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The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

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Title: The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education
Authors: Godoy, Lívea Dornela (ORCID 0000-0003-4667-3553), Falcoski, Raquel, Incrocci, Roberta Monteiro (ORCID 0000-0002-5257-5493), Versuti, Fabiana Maris, Padovan-Neto, Fernando E. (ORCID 0000-0002-5529-3168)
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Distance Education, Electronic Learning, Stress Variables, Mental Health, Symptoms (Individual Disorders), Anxiety, Undergraduate Students, Student Attitudes, Young Adults, Pharmacology, Social Adjustment, Learning Strategies, Multiple Choice Tests, Performance Factors, Foreign Countries
Geographic Terms: Brazil
ISSN: 2227-7102
Abstract: Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students' learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures' methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 [greater than or equal to] 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students' ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314706
Database: ERIC
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  Data: The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Godoy%2C+Lívea+Dornela%22">Godoy, Lívea Dornela</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4667-3553">0000-0003-4667-3553</externalLink>)<br /><searchLink fieldCode="AR" term="%22Falcoski%2C+Raquel%22">Falcoski, Raquel</searchLink><br /><searchLink fieldCode="AR" term="%22Incrocci%2C+Roberta+Monteiro%22">Incrocci, Roberta Monteiro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5257-5493">0000-0002-5257-5493</externalLink>)<br /><searchLink fieldCode="AR" term="%22Versuti%2C+Fabiana+Maris%22">Versuti, Fabiana Maris</searchLink><br /><searchLink fieldCode="AR" term="%22Padovan-Neto%2C+Fernando+E%2E%22">Padovan-Neto, Fernando E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5529-3168">0000-0002-5529-3168</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 14
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  Data: 2021
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Pharmacology%22">Pharmacology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Adjustment%22">Social Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Data: 2227-7102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students' learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures' methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 [greater than or equal to] 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students' ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.
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        PageCount: 14
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Distance Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Stress Variables
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      – SubjectFull: Anxiety
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Brazil
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      – TitleFull: The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education
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