Kształcenie zdalne, poziom stresu i dobrostan psychiczny studentów pedagogiki w pierwszej fazie pandemii choroby COVID-19

Ewa Kulawska

doi:10.21697/fp.2021.2.11

Published: 2021-12-31

Vol. 11 No. 2 (2021)

Distance learning, stress and mental well-being of pedagogy students in the first phase of the COVID-19 pandemic

Ewa Kulawska

Pedagogical Forum

Section: Articles and essays

https://doi.org/10.21697/fp.2021.2.11

Abstract

The aim of this article is to assess the relationships between remote education, satisfaction with studies, the level of perceived stress during the COVID-19 pandemic and the general mental well-being of students. The research was carried out on 91 pedagogy students in June 2020. The results show that over 80 percent of students have a positive opinion of distance learning, and 34 percent are very satisfied with studying pedagogy. Students' assessment of distance learning and their level of satisfaction with their studies are not related to psychological well-being. More than half of the surveyed students show high levels of stress in the first phase of the pandemic. Students experiencing lower levels of stress assess distance learning better than students who experience high levels of stress. Regression analysis shows that the level of stress experienced by students affects their psychological well-being. As the intensity of stress increases, there is a decline in mental well-being. Thus, students have been significantly affected by the COVID-19 pandemic.

Keywords:

remote education, stress, well-being, student of education, COVID-19

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Kulawska, E. (2021). Distance learning, stress and mental well-being of pedagogy students in the first phase of the COVID-19 pandemic. Pedagogical Forum, 11(2), 149–166. https://doi.org/10.21697/fp.2021.2.11

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