Effects of transition from remote to in-person learning in university students: A longitudinal study

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dc.contributor.authorSiteneski, Aline
dc.contributor.authorde la Cruz-Velez, Melina
dc.contributor.authorMontes-Escobar, Karime
dc.contributor.authorDuran-Ospina, Julia Patricia
dc.contributor.authorFonseca-Restrepo, Carolina
dc.contributor.authorBarreiro-Linzán, Mónica Daniela
dc.contributor.authorCampos García, Gusdanis Alberto
dc.contributor.authorGil-Mohapel, Joana
dc.date.accessioned2024-10-10T17:23:08Z
dc.date.available2024-10-10T17:23:08Z
dc.date.issued2024
dc.description.abstractPrevious studies have shown that the transition from the University environment to remote learning impacted student mental health. Our study aimed to investigate the effects of university environment on anxiety and depressive symptoms in health sciences students. Students at the Technical University of Manabí, Ecuador, with 6–10 in-person semesters, who shifted to remote learning and then returned to face-to-face learning were selected. Students responded to the General Anxiety Disorder-7 (GAD-7) and Patient Health Questionnaire-9 (PHQ-9). In addition, questions regarding social interaction, physical exercise, mood and sleep habits were also asked. This longitudinal study tracked 323 students during the return to in-person classes and term end. The results showed similar rates of anxiety (GAD-7, p = 0.011-p = 0.002) and depression (PHQ-9 p = 0.001-p = 0.032) among students at week 1 and week 15. Previous diagnosis of depression (OR, 0.171; CI 0.050–0.579, p < 0.005) was shown to correlate with depression levels in week 1, with no changes seen at follow-up. Anxiety levels were shown to be associated with a previous diagnosis of the disorder at week 1, but not at follow-up (OR 0.233; CI 0.085–0.643, p < 0.005). The return to in-person learning among university students maintained levels of anxiety and depressive symptoms, underscoring ongoing vulnerabilities to mental health disorders in this group.
dc.description.reviewstatusReviewed
dc.description.scholarlevelFaculty
dc.identifier.citationSiteneski, A., de la Cruz-Velez, M., Montes-Escobar, K., Duran-Ospina, J. P., Fonseca-Restrepo, C., Barreiro-Linzán, M. D., Campos García, G. A., & Gil-Mohapel, J. (2024). Effects of transition from remote to in-person learning in university students: A longitudinal study. European Journal of Investigation in Health, Psychology and Education, 14(6), Article 6. https://doi.org/10.3390/ejihpe14060118
dc.identifier.urihttps://doi.org/10.3390/ejihpe14060118
dc.identifier.urihttps://hdl.handle.net/1828/20522
dc.language.isoen
dc.publisherEuropean Journal of Investigation in Health, Psychology and Education
dc.rightsAttribution CC BY
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectanxiety
dc.subjectdepression
dc.subjecthealth sciences students
dc.titleEffects of transition from remote to in-person learning in university students: A longitudinal study
dc.typeArticle

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