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Purpose: One of the areas most affected by the sudden restrictions caused by the Covid-19 pandemic was the education system and students. The aim of this study was to compare the fear of Covid-19, physical activity levels, mental health, academic motivation and sleep quality of students who received distance education and face-to-face education during the pandemic period. Method(s): In our study 93 university students who received distance education (age: 20.33+/- 1.82 years, height: 167.08+/-8.86 cm, weight: 61.41+/-12.08 kg) and 110 university students who received face-to-face education (age: 20.13+/-0.98 years, height: 167.62+/-8.12 cm, weight: 62.20+/-13.32 kg) were included. Fear of Covid-19 were evaluated by the Covid-19 Fear Scale, physical activity levels by International Physical Activity Questionnaire, mental healths by Depression Anxiety Stress Scale, academic motivations by Academic Motivation Scale, and sleep quality by the Pittsburg Sleep Quality Index. Result(s): There was no difference between the two groups in the parameters of mental health (p=0.335), academic motivation (p=0.629) and sleep quality (p=0.230). It was observed that the fears of Covid-19 (p=0.001) and physical activity levels (p=0.023) of the students who received distance education were lower than those who received face-to-face education, and the sitting times (p=0.001) were higher. Conclusion(s): During the Covid-19 pandemic, it was observed that there was no difference in mental health, academic motivation and sleep quality between distance education and face-to- face education. However, we think that it is important to plan for reducing the sitting times and to increase their physical activity levels of students who receive distance education.Copyright © 2022 Turkish Physiotherapy Association. All rights reserved.
RESUMO
Purpose: One of the areas most affected by the sudden restrictions caused by the Covid-19 pandemic was the education system and students. The aim of this study was to compare the fear of Covid-19, physical activity levels, mental health, academic motivation and sleep quality of students who received distance education and face-to-face education during the pandemic period. Methods: In our study 93 university students who received distance education (age: 20.33 +/- 1.82 years, height: 167.08 +/- 8.86 cm, weight: 61.41 +/- 12.08 kg) and 110 university students who received face-to-face education (age: 20.13 +/- 0.98 years, height: 167.62 +/- 8.12 cm, weight: 62.20 +/- 13.32 kg) were included. Fear of Covid-19 were evaluated by the Covid-19 Fear Scale, physical activity levels by International Physical Activity Questionnaire, mental healths by Depression Anxiety Stress Scale, academic motivations by Academic Motivation Scale, and sleep quality by the Pittsburg Sleep Quality Index. Results: There was no difference between the two groups in the parameters of mental health (p=0.335), academic motivation (p=0.629) and sleep quality (p=0.230). It was observed that the fears of Covid-19 (p=0.001) and physical activity levels (p=0.023) of the students who received distance education were lower than those who received face-to-face education, and the sitting times (p=0.001) were higher. Conclusion: During the Covid-19 pandemic, it was observed that there was no difference in mental health, academic motivation and sleep quality between distance education and face-to-face education. However, we think that it is important to plan for reducing the sitting times and to increase their physical activity levels of students who receive distance education.
RESUMO
Objectives: The COVID-19 pandemic caused people to suffer from secondary problems such as social isolation and loneliness as well as experiencing anxiety about catching and spreading the virus. Existing research emphasizes the roles of cognitive flexibility and hope for psychological adjustment but the mediating and moderating mechanisms have not yet been researched widely. Therefore, this study examined whether hope mediated the relationship between loneliness and psychological adjustment problems and whether cognitive flexibility moderated this mediation effect of hope in the relationship between loneliness and psychological adjustment problems during the COVID-19 pandemic curfew in Turkey. Methods: A total of 512 Turkish students and young adults completed UCLA Loneliness Scale, Brief Psychological Adjustment Scale, Dispositional Hope Scale, and Cognitive Flexibility Inventory for this cross-sectional study. Results: The results indicated that loneliness had a significant and positive predictive effect on the psychological adjustment problems and that this relationship was partially mediated by hope. Further, psychological flexibility moderated the relationship between loneliness and hope. Conclusions: The current study contributes a better understanding of the influence of loneliness on psychological adjustment, especially during the COVID-19 curfew period. KEY POINTS: What is already known about this topic: (1) Loneliness is positively associated with psychological adjustment problems. (2) Hope proved to play an important role in psychological adjustment during the COVID-19 pandemic. (3) Cognitive flexibility is positively related to hope. What this topic adds: (1) Hope mediates the relationship between loneliness and psychological adjustment problems during the COVID-19 curfew. (2) The association between loneliness and hope is moderated by cognitive flexibility, such that the association becomes weaker for those who report higher levels of cognitive flexibility. (3) The indirect effect of loneliness on psychological adjustment problems via hope is conditional on the levels of cognitive flexibility. © 2022 Australian Psychological Society.
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Purpose: To study the effect of tocilizumab (TCZ) on the renal function of patients with severe coronavirus disease 2019 (COVID-19) induced acute respiratory distress syndrome (ARDS).