| Full text | |
| Author(s): |
Godoy, Livea Dornela
[1]
;
Falcoski, Raquel
[1, 2]
;
Incrocci, Roberta Monteiro
[1]
;
Versuti, Fabiana Maris
[2]
;
Padovan-Neto, Fernando E.
[1]
Total Authors: 5
|
| Affiliation: | [1] Univ Sao Paulo, Fac Philosophy Sci & Letters Ribeirao Preto, Dept Psychol, Lab Neuropsychopharmacol Movement Disorders, BR-14040901 Ribeirao Preto - Brazil
[2] Univ Sao Paulo, Fac Philosophy Sci & Letters Ribeirao Preto, Dept Psychol, Lab Pesquisa & Integracao Psicol Educ & Technol, BR-14040901 Ribeirao Preto - Brazil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | EDUCATION SCIENCES; v. 11, n. 9 SEP 2021. |
| Web of Science Citations: | 0 |
| Abstract | |
Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students' learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of Sao Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures' methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 >= 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students' ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum. (AU) | |
| FAPESP's process: | 17/00003-0 - Role of neuronal nitric oxide synthase and phosphodiesterase 10A in striatal medium spiny neuron activity during L-Dopa-induced dyskinesia |
| Grantee: | Fernando Eduardo Padovan Neto |
| Support Opportunities: | Research Grants - Young Investigators Grants |