Anxiety And Nomophobia In High School Students In The Context Of Virtual Education Due To Covid 19

As a consequence of the Covid-19 pandemic, the socialization of individuals and the training and professional development processes have been adapted through the use of information and communication technologies, in the educational field to continue with the teaching process - learning classes are held remotely so it is necessary to be connected to a device. In this sense, the present investigation focuses on anxiety and nomophobia, that is, the irrational fear of not connecting to a device. The objective of this study was to determine anxiety and nomophobia in virtual education students in the context of a pandemic. The research was basic, with an explanatory level, non -experimental, causal correlational design. The sampling was probabilistic-stratified. The population consisted of 275 students and the sample was 52 students. The survey was used as a technique and the instrument for the anxiety variable was a Trait-State Anxiety inventory which consisted of 40 items and considered the trait and state anxiety dimensions with 20 items each, and for the nomophobia variable the questionnaire was used. And nomophobia questionnaire (NMP-Q), which considered four dimensions. According to the results , p < 0.01 and R value = 0.713, which indicates a positive and high correlation between both variables. Concluding that there is a significant relationship between the anxiety and nomophobia variables in virtual education students in the context of a pandemic.

Personality And Nomophobia In High School Students In The Context Of Virtual Education By Covid 19

Due to the remote classes as a result of the pandemic, it became evident the increase in the use of cell phones in students, this brought with it alterations in the behavior of students and psychological consequences such as the development of stress, anxiety, depression, among others. However, these effects do not develop to the same extent in all individuals since factors such as personality influence them. Thus, the present study aimed to determine the relationship between personality and nomophobia in virtual education students in the context of the pandemic. The research was of basic type, with an explanatory level, non-experimental, causal correlational design. The population was 328 students and the sample consisted of 104 students. The instruments used were: the nomophobia questionnaire NMP-Q (20 items) and the Eysenck personality inventory (49 items). According to the results obtained, the relationship index between personality and nomophobia is 0.815, and there is a significance of 0.000, which is less than 0.05, so the null hypothesis is rejected, concluding that personality and nomophobia are related in a high significant way.