High prevalence of anxiety, depression, and stress among remote learning students during the COVID-19 pandemic: Evidence from a meta-analysis

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 13

Published: Jan. 10, 2023

The coronavirus disease 2019 (COVID-19) pandemic has influenced all aspects significantly, and an estimated 1.5 billion students across the globe have been forced to keep up with online courses at home. Many recent empirical studies reported prevalence of mental health problems among caused by remote learning during COVID-19 pandemic, but a few aggregated these results. Therefore, strengthen statistical power, article aimed examine anxiety, depression, stress via meta-analysis. A total 36 original articles selected from five academic databases, including Web Science, PubMed, Scopus, EBSCO, Google Scholar, covering 78,674 participants in 19 nations, yielding 60 effect sizes (22 for 17 21 stress) based on random effects model Comprehensive Meta-Analysis (CMA) software. results showed that was as high 58, 50, 71%, respectively. Besides, moderator analysis found (1) anxiety depression higher education significantly than elementary education. (2) increasing number medical emergency context suffered their non-medical traditional distance counterparts. Thus, triggers concerns related physical disorders, especially students. current situation should be brought forefront educators develop psychological interventions relieving students’ period.

Language: Английский

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Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions

CBE—Life Sciences Education, Journal Year: 2024, Volume and Issue: 23(2)

Published: April 1, 2024

Concealable stigmatized identities (CSIs) are that can be kept hidden and carry negative stereotypes. To understand the potential influence instructors have as role models, we must first explore whether they disclose those to undergraduates. We surveyed national samples of science (

Language: Английский

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The Experiences of Undergraduates with Depression in Online Science Learning Environments

CBE—Life Sciences Education, Journal Year: 2022, Volume and Issue: 21(2)

Published: March 16, 2022

Depression is one of the top mental health concerns among undergraduates and disproportionately affects students who are underrepresented in science. As such, understanding how emerging science learning environments, such as online courses, affect with depression integral to creating a more inclusive scientific community. In this exploratory study, we interviewed 24 were pursuing an BS degree biological sciences at research-intensive institution. We assessed perceived affected their learning, turn, courses depression. Using hybrid approach deductive inductive coding, found that reported negatively array cognitive domains when online, including students' effort, focus, time management. Students fast pace lack needing show up class person, difficulty developing relationships other commonly exacerbated Conversely, flexibility completing course work where wanted, relationship instructor, ease having questions answered positively This study provides insight into ways create environments for

Language: Английский

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“We are way too stressed”: Balancing Academic Priorities with Mental Health and Wellness Among Life Science Undergraduates

CBE—Life Sciences Education, Journal Year: 2025, Volume and Issue: 24(2)

Published: April 11, 2025

Recent calls to prioritize mental health discussions in Science, Technology, Engineering, and Mathemathics (STEM) have gained momentum, driven by alarming reports on the prevalence of issues within STEM disciplines. Research has extensively studied anxiety depression both graduate undergraduate students, but there been little focus overall life science undergraduates. We examined how students perceive support for their classes, major influences health, manage these challenges. To investigate ideas, we conducted semistructured interviews with 20 at a commuter, primarily institution diverse student body. Our findings indicate that most prioritized academics expense wellness perceived lack from instructors. Despite challenges, some used various strategies maintain many remained committed degrees, viewing pursuit as worthwhile despite its adverse effects health. These underscore critical need more comprehensive sustained education, ensuring are not only academically successful also emotionally resilient well supported.

Language: Английский

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Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course

CBE—Life Sciences Education, Journal Year: 2022, Volume and Issue: 21(2)

Published: May 17, 2022

Sharing personal information can help instructors build relationships with students, and revealing concealable stigmatized identities (CSIs) may be particularly impactful. One CSI is the LGBTQ+ identity, but there has been no research on student-perceived impact of an instructor this identity. In exploratory study conducted at institution in U.S. Southwest, revealed that she identifies as to her undergraduate biology course less than 3 seconds. We surveyed students (

Language: Английский

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Research Anxiety Predicts Undergraduates’ Intentions to Pursue Scientific Research Careers

CBE—Life Sciences Education, Journal Year: 2023, Volume and Issue: 22(1)

Published: Jan. 19, 2023

This study of 1,272 undergraduate researchers from across the United States used structural equation modeling and identified research anxiety as a construct that is significantly negatively related to student intent pursue research-related career. Aspects increase decrease are highlighted.

Language: Английский

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The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses

CBE—Life Sciences Education, Journal Year: 2023, Volume and Issue: 22(3)

Published: June 22, 2023

Fear of negative evaluation (FNE), defined as a sense dread associated with being negatively judged in social situation, has been identified the primary factor underlying undergraduate anxiety active-learning science courses. However, no quantitative studies have examined extent to which undergraduates experience FNE and how they are impacted by college To address this gap, we surveyed 566 from one university U.S. Southwest who were enrolled life sciences courses where had opportunities speak front whole class. Participants asked suite questions regarding their experiences large-enrollment We found that first-generation students, LGBTQ+ students disabilities reported disproportionately high levels compared counterparts. Additionally, can cause them overthink responses participate less rated cold called presenting alone forms whole-class participation elicit highest FNE. This research highlights impact on provides student-generated recommendations reduce

Language: Английский

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From clicks to crisis: A systematic review of stressors faced by higher education students studying online

Future in Educational Research, Journal Year: 2025, Volume and Issue: unknown

Published: April 17, 2025

Abstract It is well established that most higher education students experience stress, stemming from a range of factors such as exams, time demands, and financial pressure. Given the rising number completing their tertiary studies online, identifying stressors faced by growing online student cohort important. Therefore, systematic review was undertaken to identify consolidate what key experienced are. This analyzed 68 articles published in English between 2001 2022, retrieved three databases: ERIC, Web Science, PsycINFO. The found university stressors, including challenges related course delivery, technology access, communication, home learning environments, peer relationships, motivation, assessments. Strategies mitigate these include improving design with engaging interactive contents, providing technological support digital literacy training, fostering connections through structured interactions, offering flexible assessments tailored contexts. These findings underscore importance considering unique highlight need develop interventions when designing delivering courses.

Language: Английский

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Aspects of online college science courses that alleviate and exacerbate undergraduate depression

PLoS ONE, Journal Year: 2022, Volume and Issue: 17(6), P. e0269201 - e0269201

Published: June 1, 2022

Depression is a top mental health concern among college students, yet there lack of research exploring how online science courses can exacerbate or alleviate their depression. We surveyed 2,175 undergraduates at large research-intensive institution about the severity depression in large-enrollment courses. The survey also explored aspects that and we used regression analyses to assess whether demographics predicted responses. Over 50% reported experiencing LGBTQ+ financially unstable lower division students were more likely experience severe rather than mild compared counterparts. Students difficulty building relationships struggling perform well as exacerbated flexible nature caring instructors alleviated This study provides insight into create inclusive learning environments for with

Language: Английский

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Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors

CBE—Life Sciences Education, Journal Year: 2023, Volume and Issue: 22(1)

Published: Jan. 13, 2023

This study of 1179 undergraduates with depression examined whether students revealed their to online science instructors and the reasoning behind decisions. Few depression, but perceived that if they did, would benefit by receiving accommodations risk instructor judgment.

Language: Английский

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