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University students report higher levels of sadness, anxiety, and anger than professors post-COVID-19. This highlights a need for tailored mental health support strategies within academic communities.

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Area of Science:

  • Psychology
  • Public Health
  • Sociology

Background:

  • The COVID-19 pandemic significantly impacted the mental well-being of university communities worldwide.
  • Understanding the differential effects of the pandemic on students and professors is crucial for targeted interventions.
  • Geographic location may also influence mental health outcomes in academic settings.

Purpose of the Study:

  • To investigate the relationship between professional role (student vs. professor), geographic location, and mental health within the university community.
  • To assess levels of sadness-depression, anxiety, anger-hostility, and happiness.
  • To identify specific vulnerabilities in the post-pandemic academic environment.

Main Methods:

  • A quantitative, cross-sectional study was conducted.
  • Participants included 449 individuals (372 students, 77 professors) from universities in Spain, Germany, and the Czech Republic.
  • Mental health was evaluated using the Scale for Mood Evaluation (EVEA).

Main Results:

  • Students exhibited significantly higher levels of sadness-depression (p<0.001), anxiety (p<0.001), and anger-hostility (p<0.01) compared to professors.
  • Professors reported higher levels of happiness (p<0.001).
  • Participants from Spain reported greater sadness-depression and anxiety than those from Germany and the Czech Republic.

Conclusions:

  • University students demonstrate greater emotional vulnerability than professors.
  • The findings underscore the necessity for developing differentiated psychosocial support strategies tailored to the academic setting.
  • Addressing the mental health disparities between students and faculty is essential for fostering a supportive university environment.