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Impact of COVID-19 Pandemic on Academic Stress and Perceived Classroom Climate in Spanish University Students

Author

Listed:
  • Nicolás Ruiz-Robledillo

    (Department of Health Psychology, University of Alicante, 03690 Alicante, Spain)

  • Juan Vela-Bermejo

    (Department of Innovation and Didactic Training, University of Alicante, 03690 Alicante, Spain)

  • Violeta Clement-Carbonell

    (Department of Health Psychology, University of Alicante, 03690 Alicante, Spain)

  • Rosario Ferrer-Cascales

    (Department of Health Psychology, University of Alicante, 03690 Alicante, Spain)

  • Cristian Alcocer-Bruno

    (Department of Health Psychology, University of Alicante, 03690 Alicante, Spain)

  • Natalia Albaladejo-Blázquez

    (Department of Health Psychology, University of Alicante, 03690 Alicante, Spain)

Abstract

The COVID-19 pandemic has caused several changes in society, especially in the educational context, where several learning methodologies and social interactions have been modified significantly. This fact could have had a negative impact on academic stress levels of students and the classroom climate, especially in the university context. The main aim of the present study was to identify changes in academic stress and the perceived classroom climate caused by COVID-19 in a sample of Spanish university students. Academic stress was evaluated trough the Stressor Academic Scale (SAS) and perceived classroom climate employing the Perceived Classroom Responsibility Climate (PCRC) questionnaire. A longitudinal study was conducted. 135 students (97 females and 38 males) from the Gastronomy ( n = 31) and Criminology ( n = 104) degrees were evaluated before and after the COVID-19 lockdown in Spain. Academic stress levels and perceived classroom climate were analyzed before (Time 1) and after (Time 2) the lockdown declaration. An increase in academic stress was found, especially in the categories regarding Teachers’ Methodological Deficiencies, Academic Over-Burden and Beliefs About Performances. Females and final year students suffered higher levels of academic stress. No differences were found between Time 1 and 2 in perceived classroom climate. The obtained results point out a significant increase of academic stress in university students due to the COVID-19 pandemic in Spain. The implemented educational changes and the uncertainty that resulted from the pandemic could have a significant negative impact on mental health in this population, resulting in higher levels of academic stress, especially in females and final year students. Future studies should analyze the strategies that students are employing to cope with these educational challenges and intervention strategies to promote them in the context of higher education.

Suggested Citation

  • Nicolás Ruiz-Robledillo & Juan Vela-Bermejo & Violeta Clement-Carbonell & Rosario Ferrer-Cascales & Cristian Alcocer-Bruno & Natalia Albaladejo-Blázquez, 2022. "Impact of COVID-19 Pandemic on Academic Stress and Perceived Classroom Climate in Spanish University Students," IJERPH, MDPI, vol. 19(7), pages 1-15, April.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:4398-:d:788190
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    References listed on IDEAS

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    1. Carlos Laranjeira & Maria Anjos Dixe & Olga Valentim & Zaida Charepe & Ana Querido, 2021. "Mental Health and Psychological Impact during COVID-19 Pandemic: An Online Survey of Portuguese Higher Education Students," IJERPH, MDPI, vol. 19(1), pages 1-15, December.
    2. Andrew Denovan & Ann Macaskill, 2017. "Stress and Subjective Well-Being Among First Year UK Undergraduate Students," Journal of Happiness Studies, Springer, vol. 18(2), pages 505-525, April.
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    1. Eileen Heumann & Jannis Trümmler & Christiane Stock & Stefanie M. Helmer & Heide Busse & Sarah Negash & Claudia R. Pischke, 2023. "Study Conditions and University Students’ Mental Health during the Pandemic: Results of the COVID-19 German Student Well-Being Study (C19 GSWS)," IJERPH, MDPI, vol. 20(7), pages 1-15, March.
    2. Xinyi Li & Hongying Liu & Ming Kuang & Haijiang Li & Wen He & Junlong Luo, 2022. "Effectiveness of Digital Cognitive Behavior Therapy for the Treatment of Insomnia: Spillover Effects of dCBT," IJERPH, MDPI, vol. 19(15), pages 1-15, August.

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