ArticleFrontiers in psychology2021
How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
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Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2025Pooled it
- Analyzing Latent Burnout Profiles in a Sample of Spanish Nursing and Psychology Undergraduates.Healthcare (Basel, Switzerland) · 2024Article
- Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation.BMC medical education · 2023Article
- From Academic Resilience to Academic Burnout among International University Students during the Post-COVID-19 New Normal: An Empirical Study in Taiwan.Behavioral sciences (Basel, Switzerland) · 2023Article
- Technological variables predictors of academic stress in nursing students in times of COVID-19.Revista latino-americana de enfermagem · 2023Article
- Levels of Burnout and Engagement after COVID-19 among Psychology and Nursing Students in Spain: A Cohort Study.International journal of environmental research and public health · 2022Article
- Do sentiments of professors feedback change after migrating from in-person to online modalities? Pre- and during COVID-19 experience.Universal access in the information society · 2022Article
- Impact of COVID-19 Pandemic on Academic Stress and Perceived Classroom Climate in Spanish University Students.International journal of environmental research and public health · 2022Article
- Intelligent Recognition and Analysis of Negative Emotions of Undergraduates Under COVID-19.Frontiers in public health · 2022Article
- Teacher Training Effectiveness in Self-Regulation in Virtual Environments.Frontiers in psychology · 2022Article
- Predictors of Learning Engagement in the Context of Online Learning During the COVID-19 Pandemic.Frontiers in psychology · 2022Article
- Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts.Frontiers in psychology · 2022Review
- Changes in mental health during three waves of the COVID-19 pandemic: a repeated cross-sectional study among polish university students.BMC psychiatry · 2021Article
- Post-Lockdown Effects on Students' Mental Health in Romania: Perceived Stress, Missing Daily Social Interactions, and Boredom Proneness.International journal of environmental research and public health · 2021Article
- Resilience as aFrontiers in psychiatry · 2021Article
- Students' Entire Deep Learning Personality Model and Perceived Teachers' Emotional Support.Frontiers in psychology · 2021Article
- Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests-Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence.Frontiers in psychology · 2021Article
- A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency.Frontiers in psychology · 2021Article
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8 authors.
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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.
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