Stress level of students in the transition to the distance learning format

Saule Bekova ()
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Saule Bekova: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2021, issue 7, 1-6

Abstract: This paper examines how students perceived the shift to the remote mode of learning during the COVID-19 pandemic in terms of their wellbeing. The empirical database for the study was a survey of 10,018 students from 647 Russian universities, which was conducted between March 25 and April 3, 2020. While the survey was conducted almost immediately after the announcement of the transition of universities to the remote mode of operation, the presented conclusions should be attributed precisely to the first reaction of students to the changes that have occurred. The survey results show that the transition to the remote mode of learning during the Covid-19 pandemic has led to the increase in the proportion of students (41%) who reported to experience stress during the educational process. The most vulnerable groups were students, who study in social sciences and humanities, senior students and students from families with low socio-economic status. The level of stress is associated with the quality of informational support in the process of change. Significantly larger shares of those, who experienced an increased level of stress, were observed among students, who reported that they have a lack of information from the university, and those, who did not understand how the educational process would be organized in the new conditions. The level of stress is also related to the changes that pandemic has brought to students' lifestyles. The most vulnerable group were students, who faced various restrictions due to the pandemic: they began to spend more time at home, communicate less with friends, and spend more time on the Internet. The remote mode of learning itself and the difficulties associated with it were an additional source of stress for students. Among the key difficulties, which did students mention, were the following: isolation, poor learning conditions, more complicated interaction with teachers, technical difficulties.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2021
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