Fear of Returning to Face-to-Face Classes in Times of COVID-19: A Cross-Country Comparison

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-04-22 DOI:10.47602/josep.v3i1.25

Manuela Leite, J. Fernandes, Karina Carvalho, Marineide Pina-Zallio, Rúbia Verza, M. P. Gonçalves

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引用次数: 0

Abstract

This study aimed to investigate the fear of COVID-19 among university students from various countries in the context of face-to-face classes. This is a cross-sectional study, with a sample of 1,205 university students from several European (Portugal, France and England) and Latin American (Brazil and Paraguay) countries. An online survey was carried out including sociodemographic questions about COVID-19, type of university, face-to-face classes and the Fear of COVID-19 Scale for Face-to-Face Learning (FCV-19S-FL). Descriptive statistics, independent t-tests, ANOVA and multiple linear regression were used for data analysis. The results obtained identified a set of fear predictor variables (total, emotional and cognitive), with emphasis on females, first- and second-year students, attendance of courses not related to Health Sciences, preference for a distance learning model, comorbidities among family members or friends, and no previous COVID-19 infection. The comparative study between countries showed that university students in Brazil showed higher levels of all types of fear, statistically significant when compared to the other countries studied, with the exception of England. The results obtained show the impacts and management of the pandemic at the resumption of face-to-face classes after a period of exclusively distance learning, identifying university students at greater risk of mental health.

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COVID-19时期对重返面对面课程的恐惧:一项跨国比较

本研究旨在调查在面对面课程的背景下，来自不同国家的大学生对COVID-19的恐惧。这是一项横断面研究，样本来自几个欧洲(葡萄牙、法国和英国)和拉丁美洲(巴西和巴拉圭)国家的1205名大学生。进行了一项在线调查，包括有关COVID-19的社会人口学问题、大学类型、面对面课程和COVID-19恐惧面对面学习量表(fcv - 1919 - fl)。采用描述性统计、独立t检验、方差分析和多元线性回归进行数据分析。获得的结果确定了一组恐惧预测变量(总数、情绪和认知)，重点是女性、一年级和二年级学生、参加与健康科学无关的课程、偏好远程学习模式、家庭成员或朋友之间的合并症，以及之前没有感染过COVID-19。国家间的比较研究表明，巴西的大学生在所有类型的恐惧中都表现出更高的水平，与其他研究国家相比，这在统计上是显著的，除了英国。获得的结果表明，在一段时间的纯远程学习后，恢复面对面课程对大流行的影响和管理，确定了心理健康风险更大的大学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.