The Effect of Students’ Material Status and Zoom Fatigue on Their Perception of Emergency Remote Teaching Satisfaction and Remote Teaching Sustainability from the Perspective of Education Faculty Students in Serbia
Abstract
1. Introduction
- Whether the students’ material status contributes to differences in their preference for emergency remote teaching and attitudes towards the possibility of attending RT again.
- Whether the students’ material status contributes to differences in the Zoom Fatigue level during their attendance of emergency remote teaching.
- Whether, based on the students’ material status, their preferences for emergency remote teaching, and attitude towards the possibility of attending remote teaching again, it is possible to predict the Zoom Fatigue level during the implementation of emergency remote teaching.
1.1. Social and Digital Inequalities in Emergency Remote Teaching
1.2. The Negative Health Effects of Emergency Remote Teaching
2. Materials and Methods
- Sociodemographic features: Gender and place of origin.
- Matters regarding the students’ status:Level of study, GPA, and students’ status.
- Matters regarding the economic status: Method of financing studies and monthly household income.
- Matters regarding ERT: Preferences for ERTand the possibility of attending RT again.
- Zoom Exhaustion and Fatigue Scale [91]: The ZEF scale is an instrument intended for assessing the respondents’ fatigue intensity and the modality of their fatigue after attending remote teaching. The scale consists of 15 items, with 3 items for each of the five fatigue modalities: general, visual, social, emotional, and motivational (e.g., “I felt tired after attending the remote lesson”). Moreover, the overall result on the scale is also taken into account. The respondents gave answers on a five-point Likert scale (from “1 = Strongly disagree” to “5 = Strongly agree”). The scale reliability measured by Cronbach’s alpha in the original research was between 0.82 and 0.90 [91], between 0.70 and 0.91 [96], and between 0.87 and 0.92 [97].
- Place of origin: Whether before starting university studies, the student lived in a city, a suburban settlement, or a village.
- Level of studies: Bachelor’s (4 years long, with 240 ECTS) and master’s (1 year long, with 60 ECTS).
- The range of the achieved GPA in the following categories: 6–7, 7–8, 8–9, 9–10 (at Serbian universities, the lowest pass mark is 6 and the highest is 10).
- Students’ status: Onthe state budget or self-financing.
- Type of financing the costs of studying: financed by family members; the student works and finances the costs of studying on his/her own.
- Monthly household income: Much below average (under RSD 65,000), below average (RSD 65,000–90,000), average (90,000–130,000), above average (130,000–170,000), much above average (more than RSD 170,000). The starting basis for this categorization was the amount of the median salary in the Republic of Serbia of RSD 63,954 in April 2023, which means that 50% employees earned up to the above-mentioned amount [98], while the median pension was between RSD 20,000 and 25,000 [99]. However, having in mind that in Serbia there is still a trend of multigenerational common households, which is a characteristic of transitioning societies in general [100], it is also possible that the household was able to increase its income in a different manner. Some of the members of multigenerational households were able (via social subsidies by the state, or self-employment in their private or family business or agriculture) to acquire additional income in the amount of approximately ½ of the average monthly salary. The above-mentioned categories were formed under the assumption that at least one family member earned RSD 25,000 as a median pension.
- Preference for ERT: The question refers to how much the students generally liked emergency remote teaching (I did not like it at all; I saw it as a necessary evil; I liked it very much).
- The attitude toward the possibility of attending RT again: The students answered the question in which circumstances they found it acceptable to attend RT again (never, in extraordinary circumstances, to introduce it as a permanent form of teaching).
- The question regarding difficulties brought by the introduction of ERT to students in terms of their economic position: On a five-point Likert scale (from “1 = Strongly disagree” to “5 = Strongly agree”), the respondents assessed the following statement: “What I minded in ERT was the lack of financial means for buying enough internet with a sufficient flow speed”.
3. Results
3.1. Descriptive Statistics of Variables
3.2. Material Status, ERT, and RT
3.3. Material Status and ZEF During the Attendance of ERT
3.4. The Possibility of Prediction ZEF
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Abbreviations
RT | Remote Teaching |
ERT | Emergency Remote Teaching |
ZF | Zoom Fatigue |
ZEF | Zoom Exhaustion and Fatigue Scale |
GPA | Grade Point Average |
GDP | Gross Domestic Product |
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Level of Academic Studies | Students’ Status | GPA | |||||
---|---|---|---|---|---|---|---|
Basic | Master’s | Budget | Self-financing | 6 to 7 | 7 to 8 | 8 to 9 | 9 to 10 |
86 | 62 | 113 | 35 | 9 | 47 | 59 | 33 |
Method of Financing Studies | Monthly Household Income | |||||
---|---|---|---|---|---|---|
financed by family members | the student works and finances the costs of studying on his/her own | much below average | below average | average | above average | much above average |
44 | 104 | 32 | 24 | 45 | 29 | 18 |
How Much the Students Liked ERT | In Which Circumstances Students Found It Acceptable to Attend RT Again | ||||
---|---|---|---|---|---|
I did not like it at all | I saw it as a necessary evil | I liked it very much | Never | In extraordinary circumstances | To introduce it as a permanent form of teaching |
44 | 38 | 66 | 11 | 103 | 33 |
Scales | α | M | SD |
---|---|---|---|
General fatigue | 0.83 | 2.58 | 1.19 |
Visual | 0.89 | 2.57 | 1.26 |
Social | 0.85 | 2.16 | 1.17 |
Motivational | 0.87 | 2.35 | 1.21 |
Emotional | 0.91 | 2.14 | 1.14 |
Total | 0.97 | 2.33 | 1.09 |
R | R2 | Adjusted R2 | F | p | Partial | p | |
---|---|---|---|---|---|---|---|
General | |||||||
GPA, | 0.555 | 0.308 | 0.214 | 3.284 | 0.000 | 0.224 | 0.014 |
Monthly household income and | −0.193 | 0.035 | |||||
ERT preference | −0.194 | 0.034 | |||||
Visual | |||||||
Students’ status and | 0.596 | 0.355 | 0.269 | 4.123 | 0.000 | −0.196 | 0.030 |
attitude toward the possibility of attending RT again | −0.0248 | 0.002 | |||||
Social | |||||||
Monthly household income and | 0.531 | 0.282 | 0.186 | 2.940 | 0.000 | −0.211 | 0.020 |
ERT preference | −0.181 | 0.047 | |||||
Motivational | |||||||
Monthly household income | 0.552 | 0.273 | 0.176 | 2.810 | 0.001 | −0.229 | 0.011 |
Emotional | |||||||
GPA, | 0.56 | 0.321 | 0.228 | 3.432 | 0.000 | 0.186 | 0.044 |
Monthly household income | −0.200 | 0.030 | |||||
and the opinion about the difficulty in attending ERT due to the lack of money for purchasing the internet, | 0.234 | 0.011 | |||||
and attitude toward the possibility of attending RT again | −0.249 | 0.007 | |||||
ZEF total score | |||||||
GPA, | 0.553 | 0.306 | 0.209 | 3.169 | 0.000 | 0.202 | 0.029 |
Monthly household income, | −0.207 | 0.025 | |||||
and attitude toward the possibility of attending RT again | −0.188 | 0.043 |
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Petrović, J.R.; Nikolić, I.A.; Šuvaković, U.V. The Effect of Students’ Material Status and Zoom Fatigue on Their Perception of Emergency Remote Teaching Satisfaction and Remote Teaching Sustainability from the Perspective of Education Faculty Students in Serbia. Sustainability 2025, 17, 9052. https://doi.org/10.3390/su17209052
Petrović JR, Nikolić IA, Šuvaković UV. The Effect of Students’ Material Status and Zoom Fatigue on Their Perception of Emergency Remote Teaching Satisfaction and Remote Teaching Sustainability from the Perspective of Education Faculty Students in Serbia. Sustainability. 2025; 17(20):9052. https://doi.org/10.3390/su17209052
Chicago/Turabian StylePetrović, Jelena R., Ivko A. Nikolić, and Uroš V. Šuvaković. 2025. "The Effect of Students’ Material Status and Zoom Fatigue on Their Perception of Emergency Remote Teaching Satisfaction and Remote Teaching Sustainability from the Perspective of Education Faculty Students in Serbia" Sustainability 17, no. 20: 9052. https://doi.org/10.3390/su17209052
APA StylePetrović, J. R., Nikolić, I. A., & Šuvaković, U. V. (2025). The Effect of Students’ Material Status and Zoom Fatigue on Their Perception of Emergency Remote Teaching Satisfaction and Remote Teaching Sustainability from the Perspective of Education Faculty Students in Serbia. Sustainability, 17(20), 9052. https://doi.org/10.3390/su17209052