De la Fuente, Jesús;
Pachón-Basallo, Mónica;
Santos, Flavia H;
Peralta-Sánchez, Francisco J;
Carmen González-Torres, María;
Artuch-Garde, Raquel;
Paoloni, Paola V;
(2021)
How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.
Frontiers in Psychology
, 12
, Article 626340. 10.3389/fpsyg.2021.626340.
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Abstract
The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.
| Type: | Article |
|---|---|
| Title: | How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students |
| Location: | Switzerland |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/fpsyg.2021.626340 |
| Publisher version: | http://dx.doi.org/10.3389/fpsyg.2021.626340 |
| Language: | English |
| Additional information: | Copyright © 2021 de la Fuente, Pachón-Basallo, Santos, Peralta-Sánchez, González-Torres, Artuch-Garde, Paoloni and Gaetha. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| Keywords: | COVID-19, academic stress, achievement emotions, engagement-burnout, gender, undergraduates students, teaching–learning |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10197452 |
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