Anxiety and functional impairment affects undergraduate psychology students’ learning in remote emergency teaching during the COVID-19 pandemic

This study aimed to explore the impact of anxiety and functional impairment measures on a sample of undergraduate psychology students. Learning performance was evaluated during the emergency remote teaching during the first wave and in the post-vaccination period of the COVID-19 pandemic in Brazil....

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Bibliographic Details
Published in:Scientific reports 2023-01, Vol.13 (1), p.1503-1503, Article 1503
Main Authors: de Sá, Vitor Rabelo, Gulá, Paula Victoria Sozza Silva, Prizon, Tamiris, Falcoski, Raquel Messi, Ruggiero, Rafael Naime, Padovan-Neto, Fernando E.
Format: Article
Language:English
Subjects:
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Academic achievement
Anxiety
Anxiety Disorders
College students
Coronaviruses
COVID-19
COVID-19 - epidemiology
COVID-19 vaccines
Distance learning
Fatalities
Higher education
Humanities and Social Sciences
Humans
Immunization
Infections
Learning
Mental disorders
Mental health
multidisciplinary
Multiple choice
Pandemics
Performance evaluation
Psychopharmacology
Quantitative psychology
Science
Science (multidisciplinary)
Social networks
Sociodemographics
Students
Vaccination
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Summary:This study aimed to explore the impact of anxiety and functional impairment measures on a sample of undergraduate psychology students. Learning performance was evaluated during the emergency remote teaching during the first wave and in the post-vaccination period of the COVID-19 pandemic in Brazil. Data modeling revealed that psychometric indicators of severe anxiety and severe functional impairment predicted students with lower learning performance in pairs of pre- and post-test multiple-choice questions. This is the first study to highlight the association between measures of generalized anxiety and functional impairment having a deleterious impact on students’ learning performance. This manuscript highlights that educational policies should be designed to deal with students’ mental health under stressful situations.
ISSN:2045-2322
2045-2322
DOI:10.1038/s41598-023-27845-4