Evaluation of Work Mode and Its Importance for Home-Work and Work-Home Relationships: The Role of Resilience, Coping with Stress, and Passion for Work.

The COVID-19 pandemic necessitated and facilitated the introduction of telework in organizations. This has also impacted the workers' relationship between work and private life. The aim of the current study was to examine the links between resilience and mode of work (stationary vs. remote) and the work-home and home-work relationships, and whether they are mediated by passion for work and strategies of coping with stress. The study was carried out on a sample of 1251 participants from Great Britain, India, Latvia, Lithuania, Norway, Poland, Romania, Serbia, Slovakia, and Vietnam. The following measures were used: The Survey Work-Home Interaction, The Brief Resilience Coping Scale, The Passion Scale, and the Brief COPE. Results showed that the more stationary the mode of work, the lower the intensity of the negative influence of personal life on work. Resilience was revealed to have a positive effect on worker functioning. The study also showed a relationship between education and gender and passion for work. Finally, the importance of furthering the knowledge on the home-work and work-home relationships among teleworkers is discussed.

Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety, and Depression among University Students during the COVID-19 Pandemic.

(1) Background: The aim of this study is to investigate the effects of internet-based intervention programs for reducing stress, anxiety, and depression among university students during the COVID-19 pandemic by conducting a meta-analysis. (2) Methods: Searches were conducted in the following databases: MEDLINE, EbscoHost Academic Search Ultimate, and PsycArticles, using a combination of "Covid-19 AND 'Randomized Controlled Trial' AND students", as well as a combination of the following search terms: "internet", "online", "treat_", "psycholog_", "intervention", "program_", "stress_", "depress_", "anxiety", "university", "college", "freshm_", "sophomore_", and "undergraduat_". The population, intervention, control, outcomes, and study design (PICOS) framework was used (P (population): university students during the COVID-19 pandemic; I (intervention): internet-based intervention programs for reducing stress, anxiety, and depression; C (control): no intervention, usual care, or on a waiting list; O (outcomes): stress, anxiety, and depression indicators; S (study design): meta-analysis including only randomized controlled trials (RCTs)). A meta-analysis was performed on the 10 retrieved studies published between 2021 and 2022. Only RCTs were analyzed. (3) Results: All 10 analyzed papers revealed a trend in the effectiveness of internet-based intervention for reducing stress, anxiety, and depression in university students during COVID-19. Significant effects from the included RCTs with interventions for reducing stress and depression were established. (4) Conclusions: Psychological internet-based interventions may help to reduce depression and stress among university students; however, more research is needed to determine their effectiveness in reducing anxiety.

Academic motivation among traditional and online university students

In this paper, the differences in academic motivation between university students of traditional (in-classroom) and online (distance) education were investigated. It has been hypothesized that online (distance) students possess stronger intrinsic motivation than traditional (in-classroom) students. The random sample consisted of 386 students. Participants comprised 189 male and 197 female students;194 of them were traditional students, and 192 of them were online students. The cross-sectional research design was used in this study. A 21 item Academic Motivation Scale (SAMS-21) was used to measure three types of extrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation) and amotivation in university students. The findings indicated that students' intrinsic motivation scores were higher in online students than in students who attend traditional face-to-face classes. The results did not reveal significant differences between male and female students in terms of academic motivation. This study made a novel contribution to the literature, because the present study has compared academic motivation between university students of traditional and online education in a new context. i.e. before COVID-19 pandemic and during it. Recommendations are provided for further research into areas not covered by this study.