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Front Public Health ; 11: 1117539, 2023.
Article in English | MEDLINE | ID: covidwho-20245549


Background: Two years after the outbreak of the pandemic, several studies look at the consequences for the well-being and mental health of young people. In particular, creativity and resilience are cited in the scientific literature as resources that promote this well-being in adolescents and young adults. Purpose: This mini-literature review was created with the aim of examining how many articles have explored the relationship between creativity and resilience in adolescents and young adults since the onset of the pandemic. Methods: Particular attention was paid to how many of the articles actually related to the consequences of the pandemic, in which country they were published, their target population, and the models, instruments and variables used to analyze them. Results: Only 4 articles emerged from the screening, of which only one was actually related to pandemic consequences. All articles were published in Asian countries with a target group of university students. Three of the articles used mediation models to examine the relationship between resilience as an independent variable and creativity as a dependent variable. All articles used self-assessment instruments for creativity and resilience, both at the individual and group level. Significance: This mini-review offers us the opportunity to reflect on the lack of studies that have addressed the issue of youth resources in the form of creativity and resilience since the beginning of the pandemic. The results show us a still underdeveloped interest in creativity in the scientific literature, in contrast to what the media reports on the promotion of creativity in daily life.

Mental Health , Pandemics , Humans , Adolescent , Young Adult , Disease Outbreaks , Asia
Adolescents ; 2(3):389-399, 2022.
Article in English | MDPI | ID: covidwho-2005914


Northern Italy was one of the first European regions to be affected by COVID-19 restrictions which led to school closures and the compulsion to learn from home. This article examines middle school students' experiences with distance learning to determine what they found most difficult, what they liked most and what they liked least during the 2020 lockdown. A total of 285 students (56% female;44% male) with mean age of 13 years (±1 year;min = 11;max = 15) completed the online questionnaire. Responses to three open-ended questions were analyzed and coded using content analysis and an inductive approach. SPSS 26 was then used for descriptive analysis based on the frequencies of the categories that emerged: Learning, Device, Relationship, Other, Environment, Nothing, and Time. The results suggest that important aspects of students' lives during the lockdown had dual meanings. For example, technological devices were experienced as a means of communication, learning, and maintaining relationships, but were also associated with inequities, technical difficulties, and misunderstandings. Student responses support schools' role as a place to foster technological skills, especially social and emotional skills, in order to develop concrete strategies to assist students and teachers improve their relationship skills and be better prepared for future pandemics.

Front Psychol ; 12: 644108, 2021.
Article in English | MEDLINE | ID: covidwho-1241198


One of the many drastic changes caused by Covid-19 was the quick implementation of distance learning which represented a great technological challenge to many teachers and students. In fact, Italy ranks 24th amongst the 27-EU member countries in digital competitiveness which testifies to the significant delays and gaps in basic digital skills amongst the population. Based on the difficulties encountered in organizing distance learning, we assumed that teachers' perceived stress increased. Given that transversal skills can be associated with this relationship, we hypothesized that among these skills, self-efficacy mediated the relationship between the difficulties in organizing distance learning and perceived stress. Since we targeted teachers from Italy and other European countries, we also hypothesized that this mediator effect would be different for both samples. Our sample was composed of a total of 366 primary/middle school teachers of which 86% female. After doing a mediation analyses with Process, Hayes' Model 4, we confirmed H1 but not H2: resulting in a partial mediation effect of self-efficacy for each individual group of teachers. Since difficulties of distance learning can affect the perception of stress, we believe that the promotion of transversal skills, such as self-efficacy, can better equip teachers when facing stressful situations.