How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

Autores
de la Fuente, Jesús; Pachónn Basallo, Mónica; Santos, Flavia H.; Peralta Sánchez, Francisco J.; González Torres, María Carmen; Artuch Garde, Raquel; Paoloni, Paola Veronica Rita; Gaetha, Martha L.
Año de publicación
2021
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: de la Fuente, Jesús. Universidad de Navarra; España
Fil: Pachónn Basallo, Mónica. Universidad de Navarra; España
Fil: Santos, Flavia H.. Universidad de Dublin; Irlanda
Fil: Peralta Sánchez, Francisco J.. Universidad de Navarra; España
Fil: González Torres, María Carmen. Universidad de Almería; España
Fil: Artuch Garde, Raquel. Universidad Pública de Navarra; España
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; Argentina
Fil: Gaetha, Martha L.. Benemérita Universidad Autónoma de Puebla; México
Materia
ACADEMIC STRESS
ACHIEVEMEN EMOTIONS
ENGAGEMENT-BURNOUT
COVID-19
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/271662
Acceder
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network_name_str CONICET Digital (CONICET)
spelling How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Studentsde la Fuente, JesúsPachónn Basallo, MónicaSantos, Flavia H.Peralta Sánchez, Francisco J.González Torres, María CarmenArtuch Garde, RaquelPaoloni, Paola Veronica RitaGaetha, Martha L.ACADEMIC STRESSACHIEVEMEN EMOTIONSENGAGEMENT-BURNOUTCOVID-19https://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5The 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.Fil: de la Fuente, Jesús. Universidad de Navarra; EspañaFil: Pachónn Basallo, Mónica. Universidad de Navarra; EspañaFil: Santos, Flavia H.. Universidad de Dublin; IrlandaFil: Peralta Sánchez, Francisco J.. Universidad de Navarra; EspañaFil: González Torres, María Carmen. Universidad de Almería; EspañaFil: Artuch Garde, Raquel. Universidad Pública de Navarra; EspañaFil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; ArgentinaFil: Gaetha, Martha L.. Benemérita Universidad Autónoma de Puebla; MéxicoFrontiers Media2021-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/271662de la Fuente, Jesús; Pachónn Basallo, Mónica; Santos, Flavia H.; Peralta Sánchez, Francisco J.; González Torres, María Carmen; et al.; How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students; Frontiers Media; Frontiers in Psychology; 12; 6-2021; 1-161664-1078CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/fpsyg.2021.626340/fullinfo:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2021.626340info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:50:10Zoai:ri.conicet.gov.ar:11336/271662instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:50:11.17CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
title How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
spellingShingle How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
de la Fuente, Jesús
ACADEMIC STRESS
ACHIEVEMEN EMOTIONS
ENGAGEMENT-BURNOUT
COVID-19
title_short How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
title_full How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
title_fullStr How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
title_full_unstemmed How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
title_sort How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
dc.creator.none.fl_str_mv de la Fuente, Jesús
Pachónn Basallo, Mónica
Santos, Flavia H.
Peralta Sánchez, Francisco J.
González Torres, María Carmen
Artuch Garde, Raquel
Paoloni, Paola Veronica Rita
Gaetha, Martha L.
author de la Fuente, Jesús
author_facet de la Fuente, Jesús
Pachónn Basallo, Mónica
Santos, Flavia H.
Peralta Sánchez, Francisco J.
González Torres, María Carmen
Artuch Garde, Raquel
Paoloni, Paola Veronica Rita
Gaetha, Martha L.
author_role author
author2 Pachónn Basallo, Mónica
Santos, Flavia H.
Peralta Sánchez, Francisco J.
González Torres, María Carmen
Artuch Garde, Raquel
Paoloni, Paola Veronica Rita
Gaetha, Martha L.
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv ACADEMIC STRESS
ACHIEVEMEN EMOTIONS
ENGAGEMENT-BURNOUT
COVID-19
topic ACADEMIC STRESS
ACHIEVEMEN EMOTIONS
ENGAGEMENT-BURNOUT
COVID-19
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv 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.
Fil: de la Fuente, Jesús. Universidad de Navarra; España
Fil: Pachónn Basallo, Mónica. Universidad de Navarra; España
Fil: Santos, Flavia H.. Universidad de Dublin; Irlanda
Fil: Peralta Sánchez, Francisco J.. Universidad de Navarra; España
Fil: González Torres, María Carmen. Universidad de Almería; España
Fil: Artuch Garde, Raquel. Universidad Pública de Navarra; España
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; Argentina
Fil: Gaetha, Martha L.. Benemérita Universidad Autónoma de Puebla; México
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-06
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/271662
de la Fuente, Jesús; Pachónn Basallo, Mónica; Santos, Flavia H.; Peralta Sánchez, Francisco J.; González Torres, María Carmen; et al.; How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students; Frontiers Media; Frontiers in Psychology; 12; 6-2021; 1-16
1664-1078
CONICET Digital
CONICET
url http://hdl.handle.net/11336/271662
identifier_str_mv de la Fuente, Jesús; Pachónn Basallo, Mónica; Santos, Flavia H.; Peralta Sánchez, Francisco J.; González Torres, María Carmen; et al.; How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students; Frontiers Media; Frontiers in Psychology; 12; 6-2021; 1-16
1664-1078
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/fpsyg.2021.626340/full
info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2021.626340
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1844613548153503744
score 13.070432

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