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Article

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

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College of Public Health and Health Informatics, University of Ha’il, Ha’il 81451, Saudi Arabia
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Molecular Diagnostic & Personalized Therapeutic Unit, University of Ha’il, Ha’il 81451, Saudi Arabia
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College of Applied Medical Sciences, University of Ha’il, Ha’il 81451, Saudi Arabia
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Department of Social Sciences, College of Arts, University of Ha’il, Ha’il 81451, Saudi Arabia
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Department of Working with Individual and Families, Faculty of Social Work, Helwan University, Helwan 11795, Egypt
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Department of Basic Sciences, Preparatory Year, University of Ha’il, Ha’il 81451, Saudi Arabia
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Department of Psychiatry, Cairo University, Cairo 41516, Egypt
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Authors to whom correspondence should be addressed.
Academic Editor: Pietro Muratori
Children 2022, 9(1), 13; https://doi.org/10.3390/children9010013
Received: 20 November 2021 / Revised: 16 December 2021 / Accepted: 17 December 2021 / Published: 27 December 2021
Educational institutions in Saudi Arabia extended e-learning until the third semester of the academic calendar to prevent the spread of COVID-19 infection and to achieve 70% inoculation for the Saudi population. This study assesses the impact of extended e-learning and other associated stressors on the emotional health of university students in Saudi Arabia. An online cross-sectional survey collected data between the months of January–March 2021. The emotional signs of stress were measured by using a subset of items from the COVID-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Data about demographic variables, educational characteristics and academic performance were also collected. A regression analysis was performed to determine predictors of emotional health. A total of 434 university students including females (63%) and males (37%) provided responses. One-third of students (33%) indicated that the COVID-19 pandemic and its resulting changes including online distance studies greatly influenced their daily lives in a negative way. The regression analysis demonstrated that female students and students with average academic performance had increased vulnerability to experience emotional signs of stress (p < 0.05). The factors ‘Not going to university’ and ‘Not having a routine life’ were significant predictors of stress responses (p < 0.01) and (p < 0.001) respectively. E-learning during the COVID-19 pandemic made it possible for students to complete their studies as per academic calendar; simultaneously, it increased the vulnerability to experience stress, particularly for female students and students with average academic performance. These findings imply that academic advising and counseling services should be more readily available during digital studies to support at risk students. View Full-Text
Keywords: adolescents; emotional health; e-learning; online education; stress reactions; COVID-19 pandemic; students; psychological well-being adolescents; emotional health; e-learning; online education; stress reactions; COVID-19 pandemic; students; psychological well-being
MDPI and ACS Style

Hassan, S.-u.-N.; Algahtani, F.D.; Atteya, M.R.; Almishaal, A.A.; Ahmed, A.A.; Obeidat, S.T.; Kamel, R.M.; Mohamed, R.F. The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia. Children 2022, 9, 13. https://doi.org/10.3390/children9010013

AMA Style

Hassan S-u-N, Algahtani FD, Atteya MR, Almishaal AA, Ahmed AA, Obeidat ST, Kamel RM, Mohamed RF. The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia. Children. 2022; 9(1):13. https://doi.org/10.3390/children9010013

Chicago/Turabian Style

Hassan, Sehar-un-Nisa, Fahad D. Algahtani, Mohammad R. Atteya, Ali A. Almishaal, Ahmed A. Ahmed, Sofian T. Obeidat, Reham M. Kamel, and Rania F. Mohamed. 2022. "The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia" Children 9, no. 1: 13. https://doi.org/10.3390/children9010013

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