Camacho-Zuñiga Claudia, Pego Luis, Escamilla Jose, Hosseini Samira
School of Engineering and Sciences, Tecnologico de Monterrey, Campus Toluca, CP 50110, Mexico.
Departamento de Inteligencia de Audiencias, Tecnologico de Monterrey, Campus Monterrey, NL 64830, Mexico.
Heliyon. 2021 Mar 8;7(3):e06465. doi: 10.1016/j.heliyon.2021.e06465. eCollection 2021 Mar.
The COVID-19 pandemic and the enforced restrictions have harshly affected educational sectors in 161 countries around the world. With more than 1.6 billion students away from normal school life, the crisis threatens the teaching and learning processes and the students' emotional health. Herein, we present the result of a careful assessment of the feelings of over 13,000 students at high school, undergraduate, and postgraduate levels across 36 campuses over 8 subsequent weeks from the onset of the COVID-19 pandemic. The results indicate a general low energy level and dominance of negative feelings among the students regardless of their academic levels. We have recorded 5 responses (being , , , , and ) as the most frequently reported feelings in the time of lockdown. Overall, 14% of those who have reported to suffer from these feelings have also identified a need for professional help in managing their feelings throughout the quarantine period. The current study also presents several strategies to combat the undesirable consequences of COVID-19 pandemic.
新冠疫情及其强制实施的限制措施对全球161个国家的教育部门造成了严重影响。超过16亿学生无法正常上学，这场危机威胁着教学过程以及学生的心理健康。在此，我们呈现了对36个校区的13000多名高中生、本科生和研究生在新冠疫情爆发后的8周内的感受进行仔细评估的结果。结果表明，无论学业水平如何，学生普遍精力不足且负面情绪占主导。我们记录了5种反应（分别是 、 、 、 和 ）为封锁期间最常报告的感受。总体而言，在报告有这些感受的人中，14%的人还表示在整个隔离期间需要专业帮助来管理自己的情绪。本研究还提出了几种应对新冠疫情不良后果的策略。
