking a degree in primary education, physical education and sport, early education or social education), and sex. The present study used a Delphi method, alongside a descriptive and quantitative analysis. The data demonstrate that learning environments differ according to the degree studied. The four analyzed groups revealed significant differences in relation to learning environments and psychological factors in adaptive confinement contexts. The subjects of Primary and Social Education were seen to be related with a greater possibility of being overwhelmed and reporting difficulties. Those more used to physical exercise showed more positive psychological indices. Females reported more negative responses. The conclusion reached is that the results of the present research will enable future additional multi-dimensional analysis to be conducted.

The role of social media in spreading panic among primary and secondary school students during the COVID-19 pandemic: An online questionnaire study from the Gaza Strip, Palestine

“…As a result of the increase in the time spend on social media, the students have become more exposed to read, heard, or see news related to the COVID-19 and therefore they were psychologically affected. Similar findings were previously mentioned in the studies conducting during the COVID-19 pandemic [ 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 ]. It was reported that the students were experiencing psychological issues related to panic, depression, stress, anger, anxiety, sadness, fear confusion, as well as social dysfunction during the COVID-19 pandemic.…”

Analysis of Psychometric Properties of the Quality and Satisfaction Questionnaire Focused on Sustainability in Higher Education

“…Therefore, a value above 0.14 is considered high. This was observed when analysing the results of eta-squared test in relation to satisfaction, which denotes that they are satisfied with the quality management within their higher education institution, and with the groups that also consider that quality is adequate [72][73][74][75].…”

Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

“…It is explained by the fact that, except for daily routine women have at home, they now have to prepare and record online lectures-sometimes only having the option to do it at night when their children are asleep. In a survey of 441 university students exploring the COVID-19 impact on learning, Olmos-Gómez has found out that (among others) 75.25% of the respondents were able to solve a problem that arises with the help of tools like email or Facebook and 78.75% consider that their ties with family and friends have become stronger during self-isolation [9]. Studying the impact of social media in universities worldwide, Obaid AI-Youbi et al have analyzed the Twitter account of a university in Saudi Arabia and revealed that, in the pandemic period, this account was successfully used as a powerful tool for communicating critical policy-making as well as issues related to teaching and learning [10].…”