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      Prevalencia del estrés académico en estudiantes de Kinesiología durante el período de pandemia de COVID-19, 2021 Translated title: Prevalence of academic stress in students of kinesiology during the COVID-19 pandemic period, 2021

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          Abstract

          Introducción. Se identificaron la prevalencia y las relaciones del estrés académico (EA), las variables personales y el riesgo de estrés (RE) en una muestra de estudiantes universitarios durante el confinamiento por la pandemia de COVID-19. Sujetos y métodos. En la muestra aleatoria de 104 alumnos, se exploraron los niveles de EA y RE empleando el inventario SISCO y la escala de reajuste psicosocial, además de algunos datos sociodemográficos de interés. Resultados. Los niveles de EA fueron moderado (52,9%), leve (45,2%) o profundo (1,9%). No se halló relación estadísticamente significativa entre el EA y la pertenencia a un determinado nivel académico. Tampoco hubo relación significativa entre sexo y edad, y estresores, reacciones y estrategias de afrontamiento; no obstante, sí se encontró en la relación entre edad y reacciones al EA. El 57% de los estudiantes presentó bajo RE y relación significativa entre nivel académico y RE, y entre RE y sexo. Una minoría tenía simultáneamente RE y EA profundo. Conclusiones. En general, los hallazgos que se notificaron sobre alto EA y RE coinciden, en su mayoría, con otros resultados publicados por investigadores en tiempos de pandemia. El 100% de los estudiantes presentó EA. Muy pocos tenían simultáneamente RE alto y un nivel de EA profundo. Casi la totalidad presentó simultáneamente EA moderado y/o leve y RE medio/bajo. El confinamiento social, la enseñanza en línea y el incremento de uso de las redes sociales y de medios virtuales de comunicación instantánea sumaron durante la pandemia de COVID-19 condiciones que afectaron a la salud mental de los estudiantes.

          Translated abstract

          Introduction. The prevalence and relationships of academic stress (AE), personal variables and the presence of stress risk (SR) were identified in a sample of university students during the confinement for COVID-19 pandemic. Subjets and methods. In the random sample of 104 students, the levels of AD and RE were explored using the SISCO Inventory and the psychosocial readjustment scale, in addition to some sociodemographic data of interest. Results. The levels of AD were moderate (52.9%), mild (45.2%) or profound (1.9%). No statistically significant relationship was found between EA belonging to a certain academic level. There was also no significant relationship between sex and age and stressors, reactions and coping strategies; however, it was found in the relationship between age and reactions to the AE. 57% of the students reported low RE and a significant relationship between academic level and RE and between RE and gender. The minority had simultaneously high RE and deep EA. Conclusions. In general, the findings reported on AE and RE mostly coincide with other results published by researchers in times of pandemic. 100% of the students presented AE. Very few simultaneously reported high RE and some level of deep AE. Almost all presented simultaneously moderate and/or mild AD and simultaneously medium/low ER. Social confinement, online teaching, the increased use of social networks and virtual means of instant communication, added conditions during the COVID-19 pandemic that affected the mental health of students.

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          Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study

          Background Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. Objective Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. Methods We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. Results Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. Conclusions Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.
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            Impact of lockdown following COVID-19 on the gaming behavior of college students

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              The COVID-19 Pandemic and Its Impact on Homebound Nursing Students

              University students are predisposed to stress, which could be even higher in Nursing students since they are directly related to the COVID-19 pandemic given their health training and area of knowledge. Our purpose was to assess the stress levels of Nursing students before and during lockdown due to the COVID-19 pandemic in Murcia (Spain), its influence on taking an online exam and how it was affected by physical exercise. This was an observational and prospective study including Nursing students from the second year of the Nursing Degree from 3 February to 23 April 2020. Three measurements were performed: one before lockdown and two during lockdown. Stress increased substantially during lockdown. Financial, family or emotional problems, as well as physical exercise, also increased. Indeed, at 40 days of lockdown, those students with financial, family or emotional problems, and less physical exercise reported significantly higher stress levels. In addition, those who passed the online exam had lower stress levels compared to those who failed. In conclusion, during lockdown, stress in Nursing students increased. This could be triggered by students’ personal problems, and physical exercise may be used as a way to reduce stress. Academic performance was better in those students reporting less stress.
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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2022
                : 25
                : 5
                : 197-203
                Affiliations
                [1] Antofagasta Antofagasta orgnameUniversidad de Antofagasta orgdiv1Facultad de Ciencias de la Salud Chile
                Article
                S2014-98322022000500002 S2014-9832(22)02500500002
                10.33588/fem.255.1227
                627cb0f0-9240-4a94-8768-bd89e6e49e46

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 02 September 2022
                : 19 May 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 26, Pages: 7
                Product

                SciELO Spain

                Categories
                Originales

                Educación en salud,University,Students,Stress,Higher education,Health education,Academic stress,Universidad,Estudiantes,Estrés académico,Estrés,Enseñanza superior

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