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Revista Médica Sinergia

2023, Number 11

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Revista Médica Sinergia 2023; 8 (11)

Anxiety levels in Mexican school students participating in the blended learning modality during the COVID-19 pandemic

Carreón VAL, Ríos MR, Gutiérrez RA, Vargas SBS

Language: Spanish
References: 44
Page:
PDF size: 176.43 Kb.


ABSTRACT

Background: The COVID-19 pandemic represented a public health problem that impacted different areas of society's daily activities, implying the need to generate changes in lifestyles. Derived from the isolation, the teaching and learning practices were restructured and modifying the usual school activities. In various academic spaces, they were implemented under the hybrid modality of B-learning, which led to the exposure of the child population to various stressful factors. It is important to know the psychological impact of this adaptation specifically with symptoms related to anxiety disorders to identify the present levels of anxiety in the school population under the blended-learning modality. Materials and methods: A descriptive, observational, cross-sectional and prolective study was carried out, with a sample of 293 school-age children with a history of participating in school activities in the blended-learning modality during the confinement by COVID-19, selected with simple random sampling. The variables were determined: age, sex, socioeconomic level, type of family and with the Spence child anxiety scale the level of anxiety. For data analysis, descriptive statistics, absolute and relative frequencies and percentages were used. Results: The level of anxiety in the school population exposed to the blended-learning modality by COVID-19, was 53% of the children presented anxiety and 46% of the children without anxiety data. 80% of the sample had a medium socioeconomic level and a composite family. Conclusions: Derived from digital exposure during the pandemic, it is necessary to improve the access strategies of children and adolescents to specialized mental health support services, which are aimed at providing measures for the development of healthy coping and containment mechanisms for the population affected by anxiety.


REFERENCES

  1. Kumar A, Krishnamurthi R, Bhatia S, Kaushik K, Ahuja NJ, Nayyar A, et al. Blended Learning Tools and Practices: A Comprehensive Analysis. IEEE Access. 2021;9:85151–97.

  2. Liu H, Zhu J, Duan Y, Nie Y, Deng Z, Hong X, et al. Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic. Cultural and regional perspectives [Internet]. 2022 [citado el 08 agosto 2023];70:2235–54. doi: 10.1007/s11423-022-10131-x. Disponible en: https://doi.org/10.1007/s11423-022-10131-x

  3. Maureira-Cabrera O, Vásquez-Astudillo M, Garrido-Valdenegro F, Olivares-Silva MJ. Evaluación y coevaluación de aprendizajes en blended learning en educación superior. Alteridad [Internet]. 27 Jun 2020 [citado el 08 agosto 2023];15(2):190–203. Disponible en: https://alteridad.ups.edu.ec/index.php/alteridad/article/view/2.2020.04/3923

  4. Mahaye NE. The impact of COVID-19 pandemic on education: Navigating forward the pedagogy of blended learning. Research Online [Internet]. 2020 [citado el 08 junio 2023]. Disponible en: https://www.researchgate.net/profile/Mahaye-Ngogi- Emmanuel/publication/340899662_The_Impact_of_COVID-19_Pandemic_on_South_African_Education_Navigating_Forward_the_Pedagogy_of_Blended_Learning/links/5ea315ae45851553faaa31ae/The-Impact-of-COVID-19-Pandemic-on-South-African-Education-Navigating-Forward-the-Pedagogy-of-Blended-Learning.pdf

  5. Islam M, Mazlan NH, Al Murshidi G, Hoque MS, Karthiga S V., Reza M. UAE university students’ experiences of virtual classroom learning during Covid 19. Smart Learning Environments [Internet]. 01 diciembre 2023 [citado el 08 agosto 2023];10(1):1–16. Disponible en: https://slejournal.springeropen.com/articles/10.1186/s40561-023-00225-1

  6. Tsujimoto KC, Cost KT, LaForge-MacKenzie K, Anagnostou E, Birken CS, Charach A, et al. School and learning contexts during the COVID-19 pandemic: Implications for child and youth mental health. Curr Psychol [Internet]. 2022 [citado el 08 agosto 2023]. Disponible en: https://pubmed.ncbi.nlm.nih.gov/36468159/

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  8. Alsudais AS, Alghamdi AS, Alharbi AA, Alshehri AA, Alzhrani MA, Keskin S, et al. social anxiety in E-Learning: Scale validation and socio-demographic correlation study. Educ Inf Technol (Dordr) [Internet]. Mar 03, 2023 [citado el 08 agosto 2023];27(6):8189–201. Disponible en: https://link.springer.com/article/10.1007/s10639-022-10919-7

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  10. Forcadell E, Medrano L, Garcia-Delgar B, Fernández-Martínez I, Orgilés M, García C, et al. Psychometric Properties of the Children’s Version of the Spence Children’s Anxiety Scale (SCAS) in a Spanish Clinical Sample. Span J Psychol [Internet]. 2020 [citado el 08 agosto 2023];23. Disponible en: https://pubmed.ncbi.nlm.nih.gov/33079028/

  11. Instituto Mexicano del Seguro Social. Guía de Referencia Rápida Catálogo maestro de guías de práctica clínica: IMSS-392-10. 2011 [citado el 08 de agosto, 2023]. Guía de Práctica Clínica GPC: Diagnóstico y Tratamiento de los Trastornos de Ansiedad en el Adulto. Disponible en: http://www.imss.gob.mx/sites/all/statics/guiasclinicas/392GRR.pdf

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  14. Rodríguez-Menchón M, Orgilés M, Espada JP, Morales A. Validation of the brief version of the Spence Children’s Anxiety Scale for Spanish children (SCAS-C-8). J Clin Psychol [Internet]. 01 junio 2022 [citado el 08 agosto 2023];78(6):1093–102. Disponible en: https://pubmed.ncbi.nlm.nih.gov/34661915/

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  16. Son C, Hegde S, Smith A, Wang X, Sasangohar F. Effects of COVID-19 onCollege Students’ Mental Health in the UnitedStates: Interview Survey Study. J Med Internet Res [Internet]. 01 septiembre 2020 [citado el 10 agosto 2023];22(9). Disponible en: https://pubmed.ncbi.nlm.nih.gov/32805704/

  17. Deolmi M, Pisani F. Psychological and psychiatric impact of COVID-19 pandemic among children and adolescents. Acta Biomed [Internet]. 2020 [citado el 10 agosto 2023];91(4):1–5. Disponible en: https://pubmed.ncbi.nlm.nih.gov/33525229/

  18. Antonio J, Padilla L, Alberto J, Cortés G, Fernando Villalva Á, Betancourt JS. Comparación de los niveles de ansiedad y depresión en los estados de Hidalgo, México y Baja California durante la pandemia de COVID-19. Psicología y Salud [Internet]. 11 mayo 2022 [citado el 10 agosto 2023];32(2):305–12. Disponible en: https://psicologiaysalud.uv.mx/index.php/psicysalud/article/view/2751

  19. Javier-Aliaga DJ, Quispe G, Quinteros-Zuñiga D, Adriano-Rengifo CE, White M. Hope and Resilience Related to Fear of COVID-19 in Young People. Int J Environ Res Public Health [Internet]. 01 mayo 2022 [citado el 10 agosto 2023];19(9). Disponible en: https://pubmed.ncbi.nlm.nih.gov/35564398/

  20. Mali D, Lim H. How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? International Journal of Management Education. Nov 01, 2021;19(3).

  21. Copeland WE, McGinnis E, Bai Y, Adams Z, Nardone H, Devadanam V, et al. Impact of COVID-19 Pandemic on College Student Mental Health and Wellness. J Am Acad Child Adolesc Psychiatry [Internet]. 01 enero 2021 [citado el 10 agosto 2023];60(1):134-141.e2. Disponible en: https://pubmed.ncbi.nlm.nih.gov/33091568/

  22. Shuai L, He S, Zheng H, Wang Z, Qiu M, Xia W, et al. Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. Global Health [Internet]. 01 diciembre 2021 [citado el 10 agosto 2023];17(1). Disponible en: https://pubmed.ncbi.nlm.nih.gov/33874977/

  23. Kumar A, Krishnamurthi R, Bhatia S, Kaushik K, Ahuja NJ, Nayyar A, et al. Blended Learning Tools and Practices: A Comprehensive Analysis. IEEE Access. 2021;9:85151–97.

  24. Liu H, Zhu J, Duan Y, Nie Y, Deng Z, Hong X, et al. Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic. Cultural and regional perspectives [Internet]. 2022 [citado el 08 agosto 2023];70:2235–54. doi: 10.1007/s11423-022-10131-x. Disponible en: https://doi.org/10.1007/s11423-022-10131-x

  25. Maureira-Cabrera O, Vásquez-Astudillo M, Garrido-Valdenegro F, Olivares-Silva MJ. Evaluación y coevaluación de aprendizajes en blended learning en educación superior. Alteridad [Internet]. 27 Jun 2020 [citado el 08 agosto 2023];15(2):190–203. Disponible en: https://alteridad.ups.edu.ec/index.php/alteridad/article/view/2.2020.04/3923

  26. Mahaye NE. The impact of COVID-19 pandemic on education: Navigating forward the pedagogy of blended learning. Research Online [Internet]. 2020 [citado el 08 junio 2023]. Disponible en: https://www.researchgate.net/profile/Mahaye-Ngogi- Emmanuel/publication/340899662_The_Impact_of_COVID-19_Pandemic_on_South_African_Education_Navigating_Forward_the_Pedagogy_of_Blended_Learning/links/5ea315ae45851553faaa31ae/The-Impact-of-COVID-19-Pandemic-on-South-African-Education-Navigating-Forward-the-Pedagogy-of-Blended-Learning.pdf

  27. Islam M, Mazlan NH, Al Murshidi G, Hoque MS, Karthiga S V., Reza M. UAE university students’ experiences of virtual classroom learning during Covid 19. Smart Learning Environments [Internet]. 01 diciembre 2023 [citado el 08 agosto 2023];10(1):1–16. Disponible en: https://slejournal.springeropen.com/articles/10.1186/s40561-023-00225-1

  28. Tsujimoto KC, Cost KT, LaForge-MacKenzie K, Anagnostou E, Birken CS, Charach A, et al. School and learning contexts during the COVID-19 pandemic: Implications for child and youth mental health. Curr Psychol [Internet]. 2022 [citado el 08 agosto 2023]. Disponible en: https://pubmed.ncbi.nlm.nih.gov/36468159/

  29. Cahapay MB, Anoba JLD. The Readiness of Teachers on Blended Learning Transition for Post COVID-19 Period: An Assessment Using Parallel Mixed Method. PUPIL: International Journal of Teaching, Education and Learning [Internet]. Oct 08, 2020 [citado el 08 agosto 2023];4(2):295–316. Disponible en: https://papers.ssrn.com/abstract=3707889

  30. Alsudais AS, Alghamdi AS, Alharbi AA, Alshehri AA, Alzhrani MA, Keskin S, et al. social anxiety in E-Learning: Scale validation and socio-demographic correlation study. Educ Inf Technol (Dordr) [Internet]. Mar 03, 2023 [citado el 08 agosto 2023];27(6):8189–201. Disponible en: https://link.springer.com/article/10.1007/s10639-022-10919-7

  31. COVID-19 Educational Disruption and Response | UNESCO [Internet]. [citado el 08 agosto 2023]. Disponible en: https://www.unesco.org/en/articles/covid-19-educational-disruption-and-response

  32. Forcadell E, Medrano L, Garcia-Delgar B, Fernández-Martínez I, Orgilés M, García C, et al. Psychometric Properties of the Children’s Version of the Spence Children’s Anxiety Scale (SCAS) in a Spanish Clinical Sample. Span J Psychol [Internet]. 2020 [citado el 08 agosto 2023];23. Disponible en: https://pubmed.ncbi.nlm.nih.gov/33079028/

  33. Instituto Mexicano del Seguro Social. Guía de Referencia Rápida Catálogo maestro de guías de práctica clínica: IMSS-392-10. 2011 [citado el 08 de agosto, 2023]. Guía de Práctica Clínica GPC: Diagnóstico y Tratamiento de los Trastornos de Ansiedad en el Adulto. Disponible en: http://www.imss.gob.mx/sites/all/statics/guiasclinicas/392GRR.pdf

  34. Heo H, Bonk CJ, Doo MY. Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. Internet High Educ [Internet]. 01 junio 2022 [citado el 08 agosto 2023];54. Disponible en: https://pubmed.ncbi.nlm.nih.gov/35464172/

  35. Pustake M, Mane S, Ganiyani MA, Mukherjee S, Sayed M, Mithbavkar V, et al. Have the COVID-19 pandemic and lockdown affected children’s mental health in the long term? A repeated cross-sectional study. BMJ Open [Internet]. 01 julio 2022 [citado el 08 agosto 2023];12(7). Disponible en: https://pubmed.ncbi.nlm.nih.gov/35798530/

  36. Rodríguez-Menchón M, Orgilés M, Espada JP, Morales A. Validation of the brief version of the Spence Children’s Anxiety Scale for Spanish children (SCAS-C-8). J Clin Psychol [Internet]. 01 junio 2022 [citado el 08 agosto 2023];78(6):1093–102. Disponible en: https://pubmed.ncbi.nlm.nih.gov/34661915/

  37. Comité de Nivel Socioeconómico AMAI. Nivel Socioeconómico AMAI 2022 [Internet]. Asociación Mexicana de Agencias de Inteligencia de Mercado y Opinión (AMAI). Ciudad de México. Octubre, 2021 [citado el 08 de mayo, 2023]. Disponible a partir de: https://www.amai.org/descargas/Nota_Metodologico_NSE_2022_v5.pdf

  38. Son C, Hegde S, Smith A, Wang X, Sasangohar F. Effects of COVID-19 onCollege Students’ Mental Health in the UnitedStates: Interview Survey Study. J Med Internet Res [Internet]. 01 septiembre 2020 [citado el 10 agosto 2023];22(9). Disponible en: https://pubmed.ncbi.nlm.nih.gov/32805704/

  39. Deolmi M, Pisani F. Psychological and psychiatric impact of COVID-19 pandemic among children and adolescents. Acta Biomed [Internet]. 2020 [citado el 10 agosto 2023];91(4):1–5. Disponible en: https://pubmed.ncbi.nlm.nih.gov/33525229/

  40. Antonio J, Padilla L, Alberto J, Cortés G, Fernando Villalva Á, Betancourt JS. Comparación de los niveles de ansiedad y depresión en los estados de Hidalgo, México y Baja California durante la pandemia de COVID-19. Psicología y Salud [Internet]. 11 mayo 2022 [citado el 10 agosto 2023];32(2):305–12. Disponible en: https://psicologiaysalud.uv.mx/index.php/psicysalud/article/view/2751

  41. Javier-Aliaga DJ, Quispe G, Quinteros-Zuñiga D, Adriano-Rengifo CE, White M. Hope and Resilience Related to Fear of COVID-19 in Young People. Int J Environ Res Public Health [Internet]. 01 mayo 2022 [citado el 10 agosto 2023];19(9). Disponible en: https://pubmed.ncbi.nlm.nih.gov/35564398/

  42. Mali D, Lim H. How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? International Journal of Management Education. Nov 01, 2021;19(3).

  43. Copeland WE, McGinnis E, Bai Y, Adams Z, Nardone H, Devadanam V, et al. Impact of COVID-19 Pandemic on College Student Mental Health and Wellness. J Am Acad Child Adolesc Psychiatry [Internet]. 01 enero 2021 [citado el 10 agosto 2023];60(1):134-141.e2. Disponible en: https://pubmed.ncbi.nlm.nih.gov/33091568/

  44. Shuai L, He S, Zheng H, Wang Z, Qiu M, Xia W, et al. Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. Global Health [Internet]. 01 diciembre 2021 [citado el 10 agosto 2023];17(1). Disponible en: https://pubmed.ncbi.nlm.nih.gov/33874977/




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