ArticleChildren (Basel, Switzerland)2021
The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia.
Article in Children (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Cognitive Flexibility's Role in Reducing Academic Stress During the COVID-19 Pandemic.Psychology research and behavior management · 2024Article
- Types and Sources of Social Support Accessible to University Students with Disabilities in Saudi Arabia during the COVID-19 Pandemic.Healthcare (Basel, Switzerland) · 2023Article
- The effect of teacher support on Chinese university students' sustainable online learning engagement and online academic persistence in the post-epidemic era.Frontiers in psychology · 2023Article
- Influence of Personal, Academic, Social, and Level of Physical Activity Variables on Emotional Intelligence.Children (Basel, Switzerland) · 2022Article
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8 authors.
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Abstract
Educational institutions in Saudi Arabia extended e-learning until the third semester of the academic calendar to prevent the spread of COVID-19 infection and to achieve 70% inoculation for the Saudi population. This study assesses the impact of extended e-learning and other associated stressors on the emotional health of university students in Saudi Arabia. An online cross-sectional survey collected data between the months of January-March 2021. The emotional signs of stress were measured by using a subset of items from the COVID-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Data about demographic variables, educational characteristics and academic performance were also collected. A regression analysis was performed to determine predictors of emotional health. A total of 434 university students including females (63%) and males (37%) provided responses. One-third of students (33%) indicated that the COVID-19 pandemic and its resulting changes including online distance studies greatly influenced their daily lives in a negative way. The regression analysis demonstrated that female students and students with average academic performance had increased vulnerability to experience emotional signs of stress (
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