Document Type : Research Paper
Author
Islamic Azad University-Roudehen BrancH
Abstract
The purpose of this study was to identify the psychological and instructional consequences of Corona disease (Covid-19) in students and coping strategies with it. The research method was descriptive-analytical. A total of 23 articles in the Corona disease field in the databases PubMed, Scopus, SID, Google Scholar, Science Direct, and Civilica were reviewed and analyzed. The findings showed that students experienced psychological problems such as anxiety, depression, post-traumatic stress disorder, stress, failure, fear, anger, feelings of loneliness and boredom as a result of Corona disease and quarantine. In the interpersonal dimension, students have experienced problems such as difficulty in communication with family members, limited communication with friends and teachers, insufficient social support, and reduced family income. In the educational dimension were identified problems such as poor cognitive and social presence in the online learning process, increased cognitive load, lack of motivation, problems in time management, and concern about evaluations. Based on the findings of this study, it is recommended that students be taught in health crises, social problem-solving skills, resilience, communication, time management, and self-caring skills. It is also recommended that parents be taught communication skills and stress management. It is suggested that in-service teacher training emphasizes the increasing teaching presence and the use of participatory learning in the online teaching process.
Keywords
علیپور، احمد؛ قدمی، ابوالفضل، علیپور، زهرا و عبداللهزاده، حسن (1398). اعتباریابی مقدماتی اضطراب بیماری کرونا (CDAS) در نمونه ایرانی، 8 (32)، 163-175.
کرباسچی، کتایون؛ علیاری، شهلا (1394). کرونا ویروس (سندرم تنفسی خاورمیانه)، مجله دانشکده پرستاری ارتش 15 (1).
Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 37(3), 57–68.
Bai, Y., Lin, C.-C., Lin, C.-Y., Chen, J.-Y., Chue, C.-M., & Chou, P. (2004). Survey of Stress Reactions Among Health Care Workers Involved With the SARS Outbreak. Psychiatric Services, 55(9), 1055–1057.
Barbisch, D., Koenig, K. L., & Shih, F.-Y. (2015). Is There a Case for Quarantine? Perspectives from SARS to Ebola. Disaster Medicine and Public Health Preparedness, 9(5), 547–553.
Battegay, M., Kuehl, R., Tschudin-Sutter, S., Hirsch, H. H., Widmer, A. F., & Neher, R. A. (2020). 2019-novel Coronavirus (2019-nCoV): Estimating the case fatality rate – a word of caution. Swiss Medical Weekly. Advance online publication.
Bell, A. C., & D'Zurilla, T. J. (2009). Problem-solving therapy for depression: A meta-analysis. Clinical Psychology Review, 29(4), 348–353.
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920
Coşkun, Y. D., Garipağaoğlu, Ç., & Tosun, Ü. (2014). Analysis of the Relationship between the Resiliency Level and Problem Solving Skills of University Students. Procedia - Social and Behavioral Sciences, 114, 673–680.
Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4(5), 346–347. https://doi.org/10.1016/S2352-4642(20)30097-3
DiGiovanni, C., Conley, J., Chiu, D., & Zaborski, J. (2004). Factors Influencing Compliance with Quarantine in Toronto During the 2003 SARS Outbreak. Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science, 2(4), 265–272.
Eakin, M. N., Patel, Y., Mendez-Tellez, P., Dinglas, V. D., Needham, D. M., & Turnbull, A. E. (2017). Patients’ Outcomes After Acute Respiratory Failure: A Qualitative Study With the PROMIS Framework. American Journal of Critical Care, 26(6), 456–465.
Frein, S. T., Jones, S. L., & Gerow, J. E. (2013). When it comes to Facebook there may be more to bad memory than just multitasking. Computers in Human Behavior, 29(6), 2179–2182.
Gagne, J. C. de, & Walters, K. (2009). Online Teaching Experience: A Qualitative Metasynthesis (QMS). MERLOT Journal of Online Learning and Teaching, 5(4), 577–590.
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 : Official Journal of the Division of Health Psychology, American Psychological Association. Advance online publication.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133–148.
Granholm, E., Asarnow, R. F., Sarkin, A. J., & Dykes, K. L. (1996). Pupillary responses index cognitive resource limitations. Psychophysiology, 33(4), 457–461.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning and Individual Differences, 23, 225–233.
Hawryluck, L., Gold, W. L., Robinson, S., Pogorski, S., Galea, S., & Styra, R. (2004). SARS Control and Psychological Effects of Quarantine, Toronto, Canada. Emerging Infectious Diseases, 10(7), 1206–1212.
Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Kant, G. L., D'Zurilla, T. J., & Maydeu-Olivares, A. (1997). Social Problem Solving as a Mediator of Stress-Related Depression and Anxiety in Middle-Aged and Elderly Community Residents. Cognitive Therapy and Research, 21(1), 73–96.
Klein, D. N., Leon, A. C., Li, C., D'Zurilla, T. J., Black, S. R., Vivian, D., . Kocsis, J. H. (2011). Social problem solving and depressive symptoms over time: A randomized clinical trial of cognitive-behavioral analysis system of psychotherapy, brief supportive psychotherapy, and pharmacotherapy. Journal of Consulting and Clinical Psychology, 79(3), 342–352.
Ko, S. S., & Rossen, S. (2010). Teaching online: A practical guide / Susan Ko, Steve Rossen (3rd ed.). London: Routledge.
Lee, S., Chan, L. Y.Y., Chau, A. M.Y., Kwok, K. P.S., & Kleinman, A. (2005). The experience of SARS-related stigma at Amoy Gardens. Social Science & Medicine, 61(9), 2038–2046.
Lin, C.-Y., Peng, Y.-C., Wu, Y.-H., Chang, J., Chan, C.-H., & Yang, D.-Y. (2007). The psychological effect of severe acute respiratory syndrome on emergency department staff. Emergency Medicine Journal, 24(1), 12–17.
Liu, X., Kakade, M., Fuller, C. J., Fan, B., Fang, Y., Kong, J., Wu, P. (2012). Depression after exposure to stressful events: Lessons learned from the severe acute respiratory syndrome epidemic. Comprehensive Psychiatry, 53(1), 15–23. https://doi.org/10.1016/j.comppsych.2011.02.003
Manuell, M.-E., & Cukor, J. (2011). Mother Nature versus human nature: Public compliance with evacuation and quarantine. Disasters, 35(2), 417–442.
Maunder, R., Hunter, J., Vincent, L., Bennett, J., Peladeau, N., Leszcz, M., Mazzulli, T. (2003). The immediate psychological and occupational impact of the 2003 SARS outbreak in a teaching hospital. CMAJ : Canadian Medical Association Journal = Journal De L'Association Medicale Canadienne, 168(10), 1245–1251.
Pellecchia, U., Crestani, R., Decroo, T., van den Bergh, R., Al-Kourdi, Y., & Braunstein, L. A. (2015). Social Consequences of Ebola Containment Measures in Liberia. PLOS ONE, 10(12), e0143036.
Rarkryan, P. A. (2020). Challenges of home learning during a pandemic through the eyes of a student. Retrieved from https://www. thejakartapost.com/ life /2020/04/11/challenges-of-home-learning-during-a-pandemic-through-the-eyes-of-a-student.html
Rothe, C., Schunk, M., Sothmann, P., Bretzel, G., Froeschl, G., Wallrauch, C.,Hoelscher, M. (2020). Transmission of 2019-nCoV Infection from an Asymptomatic Contact in Germany. The New England Journal of Medicine, 382(10), 970–971.
Rubin, G. J., & Wessely, S. (2020). The psychological effects of quarantining a city. BMJ (Clinical Research Ed.), 368, m313.
Skulmowski, A., & Rey, G. D. (2017). Measuring Cognitive Load in Embodied Learning Settings. Frontiers in Psychology, 8, 1191.
Sprang, G., & Silman, M. (2013). Posttraumatic Stress Disorder in Parents and Youth After Health-Related Disasters. Disaster Medicine and Public Health Preparedness, 7(1), 105–110.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285.
Tong, Z.-D., Tang, A., Li, K.-F., Li, P., Wang, H.-L., Yi, J.-P., Yan, J.-B. (2020). Potential Presymptomatic Transmission of SARS-CoV-2, Zhejiang Province, China, 2020. Emerging Infectious Diseases, 26(5), 1052–1054.
UNESCO (2020). 290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response. Retrieved from https://en.unesco.org/news/290-million-students-out-school-due-covid-19-unesco-releases-first-global-numbers-and-mobilizes
Van Bavel, J. J., 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. Advance online publication.
Wang, C., Horby, P. W., Hayden, F. G., & Gao, G. F. (2020). A novel coronavirus outbreak of global health concern. The Lancet, 395(10223), 470–473.
World Health Organization (2020). Statement on the second meeting of the International Health Regulations. Emergency Committee regarding the outbreak of novel coronavirus (2019-nCoV). Geneva, Switzerland: World Health Organization. Retrieved from oom/detail/30-01-2020-statement-on-the-second-meeting-of-the-international-health-regulations-(2005)-emergency-committee-regarding-the-outbreak-of-novel-coronavirus-(2019-ncov)
Wu, Z., & McGoogan, J. M. (2020). Characteristics of and Important Lessons From the Coronavirus Disease 2019 (COVID-19) Outbreak in China: Summary of a Report of 72 314 Cases From the Chinese Center for Disease Control and Prevention. JAMA. Advance online publication.
Yoon, M.-K., Kim, S.-Y., Ko, H.-S., & Lee, M.-S. (2016). System effectiveness of detection, brief intervention and refer to treatment for the people with post-traumatic emotional distress by MERS: A case report of community-based proactive intervention in South Korea. International Journal of Mental Health Systems, 10(1), 297- 310.
)