ArticleJournal of voice : official journal of the Voice Foundation2022
Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic.
Article in Journal of voice : official journal of the Voice Foundation, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 49 papers.
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49 citing papers in PubMed, 250 citations in OpenAlex.
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- The relationship between problematic internet use and psychological distress in older Chinese teachers (40+) during different stages of the COVID-19 pandemic: three cross-sectional studies.Frontiers in public health · 2024Article
- Vocal fatigue perceived in remote working by teachers of different school grades during COVID-19 pandemic.Auris, nasus, larynx · 2023Article
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- Nursing students' perceptions of how the COVID-19 pandemic impacts mental well-being and educational environment.Heliyon · 2023Article
- Prevention of occupational dysphonia in scientific university personnel: A cross-sectional study.Zeitschrift fur Gesundheitswissenschaften = Journal of public health · 2023Article
- Protective and risk social dimensions of emergency remote teaching during COVID-19 pandemic: A multiple mediation study.Journal of community psychology · 2023Article
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- Digital Pandemic Stress in Higher Education in Venezuela.European journal of investigation in health, psychology and education · 2022Article
- Well-Being and Mental Health in Teachers: The Life Impact of COVID-19.International journal of environmental research and public health · 2022Article
- Review
- How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review.International journal of environmental research and public health · 2022Review
- Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach.Evaluation and program planning · 2022Article
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Authors and funding
3 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesPsychological stress may have an adverse impact on the voice. The purpose of the present cross-sectional study was to investigate the relationship between the change in levels of perceived psychological stress and vocal symptoms among Israeli academic college professors required to shift to synchronous online teaching during the global COVID-19 pandemic.
methodsAn online questionnaire was completed by 313 professors (156 men and 157 women) from 14 academic colleges in Israel at the end of the first week of online synchronous teaching during the COVID-19 pandemic, which was assumed to be the most burdened and stressful week of the transition. Participants provided self-reports for the current levels of psychological stress and vocal symptoms during the transition to online synchronous teaching, as well as general psychological stress and general vocal symptoms during previous periods of teaching.
resultsThe results revealed higher levels of psychological stress but not vocal symptoms during the transition to online synchronous teaching compared with previous periods of teaching. Psychological stress during the transition to online synchronous teaching was positively associated with vocal symptoms during this period but this association was moderated by general stress. Although there was a positive association between psychological stress and vocal symptoms for individuals who reported low levels of psychological stress during previous periods of teaching, this association was especially strong for individuals who reported high levels of psychological stress during previous periods of teaching.
conclusionsIt is important to examine vocal symptoms of professors in specific contexts that are potentially stressful. The psychological stress surrounding the transition to online synchronous teaching was associated with elevated levels of vocal symptoms especially for those who reported high levels of psychological stress during previous periods of teaching. These results with professors accord with the notion that psychological stress may have a negative impact on the voice.
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