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.
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.
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