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Related Concept Videos

Psychological Responses to Stress01:20

Psychological Responses to Stress

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Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
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Types of Stressors01:23

Types of Stressors

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A stressor is any event, condition, or stimulus that triggers stress and causes a physical or psychological response in the body. Stressors can be categorized into three main types: catastrophes; significant life changes; and daily hassles, including social stress. Each can be detrimental to physical and mental well-being.
Catastrophes
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Introduction to Stress and Lifestyle01:27

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Stress is a multifaceted response to events perceived as challenging or threatening, highlighting physical, emotional, cognitive, and behavioral reactions. Physically, stress can lead to fatigue, sleep disruptions, and various health issues such as frequent colds, chest pains, and nausea. Emotionally, it can manifest as anxiety, depression, irritability, and anger triggered by both minor and major life events. Cognitively, it may result in difficulty in concentration, memory, and...
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Stress Prevention and Stress Management Techniques IV01:26

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Stress often leads to unhealthy habits like smoking, excessive drinking, and overeating, which offer short-term relief but ultimately increase long-term health risks. These behaviors create a cycle that temporarily lowers stress levels but can result in severe long-term health consequences. Breaking these habits is essential to reduce the risk of chronic diseases and improve overall well-being. Three primary changes that support better health include quitting smoking, reducing alcohol intake,...
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Stress Prevention and Stress Management Techniques III01:25

Stress Prevention and Stress Management Techniques III

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Regular exercise and meditation serve as essential tools in managing stress and promoting physical and mental well-being.
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Stress Prevention and Stress Management Techniques VI01:30

Stress Prevention and Stress Management Techniques VI

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Adopting a healthier lifestyle often requires overcoming significant challenges, but leveraging psychological, social, and cultural resources can facilitate meaningful change. Effective self-change hinges on understanding and applying key tools such as motivation and goal setting, which help sustain efforts toward long-term health benefits.
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Stress development during emergency remote teaching in higher education.

Ramona Obermeier1, Michaela Gläser-Zikuda2, Svenja Bedenlier3

  • 1Linz School of Education, Department for Educational Research, Johannes Kepler University Linz, Austria.

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Students experienced increased stress during Emergency Remote Teaching (ERT) due to COVID-19. Factors like age, digital readiness, and loneliness significantly impacted student stress trajectories and well-being throughout the semester.

Keywords:
Digital readinessEmergency remote teachingHigher educationPerceived stressSocial embeddedness

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Area of Science:

  • Educational Psychology
  • Higher Education Studies
  • Digital Learning Environments

Background:

  • The COVID-19 pandemic necessitated a rapid shift to Emergency Remote Teaching (ERT) in higher education.
  • Previous studies indicated increased student stress during ERT, but few examined stress trajectory development over a semester.
  • Understanding the dynamics of student stress is crucial for supporting well-being in remote learning contexts.

Purpose of the Study:

  • To analyze the developmental trajectories of student stress across multiple dimensions (joy, worry, tension, demands) during ERT.
  • To investigate the influence of demographic factors (age, gender) and individual characteristics (digital readiness, loneliness) on these stress trajectories.
  • To identify key predictors for changes in student stress during the summer semester of 2020.

Main Methods:

  • A quantitative study utilizing Latent Growth Curve Models (LGCM).
  • Data collected from a large sample (N=2795) of German university students.
  • Analysis focused on stress dimensions including joy, worry, tension, and demands, in relation to age, gender, digital readiness, and loneliness.

Main Results:

  • Significant increases in perceived demands, tension, and worries were observed among students during the ERT period.
  • A notable decrease in student joy was also recorded throughout the semester.
  • Age, gender, digital readiness, and loneliness were found to influence the development of tension and demands, while digital readiness and loneliness were primary factors in the decrease of joy and increase of worries.

Conclusions:

  • Emergency Remote Teaching during the COVID-19 pandemic led to significant negative shifts in student stress levels and well-being.
  • Individual factors such as digital readiness and feelings of loneliness play a critical role in mediating student stress responses in remote educational settings.
  • Interventions aimed at enhancing digital readiness and mitigating loneliness may be essential for supporting student mental health in future remote or hybrid learning environments.