ABSTRACT

This longitudinal study examines the impact of involuntary and prolonged online education on the mental health (anxiety and stress) of university students during the COVID-19 pandemic. An electronic questionnaire was administered to 6,242 students enrolled in public affairs courses in four Jordanian universities. When compared with the pre-COVID-19 situation, the students reported experiencing higher levels of anxiety and stress and suffered persistently. Multiple regression analyses showed that anxiety and stress were influenced by several personal and non-personal factors. ANOVA analysis revealed that after 1 year of online education, students were worried about the quality of in-class learning, adequate training, and the political skills that they could gain, including their ability to build a rapport with instructors. Continuing to impose online education as the only way to deliver classes has had negative impacts on students’ mental health. Thus, new ways of designing and delivering public affairs courses are needed.

摘要

这项纵向研究考察了在 COVID-19 大流行期间非自愿和长期在线教育对大学生心理健康（焦虑和压力）的影响。对在约旦四所大学就读公共事务课程的 6,242 名学生进行了电子问卷调查。与 COVID-19 之前的情况相比，学生们报告说他们经历了更高水平的焦虑和压力，并且持续受苦。多元回归分析表明，焦虑和压力受到几个个人和非个人因素的影响。ANOVA 分析显示，经过 1 年的在线教育，学生们担心课堂学习的质量、充分的培训以及他们可以获得的政治技能，包括他们与教师建立融洽关系的能力。继续将在线教育作为授课的唯一方式，对学生的心理健康产生了负面影响。因此，需要设计和提供公共事务课程的新方法。