Dynamika zmian zasobów osobistych studentów pedagogiki funkcjonujących w warunkach pandemii COVID-19

• Authors: Ewa Kulawska

Abstracts

EN

Introduction: The COVID-19 pandemic that started in March 2020 had a considerable impact on the functioning of higher education and the psychological wellbeing condition of students. Research Aim: The aim of the presented research is to describe the dynamics of changes in selected personal resources: experienced stress, mental well-being, mental resilience and satisfaction with studies of students of pedagogy, in the period before and during the COVID-19 pandemic. Method: Research studies were conducted among 337 students of education in three time periods: in the first quarter of 2019–122 students, then in the first phase of the pandemic in June 2020 – 91 students and in June 2021 – 124 people. The following research tools were used: the PPS-10 scale to measure stress, the WEMBS scale to assess mental well-being, the RS-14 scale to determine the psychological resilience, and the Academic Satisfaction questionnaire. Results: More than half of the surveyed students experienced a high level of stress. In 2019–2021, mental well-being remained stable, mental resilience decreased, and satisfaction with studies increased. As stress increases, there is a decline in mental resilience and mental well-being. Stress and mental resilience are significant predictors of the mental well-being of students. Conclusion: Almost 60 percent of the surveyed students of pedagogy had personal resources that allowed them to adequately adapt to a pandemic situation. The ability to deal with stress in a pandemic crisis plays a key role.

PL

Wprowadzenie: Pandemia COVID-19 zapoczątkowana w marcu w 2020 roku w sposób szczególny wpłynęła na funkcjonowanie szkolnictwa wyższego. Sytuacja pandemii jako niepowtarzalne i wyjątkowe wydarzenie o zasięgu globalnym, w istotny sposób oddziałuje na kondycję psychiczną studentów oraz ich codzienne funkcjonowanie. Cel badań: Celem prezentowanych badań jest opis dynamiki zmian w zakresie wybranych zasobów osobistych studentów pedagogiki: doświadczanego stresu, dobrostanu psychicznego, prężności psychicznej i zadowolenia ze studiów, w okresie przed i w trakcie pandemii choroby COVID-19. Metoda badań: Przeprowadzono badania wśród 337 studentów pedagogiki w trzech odcinkach czasowych: w pierwszym kwartale 2019 roku – 122 studentów, następnie w pierwszej fazie pandemii w czerwcu 2020 roku – 91 studentów i w czerwcu 2021 roku – 124 osoby. Zastosowano następujące narzędzia badawcze: do pomiaru stresu skalę PPS-10, do oceny dobrostanu psychicznego skalę WEMBS, do określenia prężności psychicznej skalę RS-14 i kwestionariusz AS do oceny stopnia zadowolenia ze studiów. Wyniki: Ponad połowa badanych studentów doświadcza silnego stresu w życiu codziennym, pomimo obserwowanego obniżenia jego poziomu w 2020 roku. W latach 2019–2021 dobrostan psychiczny pozostał stabilny, prężność psychiczna spadła, a zadowolenie ze studiów pedagogicznych wzrosło. Wraz ze wzrostem stresu następuje spadek prężności psychicznej i dobrostanu psychicznego. Stres i prężność psychiczna są istotnymi predyktorami dobrostanu psychicznego studentów. Wnioski: Prawie 60%  badanych studentów pedagogiki posiadało zasoby osobiste, które pozwoliły im na adekwatne przystosowanie się do sytuacji pandemicznej. Kluczową rolę odgrywa umiejętność radzenia ze stresem w sytuacji kryzysu pandemicznego.

Keywords

EN

pandemic; COVID-19; psychological well-being; stress; resilience

PL

pandemia; COVID-19; dobrostan psychiczny; stres; prężność

• Publisher: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
• Journal: Lubelski Rocznik Pedagogiczny
• Year: 2022
• Volume: 41
• Issue: 3
• Pages: 83-100

Dates

published

2022

Contributors

author

Ewa Kulawska

• Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie, Wydział Nauk Pedagogicznych

References

• Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438, 1-34. https://doi.org/10.3390/su12208438
• Bavel, J. J. V., Baicker, K., Boggio, P. S., Capraro, V., Cichocka, A., Cikara, M., Willer, R. (2020). Using social and behavioural science to support COVID-19 pandemic response. Nature Human Behaviour, 4(5), 460-471. https://doi.org/10.1038/s41562-020-0884-z
• Blanco, C., Okuda, M., Wright, C., Hasin, D. S., Grant, B. F., Liu, S. M., Olfson, M. (2008). Mental health of college students and their non–college-attending peers: Results from the national epidemiologic study on alcohol and related conditions. Archives of General Psychiatry, 65(12), 1429-1437. https:// doi:10.1001/archpsyc.65.12.1429
• Browning, M. H., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PloS One, 16(1), 1-27. https://doi.org/10.1371/journal.pone.0245327
• Byrom, N. C., Dinu, L., Kirkman, A., Hughes, G. (2020). Predicting stress and mental wellbeing among doctoral researchers. Journal of Mental Health, 1-9. https://doi.org/10.1080/09638237.2020.1818196
• Cao, W.; Fang, Z.; Hou, G.; Han, M.; Xu, X.; Dong, J.; Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research , 287, 1-5. http://doi.org/10.1016/j.psychres.2020.112934
• Charles, N. E., Strong, S. J., Burns, L. C., Bullerjahn, M. R., & Serafine, K. M. (2021). Increased mood disorder symptoms, perceived stress, and alcohol use among college students during the COVID-19 pandemic. Psychiatry Research, 296, 1-11. https://doi.org/10.1016/j.psychres.2021.113706
• Cohen, S., Kamarck, T., and Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior 24, 385–396. https://psycnet.apa.org/doi/10.2307/2136404
• da Silva, M. L., Rocha, R. S. B., Buheji, M., Jahrami, H., & Cunha, K. D. C. (2021). A systematic review of the prevalence of anxiety symptoms during coronavirus epidemics. Journal of Health Psychology, 26(1), 115-125. https://doi.org/10.1177%2F1359105320951620
• Denovan, A., & Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. Journal of Happiness Studies, 18(2), 505-525. https://doi.org/10.1007/s10902-016-9736-y
• Di Renzo, L., Gualtieri, P., Pivari, F., Soldati, L., Attinà, A., Cinelli, G., De Lorenzo, A. (2020). Eating habits and lifestyle changes during COVID-19 lockdown: an Italian survey. Journal of translational medicine, 18(1), 1-15. https://doi.org/10.1186/s12967-020-02399-5
• Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/psychologie canadienne, 58(2), 87. https://psycnet.apa.org/doi/10.1037/cap0000063
• Dodd, R. H., Dadaczynski, K., Okan, O., McCaffery, K. J., & Pickles, K. (2021). Psychological wellbeing and academic experience of University students in Australia during COVID-19. International Journal of Environmental Research and Public Health, 18(3), 866. https://doi.org/10.3390/ijerph18030866
• Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. Plos one, 15(7). https://doi.org/10.1371/journal.pone.0236337
• Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health Psychology, 39(5), 355-357. https://psycnet.apa.org/doi/10.1037/hea0000875
• Gonzalez, T., De La Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students performance in higher education. PloS one, 15(10). https://doi.org/10.1371/journal.pone.0239490
• Husky, M. M., Kovess-Masfety, V., Swendsen, J. D. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Comprehensive Psychiatry, 102, 1-3. https://doi.org/10.1016/j.comppsych.2020.152191
• Ilska, M., Kołodziej-Zaleska, A. (2018). Dobrostan hedonistyczny i eudajmonistyczny w sytuacjach kryzysów normatywnych i nienormatywnych. Zeszyty Naukowe. Organizacja i Zarządzanie/Politechnika Śląska, 128, 155-184. https://doi.org/10.29119/1641-3466.2018.123.12
• Juczyński, Z., Ogińska-Bulik, N. (2012). Narzędzia pomiaru w promocji i psychologii zdrowia. Pracownia Testów Psychologicznych PTP.
• Kamarianos, I.; Adamopoulou, A.; Lambropoulos, H.; Stamelos, G. (2020). Towards and understanding of university students’ response in times of pandemic crisis (COVID-19). European Journal of Education Studies, 7(7), 20-40. http://dx.doi.org/10.46827/ejes.v7i7.3149
• Kowal, M., Coll‐Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., Ahmed, O. (2020). Who is the most stressed during the covid‐19 pandemic? Data from 26 countries and areas. Applied Psychology: Health and Well‐Being, 12(4), 946-966. https://doi.org/10.1111/aphw.12234
• Kulawska, E. (2019). Dobrostan psychiczny a poziom odczuwanego stresu i satysfakcji ze studiów w doświadczeniach studentów pedagogiki przedszkolnej i wczesnoszkolnej. Forum Pedagogiczne, 9(2/2), 129-149. https://doi.org/10.21697/fp.2019.2.33
• Kulawska, E. (2020). Poziom i korelaty prężności psychicznej studentów wczesnej edukacji w wybranych uczelniach w Polsce. Forum Pedagogiczne, 10(1), 111-128. https://doi.org/10.21697/fp.2020.1.09
• Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer.
• Lent, R. W., Singley, D., Sheu, H. B., Gainor, K. A., Brenner, B. R., Treistman, D., Ades, L. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52(3), 429. https://psycnet.apa.org/doi/10.1037/0022-0167.52.3.429
• Linden, B.; Stuart, H. (2020). Post-Secondary Stress and Mental Well-Being: A Scoping Review of the Academic Literature. Canadian Journal of Community Mental Health, 39(1), 1-32. https://doi.org/10.7870/cjcmh-2020-002
• Liu, Xiaoyan and Liu, Jiaxiu and Zhong, Xiaoni, (2020). Psychological State of College Students During COVID-19 Epidemic. Pobrane: 10, Kwietnia, 2022 z: https://ssrn.com/abstract=3552814; http://dx.doi.org/10.2139/ssrn.3552814
• Pan, H. (2020). A glimpse of university students’ family life amidst the COVID-19 virus. Journal of Loss and Trauma, 1-4. https://doi.org/10.1080/15325024.2020.1750194
• Rogowska, A. M., Kuśnierz, C., & Bokszczanin, A. (2020). Examining anxiety, life satisfaction, general health, stress and coping styles during COVID-19 pandemic in Polish sample of university students. Psychology Research and Behavior Management, 13, 797-811. https://doi.org/10.2147/PRBM.S266511
• Ryan, R. M., Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. https://doi.org/10.1146/annurev.psych.52.1.141
• Salari, N., Hosseinian-Far, A., Jalali, R. (2020). Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: a systematic review and meta-analysis. Global Health 16, 57. https://doi.org/10.1186/s12992-020-00589-w
• Savage, M. J., Hennis, P. J., Magistro, D., Donaldson, J., Healy, L. C., & James, R. M. (2021). Nine months into the CoViD-19 pandemic: a longitudinal study showing mental health and movement behaviours are impaired in UK students. International Journal of Environmental Research and Public Health, 18(6), 2930. https://doi.org/10.3390/ijerph18062930
• Smith, G. D., & Yang, F. (2017). Stress, resilience and psychological well-being in Chinese undergraduate nursing students. Nurse Education Today, 49, 90-95. https://doi.org/10.1016/j.nedt.2016.10.004
• Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), e21279. https:// doi.org/10.2196/21279
• Surzykiewicz J., Konaszewski K., Wagnild G. (2019). Polish Version of the Resilience Scale (RS-14): A Validity and Reliability Study in Three Samples. Frontiers in Psychology, 9: 2769, 1-16. https://doi.org/10.3389/fpsyg.2018.02762
• Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., Stewart-Brown, S. (2007). The Warwick-Edinburgh mental well-being scale (WEMWBS): development and UK validation. Health and Quality of life Outcomes, 5(1), 63, 1-13. https://doi.org/10.1186/1477-7525-5-63
• Turner, J., Bartlett, D., Andiappan, M., & Cabot, L. (2015). Students' perceived stress and perception of barriers to effective study: impact on academic performance in examinations. British Dental Journal, 219(9), 453-458. https://doi.org/10.1038/sj.bdj.2015.850
• UNESCO. Covid-19 Impact on Education. Pobrane: 10, Marca, 2022 z: https://en.unesco.org/covid19/educationresponse
• Vaez, M., Kristenson, M., & Laflamme, L. (2004). Perceived quality of life and self-rated health among first-year university students. Social Indicators Research, 68(2), 221-234. https://doi.org/10.1023/B:SOCI.0000025594.76886.56
• Vindegaard, N., & Benros, M. E. (2020). COVID-19 pandemic and mental health consequences: Systematic review of the current evidence. Brain, behavior, and immunity, 89, 531-542. https://doi.org/10.1016/j.bbi.2020.05.048
• Wagnild G. (2009). A review of the Resilience Scale. Journal of Nursing Measurement, 17(2), 105-113. https://doi.org/10.1891/1061-3749.17.2.105

Identifiers

DOI

10.17951/lrp.2022.41.3.83-100

Biblioteka Nauki

31804029