Quezada Díaz Belem, Hindrichs Imke, Castellanos Simons Doris
Centro de Investigación Transdisciplinar en Psicología (CITPsi), Universidad Autónoma del Estado de Morelos (UAEM), Cuernavaca, Mexico.
Front Psychol. 2024 Sep 19;15:1349458. doi: 10.3389/fpsyg.2024.1349458. eCollection 2024.
In Mexico, academic activities during the COVID-19 pandemic were conducted from home for over 2 years. Especially during the initial months of the pandemic, the lockdown conditions necessitated a reorganization and a new understanding of social dynamics. Therefore, this study aimed to explore the perceptions of university students and teachers regarding emerging psychosocial factors that either encouraged or hindered work and/or study from home during confinement, as well as their perceptions of work overload. Furthermore, the differences between students and teachers in the studied variables were analyzed.
A predominantly quantitative, cross-sectional, and correlational study was conducted with 108 participants (42.6% university teachers; 57.4% graduate or postgraduate students) who filled out an online questionnaire encompassing two open-ended inductors to identify the positive and negative aspects of working or studying from home and their frequency of perceptions, the COVID-19 Work Overload from Home Scale (ESTC-COVID-19), and questions about the hours per day devoted to different activities. The open responses were categorized by two independent groups of the research team; the emerging categories were then consensually agreed upon and further transformed into dummy and continuous variables. These variables and the results of the ESTC-COVID-19 were analyzed with SPSS 19 using Pearson's correlation coefficient, the Chi-squared test, and Student's -test. The results identified 9 positive and 10 negative emerging psychosocial factors attributed to at least 10% of the sample's open answers. In addition, work overload correlated negatively with the emerging factor of "Making better use of time" and positively with "Work, school, and/or domestic activities overload;" moreover, students perceived more work overload than teachers.
Differences between students and teachers were observed in the following psychosocial factors: "Self-management," "Comfort," and "Enjoying home" (as positive factors) and "Domestic work" and "Interruptions, distractors, noise" (as negative factors), with students generally reporting more discomfort than teachers. The study analyzes these differences in relation to the demands and nature of the study and work activities undertaken by both groups, as well as the previous training of the skills and the resources required to carry them out.
在墨西哥，新冠疫情期间的学术活动在家中进行了两年多。特别是在疫情最初的几个月，封锁状态使得社会动态需要重新组织和重新认识。因此，本研究旨在探讨大学生和教师对于在居家隔离期间促进或阻碍工作和/或学习的新出现的心理社会因素的看法，以及他们对工作负担过重的看法。此外，还分析了学生和教师在所研究变量上的差异。
对108名参与者（42.6%为大学教师；57.4%为研究生或博士生）进行了一项以定量研究为主的横断面相关性研究，他们填写了一份在线问卷，其中包括两个开放式诱导项，以确定在家工作或学习的积极和消极方面及其感知频率、新冠疫情居家工作负担量表（ESTC-COVID-19），以及关于每天用于不同活动的时间的问题。开放式回答由研究团队的两个独立小组进行分类；然后对新出现的类别达成共识，并进一步转化为虚拟变量和连续变量。使用SPSS 19软件，通过Pearson相关系数、卡方检验和学生t检验对这些变量以及ESTC-COVID-19的结果进行分析。结果确定了9个积极和10个消极的新出现的心理社会因素，这些因素至少占样本开放式回答的10%。此外，工作负担过重与“更好地利用时间”这一新出现的因素呈负相关，与“工作、学习和/或家务活动负担过重”呈正相关；此外，学生比教师感知到更多的工作负担过重。
在以下心理社会因素方面观察到了学生和教师之间的差异：“自我管理”、“舒适度”和“享受居家生活”（作为积极因素）以及“家务劳动”和“干扰、分心因素、噪音”（作为消极因素），学生通常比教师报告更多的不适感。该研究分析了这些差异与两组所从事的学习和工作活动的需求和性质，以及开展这些活动所需技能和资源的先前培训之间的关系。
