College Students' Stress Responses and Anxiety during the 2020 COVID-19 Pandemic

The purpose of this current study was twofold: first, to identify the potential ecological risk and resiliency factors that contribute to emerging adult college students' generalized anxiety, as well as physiological and depressive responses to stress during the onset of the COVID-19 pandemic;second, to compare domestic and international college students' sources of stress, social supports, stress responses, and generalized anxiety. Results indicated elevated levels of generalized anxiety and depressive symptoms. Significant differences between international and domestic students were found in generalized anxiety, dating frustrations, and physiological responses to stress. Three separate multiple regressions on physiological responses to stress, depression, and generalized anxiety were conducted. Results and implications will be discussed.

Policy, Practice, and Parenthood: A Study of Teacher Mothers

This phenomenological study extends the current research on working mothers to teacher mothers. Themes highlighted include work/life enrichment, support for motherhood role, challenge to find balance, challenging cultural norms, financial challenges, and strategies for managing multiple roles. Findings reveal and highlight challenges and opportunities that exist at the intersection of the field of education and motherhood. Also provided are suggestions for advocacy efforts for norms and policies that support teacher mothers. Implications of this work are particularly relevant in the contemporary era, wherein the roles of motherhood and teacher are intensified by "the shift to online learning" as a result of the pandemic.

Rethinking Happiness at School after COVID-19 and Some Implications for Future Research

Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research. Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique. Results: As a result of the study, the main determinants of children's happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness. Discussion: Considering the students' opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children's happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children's happiness within the framework of the researches that prompt us to rethink about students' happiness in an atmosphere of stress and uncertainty. Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research. Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided.

Addiction to the Smartphone in High School Students: How It's in Daily Life?

Nowadays, the serious situation that affects the entire world goes beyond the social, cultural, economic problems and other conflicts that occur day by day. These were left aside to move to a global alert, we refer to the pandemic crisis that all the nations of the world are facing. Confinement forced people all over the world to stay at home, therefore, communications through electronic devices became very necessary. This study does not seek to analyze the pandemic crisis, its purpose is to analyze the use that students give to their mobile phone, to determine if this has generated addiction, in addition to identifying if use differs in men and in women. Participants were 184 high school students enrolled in a public sector institution in the Port of Veracruz, Mexico. To obtain the data, the SAS-CV test was used. This contains questions related to the profile of the respondent and 10 items in Likert format. It was distributed via electronic devices for their response. The data were statistically analyzed using polychoric correlation matrices and factor analysis with component extraction. The main findings demonstrate the obtaining of three components: physiological, dependence and distraction, which account for 68% of the total variance, and it was also shown that there are no differences by gender.

Exploring the Pandemic through Language Learning and Multicultural Studies

This piece offers a reflection on how language learning and multicultural studies during the pandemic have highlighted the potential to help communities draw parallels with, and face wider issues concerning, minorities within a challenged society. Through storytelling, a novel approach to teaching and learning helps students find their voice and become active agents of change. A review of teaching and learning methods may bring about improvements both in academia and individual circumstances to help bridge the gap between loneliness and the need to be part of a wider social community. This article reiterates the importance of language learning, cultural understanding, and identity as useful employability skills for the new global graduates to support, rebuild, and unite communities especially in challenging times. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]

Girls' and Boys' Voices on the Gendered Experience of Learning during COVID-19 in Countries Affected by Displacement

This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.

The Role of Academic Self-Efficacy and Social Support in Achieving Academic Flow in Online Learning

Academic flow is an important factor characterized by feelings of happiness, increase in concentration and self-control, focus and activities, thereby making students' learning effective. However, exploration of academic flow is still limited, specifically during the global pandemic, which forced students to study from home, including in Indonesia. Therefore, this study investigates the effect of students' academic self-efficacy and social support towards academic flow during the pandemic. Data were collected from 400 college students consisting of 135 males and 265 females. The measurements used in this study are Flow Inventory for Student, College Academic Self-Efficacy Scale (CASES), and Social Provisions Scale (SPS). Multiple linear regression analysis was conducted to test the hypotheses. The result showed that academic self-efficacy and social support positively and significantly influenced college students' academic flow during online learning. This means an increase in academic self-efficacy and social support will likely lead to a rise in academic flow, specifically during the pandemic.

The Mediating Role of Resilience and Personality Traits in the Relationship between Social Isolation and Psychological Well-Being in the COVID-19 Pandemic

The present study investigates the mediating role of psychological resilience and personality traits in the relationship between the social isolation process implemented during the pandemic period and the psychological well-being of individuals. The predictive correlational model based on the relational survey method, one of the quantitative research methods, was used in the study. The study participants consisted of 238 people through the convenient sampling model, 66 men and 172 women. Personal Information Form, Social Isolation subtest of Nottingham Health Profile Scale, short form of the Psychological Resilience Scale, Warwick-Edinburgh Mental Well-Being Scale and short form of the Five-Factor Personality Scale were used as data collection tools in the study. While determining the mediating effects in the data analysis, a regression analysis based on the bootstrap method was performed with the Process Macro. As a result of the research, it was found that resilience mediated the relationship between the perception of social isolation and psychological well-being. When the mediating effect of personality dimensions was examined, it was found that the mediating effect of conscientiousness, neuroticism, and extraversion dimensions were significant. In contrast, the mediating effects of openness to experience and agreeableness dimensions were not statistically significant. Since the psychological effects of the pandemic differ from person to person, determining the differentiation of the effects of social isolation in individuals may contribute to understanding the possible risky and protective factors. For this purpose, it is thought that this study, which reveals the possible mediating effects of psychological resilience and personality traits as two individual characteristics, will contribute to the determination of priority treatment groups by mental health professionals.

Blank Squares: A Narrative of Disillusionment and Hope

Using inquiry as stance and narrative, the author describes, explores, and analyzes how the COVID-19 pandemic affected preservice school site observations and shaped her students' burgeoning knowledge of art curriculum, and acknowledges how the pandemic impacted her own pedagogy. The author draws from 18 preservice student observation reflections (180 reflection papers) and classroom discussions about remote art curriculum delivery, and describes how her program responded to the challenging new reality, as well as what can be learned about teacher adaptability. Preservice student observation narratives illuminate and reveal the heart of good pedagogy--the ability to pivot, embrace flexibility, and find hope when disillusionment threatens: lessons that mentor teachers instilled with grace and humility.

Determining the Perceptions of Preservice Mathematics Teachers towards Mathematics Education through Visual Metaphors in the COVID-19 Process

The COVID-19 pandemic, which has affected the whole world, has led to a number of changes in education as well as in many other fields . The most important change experienced was that education transformed into online platforms. Education on online platforms has led to several effects on students, and as a result, significant changes have been observed in students' perceptions of mathematics education. The aim of this study was to determine the perceptions of pre-service mathematics teachers, who started university during the COVID-19 pandemic and took courses with synchronous distance education, through visual metaphors. The phenomenology method was used in the study. The sample of the study consisted of 31 first-year mathematics teachers who had never taken a face-to-face course at a university before. In sample selection, purposive sampling method was used. A metaphorical perception form was used to collect data. The participants were asked to make a drawing for the mathematics education they received through synchronous distance education during the COVID-19 pandemic and to explain the drawing. The findings were analyzed using content analysis method. Thus, codes were identified and then categories were established by bringing similar codes together. The findings showed that metaphors were grouped under the categories of education process and emotions. It was found both in the drawings and the explanations that the participants had a negative perception of distance mathematics education during the pandemic process. In addition, it was revealed that the participants were afraid to ask questions because they had not met their friends and teachers before, and therefore the lessons were inefficient. In line with these results, suggestions were presented to improve the efficiency of distance mathematics education.

Digital Literacy and Views of the COVID-19 Pandemic of Students Who Prepared for Musical Aptitude Tests during the Pandemic

This study was carried out with the aim of determining the opinions and digital literacy status of the students who are preparing for the music talent exams of the universities during the COVID-19 process. The research is in the survey model, which is one of the quantitative research methods and is limited to 300 students who took the music department and department aptitude exams of 21 different universities. The type of high school from which the relevant students graduated, the universities they applied to for special talent exams, their previous undergraduate education, their status of researching distance education opportunities, and digital literacy levels of the universities they applied for special talent exams were included in the scope of the study. Within the scope of the problem situation of the research, the effects of the duration of the pandemic on the ear training, instrument training, voice training, and psychological state of the students were investigated. According to the data obtained from the interview form applied to the students, the pandemic process gave the students extra time for ear training, instrument training, and voice training, but this extra time could not be properly evaluated because there was no educator guidance. It was concluded that students felt inadequate about digital literacy.

The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario among Children and Young People?

Little is known about the emotional experience of children and young people during lockdown, their coping strategies on COVID-19 pandemic context and their influence on the emotional state when dealing with the challenges associated with lockdown. In this study, 1031 children and young people (865 aged 8-15 years old and 166 aged 16-25 years old) answered an online self-report survey, specifically designed to assess the perceived potential contribution of SES learned/developed in the Gulbenkian Academies for Knowledge--a national initiative--in coping with the consequences of the context of the COVID-19 pandemic during the Portugal first lockdown. There are three main findings. First, the prevalent emotional pattern was predominantly negative (53.7%) for the younger participants (most frequent emotions: boredom 66.9%, worry 47.8%) and predominantly positive (52.0%) for the older participants (most frequent emotions: boredom 70.1% and tranquillity 52.6%). Second, school activities (25.2%, 8-15 subsample, 32.7%, 16-25 subsample) and self-knowledge and self-regulation activities/strategies (24.8%, 8-15 subsample, 20.0%, 16-25 subsample) were the most frequently reported by participants from both subsamples and that this has significantly interfered with their emotional state: among 8-15 subsample, they reported feeling more excited, more calm, more optimistic and more hopeful, among 16-25 subsample, they reported feeling more cheered up, more optimistic, more quiet and more hopeful. Culinary and horticultural activities predict about 4% the possibility of feeling hope, sadness, optimism, irritation, and worry (8-15 years old) and school activities contribute about 17% to the explanation of the emotional states of sadness and optimism (16-25 years old). Third, both the younger and the older participants showed a medium-superior level of socio-emotional skills and those SES predict about 20% the possibility of feeling optimistic, irritation, sad, hopeful, and bored (8-15 years old) and about 12% the possibility of feeling sadness (16-25 years old). The potential of social and emotional skills in exceptional circumstances and vulnerabilities are discussed.

The Psychological and Social Effects of Distance Education from the Viewpoints of Students' Guardians

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students' guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the 'psychological and social effects of distance education' scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students' level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents' level of education. Results also showed that the psychological and social effects of distance education on students' guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.

Psychological and Social Side Effects of the COVID-19 on Students

This article explores the COVID-19 psychological and social effects and how, as students, we can minimize the side effects of the COVID-19 on the students for overcoming them from next global crisis. The COVID-19 has also highlighted the vulnerability across students' education. Thus, we need to understand, monitor, and evaluate these affects to ensure our immediate and long-term responses account of these psychological and social changes and provide effective mechanism to address the impacts of the COVID-19 on Students. To address the research questions, quantitative data were collected from 281 students who are those study from 4th grade to 8th grade at schools in Istanbul. Mainly due to the study the quantitative data related to the demographic variables and psychological and social effects of the COVID-19 on students have been presented in percentages and frequency. In the determination of process of the study, the data were collected via a survey. The results revealed that the respondents have been positively affected psychological and social side effects of the COVID-19. Most of the respondents (%52) agreed for positive effects of the COVID-19 that caused more family engagement, (%48.4) more free time, (%48.4) reading more books, and (%48) more time to study. However, the respondents (%6.4) indicated that they have not been affected any psychological and social sides effects of the COVID-19. Most of the respondents (%69.4) agreed for negative effects of the COVID-19 that caused isolation and loneliness through a lack of friend's relationship, (%68) feeling bored, (%52.3) feeling stress and anger, (%45.2) feeling anxiety due to people who do not implement restrictions.

University Exams at the Time of COVID-19 the Reactions of Students between Emotionality and Cognition

This research aims to explore the reactions of students in the face of the pandemic emergency in progress, also in relation to the need and novelty of distance learning, a form in which there is no physical coexistence, in the classroom of teachers and students, and which mainly uses online tools. We asked ourselves the following questions: What is the emotional impact in facing the exam tests? What awareness do students have of the role that emotions play so much in learning and testing processes in exams? The information that we have obtained is useful in the reformulation of our didactic proposal for its consolidation in a metacognitive sense. This is the result that we expect from the research as well as that of offering a contribution to the international debate regarding the changes that the onset of COVID will bring in the ways of addressing the verification of learning in the university environment. The perspective is constructivist-cognitivist, but does not forget the hermeneutic epistemic framework that has always accompanied our studies. The methodological approach is, therefore, quantitative because it is based on the administration of a questionnaire and on the comparative analysis of the data that emerged, but it can also be defined as qualitative due to the relevance that the analysis of their qualities assumes, or rather of the relationships that exist between the data itself as between the latter and the context.

Impact of E-Learning on INTTIC Students during the COVID-19

The COVID-19 pandemic forced much of the world into lockdown. For that reason, INTTIC switched from blended learning to total e-learning. In this paper, we explore the impact of e-learning on INTTIC students during the COVID-19 lockdown. To this end, we focus on four main variables: the effectiveness, the cost, the flexibility, and the independent work involved in e-learning. Our results show that e-learning cannot be entirely effective without the teacher's online interaction. It is budget-friendly because students can save on transportation, food and daily school expenses, and it offers students a large degree of flexibility. Nevertheless, almost all students struggle to complete their homework on a deadline. The main causes could include the psychological aspects of lockdown, the lack of prior experience with total e-learning, and a need for teachers' supervision. Future research should study the impact of e-learning on teachers during the COVID-19 lockdown.

Investigation of Primary School Children's Views of Life during the COVID-19 Pandemic through Metaphors

Global epidemics bring about problems that affect the lives of all individuals to a great extent. Although there have been global epidemics at different times, especially in the last two decades, primary school students are faced with such a situation for the first time. In order for students to manage this process in a healthy manner, it is important to see life through their eyes. It is necessary for both decision makers and practitioners to refer to students' own comments and statements in order to see the traces of the effects of the measures taken on behalf of the students on their views. Determining primary school students' views of the concept of life in this process is extremely important in terms of seeing and interpreting the process from their perspective and planning the continuation of the process. In the current study, the metaphors that primary school students developed regarding the concept of life during the pandemic and the explanations they brought to these metaphors were examined. In the study, it was determined that the students were able to explain the concept of life in the COVID-19 period using different metaphors and qualifiers. It was seen that metaphors were gathered under the categories of being restricted, disruption of order, feeling threatened, and despair. It was concluded that primary school students evaluate life predominantly negatively during the COVID-19 period.

Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers' Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers' WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the COVID-19 period. The main research question was: "To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of COVID-19?" Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers' confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

What Makes Locked-Down Students Happy: The Sense of Mattering and Subjective Well-Being

Subjective well-being (SWB) of university students who had to study off-campus due to the pandemic was investigated in this current study. Studies had reported that one of the most robust factors of SWB is the sense of mattering. While the sense of mattering is built upon social feedback, being locked down limited their source of social feedback to they can only develop their interpersonal mattering through their significant others whom they shared the dwelling place and their societal mattering through the 'society' they found in the social media. We purposively selected 82 participants to respond to our scales of mattering types and SWB. Among our inclusion criteria was to have a limited number of living partners (0-3) to make sure that their mattering was predominantly built from the social media feedback. The result of the multiple regression analysis suggested that despite their interpersonal mattering having a weaker contribution to their SWB, it was still a significant predictor of SWB when controlling for societal mattering. Thus, both types of mattering are still considered salient and robust predictors of SWB. Further limitations and suggestions are discussed.

The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis

Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1, March-May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020, T3: September 2020, T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.