Abstract
The COVID-19 pandemic has generated changes in university education, which can lead to emotional disturbances, such as anxiety. For the research we aimed the level of anxiety in a COVID-19 pandemic environment in university students. A quantitative study was carried out, using a measurement instrument (Cronbach's alpha of = .9) to determine the degree of state anxiety in 1,460 university students from the state of Chihuahua in Mexico. The KMO sample adequacy test (Kaiser-Meyer-Olkin) was applied, which yielded a high value of 0.954, with a p value = 0.0, which supports the correlation between the variables considered for data processing with a factorial analysis of principal components, the Bartlett's sphericity test was also obtained, which yielded a significance level (p-value) of 0.0. To determine the degree of anxiety, the Spanish adaptation of the STAI (State-Trait Anxiety Inventory) was used in its anxiety-state subscale. The main results indicate that the factor of greatest concern for university students is the growth of the pandemic (35.79%). A low level of anxiety was found in 31.77% of the students. The symptoms with the highest scores in the level of anxiety detected were feeling tense and worried; those with the highest standard deviation were feeling oppressed, dazed and upset. Future research is warranted to monitor anxiety rates during the evolution of the COVID-19 pandemic.
References
Amela Heras, Carmen; Cortes García, Marta & Sierra Mores, María José (2010), “Bases epidemiológicas para la toma de decisiones sobre medidas de salud pública (no farmacológicas) durante la respuesta a la pandemia de gripe (H1N1) 2009”, Revista Española de Salud Pública, vol. 84, núm. 5, pp. 497-506. http://scielo.isciii.es/pdf/resp/v84n5/colaboracion3.pdf
American Psychological Association (APA) (2011), The State-Trait Anxiety Inventory (STAI). https://www.apa.org/pi/about/publications/caregivers/practice-settings/assessment/tools/trait-state
Burgos Fonseca, Pia & Gutiérrez Sepúlveda, Angélica (2013). Adaptación y Validación del Inventario Ansiedad Estado- Rasgo (STAI) en Población Universitaria de la Provincia de Ñuble. Tesis de Licenciatura en Psicología, Universidad del Bío-Bío (Chile). http://repobib.ubiobio.cl/jspui/bitstream/123456789/265/3/Burgos%20Fonseca_Pia.pdf
Cabanach, Ramón G.; Valle, Antonio; Rodríguez, Susana; Piñeiro, Isabel & Freire, Carlos (2010), “Escala de afrontamiento del estrés académico (A-CEA)”, Revista Iberoamericana de Psicología y Salud, vol. 1, núm. 1, pp. 51-64. https://www.redalyc.org/pdf/2451/245116411005.pdf
Cabello Fernández, A.; Franch Almela, P.; Cabanes Hernández, E.; Arnaus Paradís, T.; Cabañas Carrasco M. & Martínez Vinuesa M. (2014), “Aplicación de la encuesta de ansiedad STAI (state-trait ansiety inventory) para valorar la necesidad de sedación en pacientes de cribado de cáncer colorrectal”, Enferm Endosc Dig., vol. 1, núm. 2, pp. 3-5. https://aeeed.com/documentos/publicos/revista/octubre2014/Enferm%20Endosc%20Dig.%202014;1(2)3-5.pdf
Cabeza Palacios, Ángel Esteban; Llumiquinga Guerrero, Jairo Rafael; Vaca García, Mario Rene & Capote Lavandero, Giovanny (2018), “Niveles de ansiedad entre estudiantes que inician y culminan la carrera en actividad física”, Revista Cubana de Investigaciones Biomédicas, vol. 37, núm. 2, pp.54-62. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-03002018000200007
Castillo Pimienta, Carlos; Chacón de la Cruz, Tomás & Díaz-Véliz, Gabriela (2016), “Ansiedad y fuentes de estrés académico en estudiantes de carreras de la salud”, Investigación en Educación Médica, vol. 5, núm. 20, pp. 230-237. http://dx.doi.org/10.1016/j.riem.2016.03.001
Casero-Ripollés, Andreu (2020), “Impact of Covid-19 on the media system. Communicative and democratic consequences of news consumption during the outbreak”, EPI, vol. 29, núm. 2, pp. 1-11. https://doi.org/10.3145/epi.2020.mar.23
Cooper, Katelyn M.; Downing, Virginia R. & Brownell, Sara E. (2018), “The influence of active learning practices on student anxiety in large-enrollment college science classrooms”, International Journal of STEM Education, vol. 5, núm. 23, pp. 1-18. https://doi.org/10.1186/s40594-018-0123-6
Corsini M., Gilda; Bustos M., Luis; Fuentes N., Jorge & Cantín, M. (2012), “Niveles de Ansiedad en la Comunidad Estudiantil Odontológica. Universidad de La Frontera, Temuco – Chile”, Int. J. Odontostomat, vol. 6, núm. 1, pp. 51-57. https://scielo.conicyt.cl/pdf/ijodontos/v6n1/art07.pdf
Deb, Sibnath; Strodl, Esben & Sun, Jiandong (2015), “Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian High School Students”, International Journal of Psychology and Behavioral Sciences, vol. 5, núm. 1, pp. 26-34. https://doi:10.5923/j.ijpbs.20150501.04
Del Rio Olvera, Francisco Javier; Cabello Santamaría, Francisco; Cabello García, Marina A. & Aragón Vela, Jerónimo (2018), “Cuestionario de Ansiedad Estado Rasgo (STAI): análisis psicométrico y funcionamiento en una muestra de drogodependientes y controles”, Universitas Psychologica, vol. 17, núm. 1, pp. 1-10. https://www.redalyc.org/jatsRepo/647/64754595008/64754595008.pdf
Destiny Apuke, Oberiri & Onosahwo Iyendo, Timothy (2018), “University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility”, Heliyon, ELSEVIER, vol. 4, pp. 1-34. https://doi.org/10.1016/j.heliyon.2018.e01052
England, Benjamin J.; Brigati, Jennifer R.; Schussier, Elisabeth E. & Chen, Miranda M. (2019), “Student Anxiety and Perception of Di culty Impact Performance and Persistence in Introductory Biology Courses”, CBE—Life Sciences Education, vol. 18, núm. 21, pp. 1-13. https://doi.org/10.1187/cbe.17-12-0284
Esparza, José (2016), “Editorial. Epidemias y pandemias virales emergentes: ¿Cuál será la próxima?”, Investigación Clínica, vol. 57, núm. 3, pp. 231-235. https://www.redalyc.org/pdf/3729/372946635001.pdf
Fonseca-Pedrero, Eduardo; Paino, Mercedes; Sierra-Braigrie, Susana; Lemos-Giráldez, Serafín & Muñiz, José (2012), “Propiedades psicométricas del “Cuestionario de Ansiedad Estado-Rasgo” (STAI) en universitarios”, Behavioral Psychology / Psicología Conductual, vol. 20, núm. 3, pp. 547-561.
http://www.p3-info.es/PDF/PropiedadespsicomeetricasdelSTAI.pdf
Gantiva Díaz, Carlos Andrés; Luna Viveros, Andrea; Dávila, Ana María & Salgado, María José (2010), “Estrategias de afrontamiento en personas con ansiedad”, Psychologia. Avances de la disciplina, vol. 4, núm. 1, pp. 63-72. https://www.redalyc.org/pdf/2972/297224086006.pdf
Gobierno de México-Secretaría de Educación Pública (SEP) (2019), Principales cifras del sistema educativo nacional 2018-2019, México, SEP. https://www.planeacion.sep.gob.mx/Doc/estadistica_e_indicadores/principales_cifras/principales_cifras_2018_2019_bolsillo.pdf
Jayasankara Reddy, K.; Rajan Menon, Karishma & Thattil, Anjana (2018), “Academic Stress and its Sources among University Students”, Biomedical & Pharmacology Journal, vol. 11, núm. 1, pp. 531-537. https://dx.doi.org/10.13005/bpj/1404
Jiménez Diez, Olivia & Ojeda López, Ruth (2017), “Estudiantes universitarios y el estilo de vida”, Revista Iberoamericana de Producción Académica y Gestión Educativa, vol. 4, núm. 8. https://www.pag.org.mx/index.php/PAG/article/view/723
Kamberi, Mimoza; Hoxha, Fatbardha; Shala, Merita; Shahini, Mimoza & Vehapi, Shemzedin (2019), “Anxiety predictors among college students in Kosovo”, International Journal of Adolescence and Youth, vol. 24, núm. 1, pp. 117-124. https://doi.org/10.1080/02673843.2018.1479277
Martínez-Otero Pérez, Valentín (2014), “Ansiedad en estudiantes universitarios: estudio de una muestra de alumnos de la Facultad de Educación”, International Journal of Developmental and Educational Psychology, vol. 1, núm. 1, pp. 439-449. https://www.redalyc.org/pdf/3498/349851780045.pdf
Meade, Rosie R. (2020), “CDJ Editorial— What is this Covid-19 crisis?”, Community Development Journal, vol. 55, núm. 3. https://doi.org/10.1093/cdj/bsaa013
Molin, Francois; Cabus, Sofie; Haelermans, Carla & Groot, Wim (2019), “Toward Reducing Anxiety and Increasing Performance in Physics Education: Evidence from a Randomized Experiment”, Research in Science Education. https://doi.org/10.1007/s11165-019-9845-9
Pascoe, Michaela C.; Hetrick, Sarah E. & Parker, Alexandra G. (2020), “The impact of stress on students in secondary school and higher education”, International Journal of Adolescence and Youth, vol. 25, núm. 1, pp. 104-112. https://doi.org/10.1080/02673843.2019.1596823
Orellana López, Diana María & Sánchez Gómez, María Cruz (2006), “Técnicas de recolección de datos en entornos virtuales más usadas en la investigación cualitativa”, Revista de Investigación Educativa, vol. 24, núm. 1, pp. 205-222. https://revistas.um.es/rie/article/view/97661/93701
Reeves, J. Jeffery; Hollandsworth, Hannah M.; Torriani, Francesca J.; Taplitz, Randy; Abeles, Shira; Tai-Seale, Millen, Ming; Clay, Brian J. & Longhurst, Christopher A. (2020), “Rapid response to COVID-19: health informatics support for outbreak management in an academic health system”, Journal of the American Medical Informatics Association, AMIA, vol. 27, núm. 6, pp. 853-859. https://doi.org/10.1093/jamia/ocaa037
Reyes Carmona, Carlos; Monterrosas Rojas, Ana María; Navarrete Martinez, Andrea; Acosta Martínez, Estephanie Paulina & Torruco García, Uri (2017), “Ansiedad de los estudiantes de una facultad de medicina mexicana, antes de iniciar el internado”, Investigación en Educación Médica, vol. 6, núm. 21, pp. 42-46. http://www.scielo.org.mx/pdf/iem/v6n21/2007-5057-iem-6-21-00042.pdf
Ries, Francis; Castañeda Vázquez Carolina; Campos Mesa, María del Carmen & Del Castillo Andrés, Oscar (2012), “Relaciones entre ansiedad-rasgo y ansiedad-estado en competiciones deportivas”, Cuadernos de Psicología del Deporte, vol. 12, núm. 2, pp. 9-16. http://scielo.isciii.es/pdf/cpd/v12n2/articulo01.pdf
Singh, Indoo & Jha, Ajeya (2013), “Anxiety, Optimism and Academic Achievement among Students of Private Medical and Engineering Colleges: A Comparative Study”, Journal of Educational and Developmental Psychology, vol. 3, núm. 1, pp. 222-233. http://dx.doi.org/10.5539/jedp.v3n1p222
Spielberg, C. D. (1993). State-Trait Anxiety Inventory : a comprehensive bibliography (2nd ed.). Consulting Psychologists Press. Palo Alto, California, USA.
Thamman, Ritu; Gulati, Martha; Narang, Akhil; Utengen, Audun; Mamas, A. Mamas & Bhatt, Deepak L. (2020), “Twitter-based learning for continuing medical education? A new perspective for a paradigm shift in medical education, accelerated by COVID-19”, European Heart Journal , pp. 1-3. https://doi.org/10.1093/eurheartj/ehaa346
Vitasari, Prima; Abdul Wahab, Muhammad Nubli; Othman, Ahmad; Herawan, Tutut & Kumar Sinnadurai, Suriya (2010), “The Relationship between Study Anxiety and Academic Performance among Engineering Students”, Social and Behavioral Sciences, ELSEVIER, vol. 8, 490-497.
https://doi.org/10.1016/j.sbspro.2010.12.067
World Health Organization (WHO) (2020), Archived: WHO Timeline - COVID-19. https://www.who.int/news-room/detail/27-04-2020-who-timeline---covid-19
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2021