Identified psychological impacts from selected research papers
| Category | Authors of research papers | Type of psychological impact | Description |
|---|---|---|---|
| College students | Dhahri et al. (2020) | Depressive symptoms, feeling of intimidation, low confidence | Closure of institutions and delayed online teaching raised depressive symptoms, sadness, boredom, nervousness, stress, feeling of intimidation and low confidence among medical and dental students |
| Hasan and Bao (2020) | Psychological distress- anxiety and stress | Students showed a higher level of anxiety due to e-learning crack-up; lack of interpersonal communication increased anxiety; fear of academic loss; psychological distress had a positive association with the perception of e-learning crack-up | |
| Qanash et al. (2020) | Anxiety; depression | Younger aged and females had higher anxiety or depression | |
| Sundarasen et al. (2020) | Major stressors | Anxiety due to financial constraints; prompt implementation of remote online learning and assessments added tremendous stress and anxiety, the uncertainty of academic performance and future career prospects; feeling of burden and complicated emotions due to lockdown and isolation created frustration, anger, resentment and anxiety | |
| Browning et al. (2021) | Depressive symptoms | Increased stress levels and anxiety and depressive symptoms among students, due to changed delivery; concerns about uncertainty; technological challenges of online courses, increased screen time, social distancing, isolation, decreased income | |
| Hossain et al. (2021) | Change in routine | Lack of regular and routine activities psychologically affected the students, and academics induced a higher rate of anxiety and stress | |
| Cuschieri and Agius (2020) | Concern for the education | More than three-fourth of the students showed concern about the effect of the COVID-19 pandemic on their education | |
| Shrivastava et al. (2021) | Depressive symptoms | Headache, depression, anxiety and loneliness were significant | |
| Haider and Al-Salman (2020) | Psychosomatic disorders | Lack of concentration, distractions, disturbed sleeping habits, tiredness, exhausting lethargy, laziness boredom nervousness, tension, confusion, frustration | |
| Khawar et al. (2021) | Psychological distress | More than half of the university students were not satisfied with online classes, which was due to the challenges they faced. The majority of students were reported to have severe to mild psychological distress. Moreover, there was found a negative correlation between psychological distress and satisfaction from online classes | |
| Nishimura et al. (2021) | Psychological Distress | Concerns about the negative impacts of the COVID-19 pandemic on their future career formation, relationship with teachers due to sudden shift to online education, change in curriculum, decreased clinical exposure and lack of technical support | |
| Unger and Meiran (2020) | Rapid shift and lack of resources | Feeling anxiety and negative feelings towards online learning; anxiety towards sudden shifting to completely online learning off campus; more time consuming, slow retention in learning and lack of resources and space made it more stressful | |
| School students | Chaturvedi et al. (2021) | Lack of satisfaction and motivation | Time spent by the students did not comply with the guidelines by the Ministry of Human Resource Development (MHRD), limited class interaction and inefficient time table affected the students’ satisfaction and motivation |
| AlAzzam et al. (2021) | predictors of depression and anxiety | Difficulties in online education were one of the significant predictors of depression and anxiety; despite teachers’ best efforts, students still experienced increased levels of distress due to uncertainties | |
| Ma et al. (2021) | Post-traumatic stress disorder (PTSD) and depression | Students being confined at home with a worry of infection, economic losses to families and education. Also, students were found to have post-traumatic stress disorder (PTSD) along with depression symptoms | |
| Teachers | Kim and Asbury (2020) | Negative emotions | Initial reactions involved negative emotions and an overwhelming experience of uncertainty; teachers felt distressed for being unable to answer pupils’ questions; faced hard times rethinking their approach to engaging the students; felt isolated and complained about an imbalance between work and home; concerns for vulnerable pupils generated anxiety and sadness in teachers; disrupted social relationships; dismayed about their professional identity in online interactions |
| Truzoli et al. (2021) | Lack of satisfaction | The most relevant risk factors related to online teaching satisfaction were found as stress, depression and low mood; areas of dissatisfaction such as lack of direct interaction, assessment criteria, impact on mood and distress | |
| Akour et al. (2020) | Distress due to lack of motivation | Anxiety about the quality of the Internet and low motivation for distance/online education had suffered from moderate to severe distress | |
| Stachteas and Stachteas (2020) | Concerns/worry about distance learning, with stress and a feeling of fear and depression and a desire to return to the previous methods of work |
| Category | Authors of research papers | Type of psychological impact | Description |
|---|---|---|---|
| College students | Depressive symptoms, feeling of intimidation, low confidence | Closure of institutions and delayed online teaching raised depressive symptoms, sadness, boredom, nervousness, stress, feeling of intimidation and low confidence among medical and dental students | |
| Psychological distress- anxiety and stress | Students showed a higher level of anxiety due to e-learning crack-up; lack of interpersonal communication increased anxiety; fear of academic loss; psychological distress had a positive association with the perception of e-learning crack-up | ||
| Anxiety; depression | Younger aged and females had higher anxiety or depression | ||
| Major stressors | Anxiety due to financial constraints; prompt implementation of remote online learning and assessments added tremendous stress and anxiety, the uncertainty of academic performance and future career prospects; feeling of burden and complicated emotions due to lockdown and isolation created frustration, anger, resentment and anxiety | ||
| Depressive symptoms | Increased stress levels and anxiety and depressive symptoms among students, due to changed delivery; concerns about uncertainty; technological challenges of online courses, increased screen time, social distancing, isolation, decreased income | ||
| Change in routine | Lack of regular and routine activities psychologically affected the students, and academics induced a higher rate of anxiety and stress | ||
| Concern for the education | More than three-fourth of the students showed concern about the effect of the COVID-19 pandemic on their education | ||
| Depressive symptoms | Headache, depression, anxiety and loneliness were significant | ||
| Psychosomatic disorders | Lack of concentration, distractions, disturbed sleeping habits, tiredness, exhausting lethargy, laziness boredom nervousness, tension, confusion, frustration | ||
| Psychological distress | More than half of the university students were not satisfied with online classes, which was due to the challenges they faced. The majority of students were reported to have severe to mild psychological distress. Moreover, there was found a negative correlation between psychological distress and satisfaction from online classes | ||
| Psychological Distress | Concerns about the negative impacts of the COVID-19 pandemic on their future career formation, relationship with teachers due to sudden shift to online education, change in curriculum, decreased clinical exposure and lack of technical support | ||
| Rapid shift and lack of resources | Feeling anxiety and negative feelings towards online learning; anxiety towards sudden shifting to completely online learning off campus; more time consuming, slow retention in learning and lack of resources and space made it more stressful | ||
| School students | Lack of satisfaction and motivation | Time spent by the students did not comply with the guidelines by the Ministry of Human Resource Development (MHRD), limited class interaction and inefficient time table affected the students’ satisfaction and motivation | |
| predictors of depression and anxiety | Difficulties in online education were one of the significant predictors of depression and anxiety; despite teachers’ best efforts, students still experienced increased levels of distress due to uncertainties | ||
| Post-traumatic stress disorder (PTSD) and depression | Students being confined at home with a worry of infection, economic losses to families and education. Also, students were found to have post-traumatic stress disorder (PTSD) along with depression symptoms | ||
| Teachers | Negative emotions | Initial reactions involved negative emotions and an overwhelming experience of uncertainty; teachers felt distressed for being unable to answer pupils’ questions; faced hard times rethinking their approach to engaging the students; felt isolated and complained about an imbalance between work and home; concerns for vulnerable pupils generated anxiety and sadness in teachers; disrupted social relationships; dismayed about their professional identity in online interactions | |
| Lack of satisfaction | The most relevant risk factors related to online teaching satisfaction were found as stress, depression and low mood; areas of dissatisfaction such as lack of direct interaction, assessment criteria, impact on mood and distress | ||
| Distress due to lack of motivation | Anxiety about the quality of the Internet and low motivation for distance/online education had suffered from moderate to severe distress | ||
| Concerns/worry about distance learning, with stress and a feeling of fear and depression and a desire to return to the previous methods of work |
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