IMPLICATIONS OF COVID-19 PANDEMIC IN THE WORLD AND THE ROMANIAN SOCIETY. AN INTERDISCIPLINARY APPROACH

Auteurs

  • Alexandra APETRĂCHEOAE Department of Sociology and Social Work, Faculty of Philosophy and Social-Political Sciences, Alexandru Ioan Cuza University of Iași, Romania
  • Cristina GĂLĂȚANU Department of Sociology and Social Work, Faculty of Philosophy and Social-Political Sciences, Alexandru Ioan Cuza University of Iași, Romania
  • Elena-Andreea BOITAN Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania
  • Iulia-Gabriela ALEXANDRU Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania
  • Roxana CUREA Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania
  • Alexandra MAFTEI Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania
  • Cornelia MĂIREAN PhD, Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania
  • Lucian SFETCU Department of Sociology and Social Work, Faculty of Philosophy and Social-Political Sciences, Alexandru Ioan Cuza University of Iași, Romania

DOI :

https://doi.org/10.47743/asas-2023-1-718

Mots-clés :

pandemic, health crisis, mental health, vulnerable populations, parent-child relationship, education

Résumé

: Cet article examine comment la pandémie de COVID-19 a affecté la santé mentale alors que le virus se propageait et que les gouvernements prenaient des mesures dans le monde, en Europe et, plus spécifiquement, en Roumanie, tout en accordant une attention particulière aux catégories d'individus vulnérables, aux interactions et à la détresse parents-enfants, aux changements éducatifs et aux comportements adaptatifs, au stress et à la communication liés au travail, à la numérisation et au manque de contacts sociaux appropriés. L'impact de la pandémie sur plusieurs facettes de la santé mentale ainsi que son impact sur les situations sont évalués à partir des données de la littérature actuelle.

Les résultats démontrent que la pandémie a eu une influence profondément négative sur la santé mentale, entraînant des niveaux plus élevés de stress et d'anxiété, une satisfaction de vie globale plus faible et une probabilité plus élevée de développer un trouble dépressif. En outre, il montre plusieurs modifications dans le lien enfant-parent, notamment une baisse de la communication et une augmentation des conflits, ainsi que des tendances comparables dans le domaine de l'éducation. Alors que la numérisation était une solution et facilitait les choses, elle a également conduit à un écart plus important entre les sexes et à des problèmes d'équilibre travail-famille qui ont mis plus de pression sur les femmes et leur développement de carrière. La cybercondrie remplace désormais l'hypocondrie, l'efficacité dans l'éducation atteint un sommet mais nous manquons d'efficacité et, si les solutions trouvées étaient appropriées et les meilleures pour diverses situations, elles ont également souligné davantage de problèmes qui ont dépassé les avantages. Nous devons nous développer et nous adapter, mais nous ne devons pas oublier ce que la technologie ne peut pas encore remplacer : l'émotion, l'empathie, la chaleur et tout ce qui nous maintient mentalement sains et riches.

Bibliographies de l'auteur

Alexandra APETRĂCHEOAE, Department of Sociology and Social Work, Faculty of Philosophy and Social-Political Sciences, Alexandru Ioan Cuza University of Iași, Romania

PhD. Student

Cristina GĂLĂȚANU, Department of Sociology and Social Work, Faculty of Philosophy and Social-Political Sciences, Alexandru Ioan Cuza University of Iași, Romania

PhD. Student

Elena-Andreea BOITAN, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania

PhD. Student

Iulia-Gabriela ALEXANDRU, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania

PhD. Student

Roxana CUREA, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania

 PhD. Student

Alexandra MAFTEI, Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania

Assistant professor, PhD

Cornelia MĂIREAN, PhD, Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, Romania

Associate professor

Lucian SFETCU, Department of Sociology and Social Work, Faculty of Philosophy and Social-Political Sciences, Alexandru Ioan Cuza University of Iași, Romania

Lecturer, PhD

Références

Adams-Sadiqi, G., & Jiang, Y. (2023). COVID-19 Stress in Relation to Parent Emotional Intelligence and Child Mental Health among a Canadian Sample. Canadian Journal of Family and Youth, 15(3), 31-50.

Adisa, T., Aiyenitaju, O., & Adekoya, O. (2020). The work–family balance of British working women during the COVID-19 pandemic. Journal of Work-Applied Management, 1-21. doi:https://doi.org/10.1108/jwam-07-2020-0036

Agbakwuru, K., & Ejakpovi, T. (2022). Work-from-Home and Work-Family Conflict in Dublin, Ireland. International Journal of Advances in Engineering and Management, 4(3), 79-88. doi: https://doi.org/10.35629/5252-04037988

Ahorsu, D. K., Lin, C.-Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2022). The Fear of COVID-19 Scale: Development and Initial Validation. International Journal of Mental Health and Addiction, 20(3), 1537–1545. https://doi.org/10.1007/s11469-020-00270-8

Allen, I. E., and Seaman, J. (2011). Going the Distance: Online Education in the United States, 2011. Sloan Consortium, NJ1.

Andrade, C., & Lousa, E. (2021). Telework and Work–Family Conflict during COVID-19 Lockdown in Portugal: The Influence of Job-Related Factors. Administrative Sciences. doi:https://doi.org/10.3390/admsci11030103

Arpinte, D., Cace, S., Mihaiu, S., Stanescu, I., & Toc, S. (2020). Pandemia şi standardul de viaţă. Politici de protecţie socială. București: Institutul de Cercetare a Calităţii Vieţii - Institutul Naţional de Cercetări Economice „Costin C. Kiriţescu” - Academia Română.

Auðardóttir, A., & Rúdólfsdóttir, A. (2020). Chaos ruined the children’s sleep, diet and behaviour: Gendered discourses on family life in pandemic times. Feminist Frontiers. doi:https://doi.org/10.1111/gwao.12519

Babuç., Z.T. (2022). A Relational Sociological Analysis on the Impact of COVID‑19 Pandemic Lockdown on Syrian Migrants’ Lives in Turkey: The Case of Mersin Province. Journal of International Migration and Integration 23:1645–1666.

Bączek, M.; Zagańczyk-Bączek, M.; Szpringer, M.; Jaroszyński, A.; Wożakowska-Kapłon, B. Students’ Perception of Online Learning during the COVID-19 Pandemic: A Survey Study of Polish Medical Students. Medicine 2021, 100, e24821. [Google Scholar] [CrossRef]

Bender, S; Brown, K.; Hensley K.; Deanna L; Vega, O. (2022). Academic women and their children: Parenting during COVID-19 and the impact on scholarly productivity. Family Relations; Minneapolis Vol. 71, Iss. 1, (): 46-67.

Bentzen, N., Boström, A., Del Monte, M., Odink, I., Prpic, M., & Tuominen, M. (2020). States of emergency in response to the coronavirus crisis: Situation in certain Member States III. European Parliament.

Capainolo, P., & Chase, R. (2022). An Early Clinical Case of COVID-19 in New York. Case Reports in Clinical Medicine, 11, 330-336. doi:https://doi.org/10.4236/crcm.2022.118046

Carr, D.; Friedmann, E.; Gee, N. R; Gilchrist, C.; Sachs-Ericsson, N. (2021). Walking and the Social Impact of the COVID-19 Pandemic on Loneliness in Older Adults Basel Vol. 11, Iss. 7, 1852.

Chandola, T., Kumari, M., Booker, C. L., & Benzeval, M. (2022). The mental health impact of COVID-19 and lockdown-related stressors among adults in the UK. Psychological Medicine, 52(14), 2997–3006.

Chauhan, P. (2022). “I Have No Room of My Own”: COVID‑19 Pandemic and Work‑From‑Home Through a Gender Lens. Gender Issues (, 39, 507–533. doi:https://doi.org/10.1007/s12147-022-09302-0

Cohn-Schwartz, E., & Ayalon, L. (2020). Societal views of older adults as vulnerable and a burden to society during the COVID-19 outbreak: Results from an Israeli nationally representative sample. The Journals of Gerontology: Series B.

Cohodes, E., McCauley, S., Preece, D., Gross, J., & Gee, D. (2022). Parents’ Emotion Suppression Exacerbates the Effect of COVID-19 Stress on Youth Internalizing Symptomatology. American Psychological Association, 1-6. doi:https://doi.org/10.1037/emo0001174

Comstock, D. L., Hammer, T. R., Strentzsch, J., Cannon, K., Parsons, J., & II, G. S. (2008). Relational-Cultural Theory: A Framework for Bridging Relational, Multicultural, and Social Justice Competencies. Journal of Counseling & Development, 86(3), 279–287.

Curelaru, M., Curelaru V., Cristea M., (2022), Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach, Sustainability 2022, 14(13), 8138 https://doi.org/10.3390/su14138138

Curșeu, P. L., Coman, A. D., Panchenko, A., Fodor, O. C., & Rațiu, L. (2021). Death anxiety, death reflection and interpersonal communication as predictors of social distance towards people infected with COVID 19. Current Psychology, 1–14.

D’Alessandro, A. M., Ritchie, K., McCabe, R. E., Lanius, R. A., Heber, A., Smith, P., Malain, A., Schielke, H., O’Connor, C., & Hosseiny, F. (2022). Healthcare workers and COVID-19-related moral injury: An interpersonally-focused approach informed by PTSD. Frontiers in Psychiatry, 12, 2637.

Dang, H.-A. H., & Viet Nguyen, C. (2020). Gender Inequality during the COVID-19 Pandemic: Income, Expenditure, Savings, and Job Loss. World Development, 105296.

de Jong, P., Schreurs, B., & Zee, M. (2021). Parent–child conflict during homeschooling in times of the COVID-19 pandemic: A key role for mothers’ self-efficacy in teaching. Social Sciences. doi:https://doi.org/10.3390/socsci11040173

Deng, J., Zhou, F., Hou, W., Heybati, K., Lohit, S., Abbas, U., Silver, Z., Wong, C. Y., Chang, O., Huang, E., Zuo, Q. K., Moskalyk, M., Ramaraju, H. B., & Heybati, S. (2023). Prevalence of mental health symptoms in children and adolescents during the COVID‐19 pandemic: A meta‐analysis. Annals of the New York Academy of Sciences, 1520(1), 53–73. https://doi.org/10.1111/nyas.14947

Dey, S., Akhter, S., Fariha, T. N. (2021). .Diminishing Inequalities? A Study on Reconstituted Gender Relations in Bangladeshi Households During the COVID-19 Crisis Journal of International Women's Studies; Bridgewater Vol. 22, Iss. 12: 62-81,62A.

Dhull, I. & Sakshi, M.S. (2017). Online learning.International Education and Research Journal, Vol. 3, No. 8.

Dominte, M. E., Swami, V., & Enea, V. (2022). Fear of COVID‐19 mediates the relationship between negative emotional reactivity and emotional eating. Scandinavian Journal of Psychology, 63(5), 462–467.https://doi.org/10.1111/sjop.12828

Elflein, J. (2021). Characteristics of older U.S. adults who felt lonely during COVID-19, Mar-Jun 2020. Health, Pharma & Medtech

Elflein, J. (2021). Social interaction & isolation among older U.S. adults during COVID, 2020, by gender. Health, Pharma & Medtech

Enea, V., Candel, O. S., Zancu, S. A., Maftei, A., Bîrlădeanu, L., & Timofte, D. (2022). Death Obsession, COVID-19–Related Fear and Religiosity in People Living with Type 2 Diabetes. OMEGA-Journal of Death and Dying, https://doi.org/10.1177/00302228221085402

Ensmann, S.; Whiteside, A.; Gomez-Vasquez, L.; Sturgill, R. Connections Before Curriculum: The Role of Social Presence during COVID-19 Emergency Remote Learning for Students. Online Learn. 2021, 25, 36–56. doi: https://doi.org/10.24059/olj.v25i3.2868

European Commission. (2021b). Action Plan for Digital Education (2021-2027). Adapting education and training to the digital age, Digital Education Action Plan (2021-2027) | Education and training (europa.eu);

Fochesato, A., Simoni, G., Reali, F., Giordano, G., Domenici, E., & Marchetti, L. (2021). A Retrospective Analysis of the COVID-19 Pandemic Evolution in Italy. Biology, 1-11. doi:https://doi.org/10.3390/biology10040311

Fore, H. H. (2020). A wake-up call: COVID-19 and its impact on children’s health and wellbeing. The Lancet Global Health.

Gabriel Lemkow–Tovías, G.; Lemkow, L.; Lucinda Cash‐Gibson, L. ; Ester Teixidó‐Compañó, E.; Benach, J. (Jan 2023). Impact of COVID‐19 inequalities on children: An intersectional analysis Sociology of Health & Illness; Oxford Vol. 45, Iss. 1, 145-162.

Gedik, N., Kiraz, E, and Ozden, M.Y. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1). doi: https://doi.org/10.14742/ajet.6

Genta, F., Neto, G., Sunfeld, J., Porto, J., Xavier, A., Moreno, C., . . . Genta, P. (2021). COVID-19 pandemic impact on sleep habits, chronotype, and health-related quality of life among high school students: a longitudinal study. Journal of Clinical Sleep Medicine, 17(7), 1371-1377. doi:https://doi.org/10.5664/jcsm.9196

Hagan, M., Roubinov, D., Cordeiro, A., Lisha, N., & Bush, N. (2022). Young children's traumatic stress reactions to the COVID-19 pandemic: The long reach of mothers' adverse childhood experiences. Journal of Affective Disorders, 130-138. doi:https://doi.org/10.1016/j.jad.2022.08.061

Hjálmsdóttir, A., & Bjarnadóttir, V. (2021). “I have turned into a foreman here at home”:Families and work–life balance in times of COVID‐19 in a gender equality paradise. Gender Work Organisation, 268-283. doi:https://doi.org/10.1111/gwao.12552

Holt, M.E., Kleiber, P.B., Swenson, J.D., Rees, E.F. & Milton, J. (1998). Facilitating group learning on the Internet. In Adult learning and the Internet, by Cahoon, B.Issue number 78. Jossey-Bass Publishers. San Francisco.

Hopf, S.; Walsh, K.; Flynn, E.; Georgantzi, N. (2021). The Relationship between Ageism and Well-Being as Mediated through COVID-19-Related Experiences and Discourses International. Journal of Environmental Research and Public Health; Basel Vol. 18, Iss. 1910490.

How COVID-19 Affects Different U.S. Age Groups COVID-19 PANDEMIC by Niall McCarthy, Mar 19, 2020.

Jokic-Begic, N., Lauri Korajlija, A., & Mikac, U. (2020). Cyberchondria in the age of COVID-19. Plos One, 15(12), https://doi.org/10.1371/journal.pone.0243704

Jordan, J., (2017). Relational Cultural Theory. The Power of Connection to Transform our lives. Journal of Humanistic Counseling, 56(3), 228–243. doi:10.1002/johc.12055.

Kerr, C. (2009) Gender -responsive treatment: What women say a qualitative exploratory study of women's experience with an innovative treatment program. Smith College School for Social Work ProQuest Dissertations Publishing, 3416169.

Khan, M. J., Altaf, S., & Kausar, H. (2013). Effect of Perceived Academic Stress on Students’ Performance. FWU Journal of Social Sciences, 7(2).

Kharel, M., Sakamoto, J., Carandang, R., Ulambayar, S., Shibanuma, A., Yarotskaya, E., . . . Jimba, M. (2022). Impact of COVID-19 lockdown on movement behaviours of children and adolescents: a systematic review. BMJ Global Health. doi:https://doi.org/10.1136/bmjgh-2021-007190

Kupcova, I., Danisovic, L., Klein, M., & Harsanyi, S. (2023). Effects of the COVID-19 pandemic on mental health, anxiety, and depression. BMC Psychology, 11(1), 108. https://doi.org/10.1186/s40359-023-01130-5

Lai, J., Pham, P., Bate, J., Prout, T., Carollo, A., Setoh, P., . . . Borelli, J. (2021). Being a Parent during COVID-19: Risk for Psychological Distress in the United States and Italy. Social Sciences. doi:https://doi.org/10.3390/socsci11040173

Levine, R., Lim, R., & Bintliff, A. (2023). Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma. Education Sciences. doi:https://doi.org/10.3390/educsci13040411

Litam, S. D. A., & Balkin, R. S. (2021). Moral injury in health-care workers during COVID-19 pandemic. Traumatology, 27(1), 14.

Maftei, A., & Holman, A. (2021a). Better once it’s over, worse now: Prospective moral behaviors after the coronavirus epidemic and cyberchondria. Psihologija, 54(2), 193–205.

Maftei, A., & Holman, A. C. (2020a). Cyberchondria During the Coronavirus Pandemic: The Effects of Neuroticism and Optimism. Frontiers in Psychology, 11, 567345. https://doi.org/10.3389/fpsyg.2020.567345

Maftei, A., & Holman, A.-C. (2020b). Prospective posttraumatic growth following the COVID‑19 health crisis: Younger people consider more the probability of positive outcomes following the pandemic. Psihologia Sociala, 46, 135–143.

Maftei, A., & Holman, A.-C. (2021b). The prevalence of exposure to potentially morally injurious events among physicians during the COVID-19 pandemic. European Journal of Psychotraumatology, 12(1), 1898791. https://doi.org/10.1080/20008198.2021.1898791

Maftei, A., Merlici, I.-A., & Roca, I.-C. (2022). Implications of the COVID-19 Pandemic on Children and Adolescents: Cognitive and Emotional Representations. Children, 9(3), 359. https://doi.org/10.3390/children9030359

Magklara, K., Lazaratou, H., Barbouni, A., Poulas, K., & Farsalinos, K. (2023). The impact of COVID ‐19 lockdown on children’s and adolescents’ mental health in Greece. Children & Society, 37(2), 469–484. https://doi.org/10.1111/chso.12605

Măirean, C., Zancu, S. A., Diaconu-Gherasim, L. R., & Brumariu, L. E. (2023). Mental Health among Young Adults during the COVID-19 Pandemic: A Two-Wave Longitudinal Investigation. The Journal of Psychology, 157(3), 192-211.https://doi.org/10.1080/00223980.2023.2169230

Martin, F., and Oyarzun, B. (2017). ”Distance Learning”, in R. E. West (ed.), Foundations of Learning and Instructional Design Technology, EdTech Books. https://edtechbooks.org/lidtfoundations/distance_learning

Martines, M. R., Ferreira, R. V., Toppa, R. H., & Assunção, L. (2021). Detecting space–time clusters of COVID‑19 in Brazil: mortality, inequality, socioeconomic vulnerability, and the relative risk of the disease in Brazilian municipalities. Journal of Geographical Systems, 23, 7-36. doi:https://doi.org/10.1007/s10109-020-00344-0

Mestre-Bach, G., & Potenza, M. N. (2023). Cyberchondria: A Growing Concern During the COVID-19 Pandemic and a Possible Addictive Disorder? Current Addiction Reports, 10(1), 77–96. https://doi.org/10.1007/s40429-022-00462-3

Mikolajczak, M., Gross, J., Stinglhamber, F., Norberg, A., & Roskam, I. (2020). Is Parental Burnout Distinct From Job Burnout and Depressive Symptoms? Clinical Psychological Science, 8(4), 673-689. doi:https://doi.org/10.1177/21677026209174

Morley, C.; Carrington, K.; Ryan, V.; Warren, S.; Clarke, Jo; et al. (2021): Locked Down with the Perpetrator: The Hidden Impacts of COVID-19 on Domestic and Family Violence in Australia International Journal for Crime, Justice and Social Democracy; Brisbane Vol. 10, Iss. 4204-222.

Müller, K.F., Peil, C., Weder, F. (2023). Career, Covid‐19, and Care: (Gendered) Impacts of the Pandemic on the Work of Communication Scholars Media and Communication (ISSN: 2183–2439), Volume 11, Issue 1, pp. 184–196.https://doi.org/10.17645/mac.v11i1.6050

Munot, A. V., Mohod, E., Hemnani, S., & Sonare, B. (2021). COVID-19 Outbreak from the Experience of Wave 1 and start of Wave 2: Comparison and Analysis,. 2021 International Conference on Artificial Intelligence and Machine Vision (AIMV), (pp. 1-5). Gandhinagar, India. doi: https://doi.org/10.1109/AIMV53313.2021.9670988

Muste, D. (2020). Opinions of primary education teachers on the advantages and disadvantages of on-line teaching, doi: 10.24193/ed21.2020.19.18

Picciano, A. G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model, Online Learning 21, 3, 166–90.

Prime, H., Browne, D., & Wade, M. (2020). Risk and Resilience in Family Well-Being During the COVID-19 Pandemic. American Psychological Association, 75(5), 631–643. doi:http://dx.doi.org/10.1037/amp0000660

Raboca H. M., Cotoranu, D. (2020). The Efficiency of the Online Academic Teaching Process During the Pandemic Covid-19, doi:10.24193/ed21.2020.19.15

Racine, N., McArthur, B. A., Cooke, J. E., Eirich, R., Zhu, J., & Madigan, S. (2021). Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: A meta-analysis. JAMA Pediatrics, 175(11), 1142–1150.

Radha, R., Mahalakshmi, K. Dr.V. Sathish Kumar, Dr.AR. Saravanakumar (2020). E-Learning during Lockdown of Covid-19 Pandemic: A Global Perspective. International Journal of Control and Automation, Vol. 13, No. 4, 1088-1099.„

Rivas, G., Arruabarrena, I., & de Paul, J. (2021). Parenting Stress Index-Short Form: Psychometric Properties of the Spanish Version in Mothers of Children Aged 0 to 8 Years. Psychosocial Intervention, 30(1), 27-34. doi:https://doi.org/10.5093/pi2020a14

Salisbury, E. J., & Van Voorhis, P. (2009). Gendered Pathways. Criminal Justice and Behavior, 36(6), 541–566.

Samir, A., Elnekeidy, A., & El‑Kady, E. (2021). COVID‑19 infection initially presented by interstitial edematous pancreatitis and acute peri‑pancreatic collection; the first CT case report in Egypt. Egyptian Journal of Radiology and Nuclear Medicine, 52, 1-5. doi:https://doi.org/10.1186/s43055-021-00611-0

Sclafani, J. (2020). Pandemic Parenting: A Biopsychosocial Framework. Psychology and Behavioral Science International Journal, 15(5). doi:htpps:/doi.org/10.19080/PBSIJ.2020.15.555924

Sherr, L., Macedo, A., Cluver, L., Meinck, F., Sheen, S., Hensels, I., . . . Tomlinson, M. (2017, 01 30). Parenting, the other oldest profession in the world – a crosssectional study of parenting and child outcomes in South Africa and Malawi. Health Psychology and Behavioral Medicine, 5(1), 145-165. doi:https://doi.org/10.1080/21642850.2016.1276459

Shorer, M., & Leibovich, L. (2020). Young children’s emotional stress reactions during the COVID-19 outbreak and their associations with parental emotion regulation and parental playfulness. Early Child Development and Care, 1-11. doi:https://doi.org/10.1080/03004430.2020.1806830

Starcevic, V., Schimmenti, A., Billieux, J., & Berle, D. (2021). Cyberchondria in the time of the COVID‐19 pandemic. Human Behavior and Emerging Technologies, 3(1), 53–62.

Sternadel, D. (2021). The impact of COVID-19 on student learning outcomes across Europe: the challenges of distance education for all. NESET ad hoc question, 2. Retrieved on May 14, 2023 from https://www.researchgate.net/publication/354918979

Stevanovic, D., Kabukcu Basay, B., Basay, O., Leskauskas, D., Nussbaum, L., & Zirakashvili, M. (2022). COVID-19 pandemic-related aspects and predictors of emotional and behavioural symptoms in youth with pre-existing mental health conditions: Results from Georgia, Lithuania, Romania, Serbia, and Turkey. Nordic Journal of Psychiatry, 76(7), 515–522.

Stockemer, D., Plank, F., Plank, A. (2021). The COVID-19 pandemic and government responses: A gender perspective on differences in public opinion. Social Science Quarterly;1–11

Stolovitch, H. D.; Keeps, E. J .; with the contribution of Rosenberg, M. J. (2017). Training through transformation, Trei Publishing House, Bucharest;

Takács, J., Katona, Z. B., & Ihász, F. (2023). A large sample cross-sectional study on mental health challenges among adolescents and young adults during the COVID-19 pandemic at-risk group for loneliness and hopelessness during the COVID-19 pandemic. Journal of Affective Disorders, 325, 770–777. https://doi.org/10.1016/j.jad.2023.01.067

Tamm, S. (2019). Disadvantage of E-Learning. Available at: https://e-student.org/disadvantages-of-elearning/ (Accessed at 15.09.2020).

Tlili, A., Altinay, F., Altinay, Z., Aydin, C. H., Huang, R., Sharma, R. C. (2022). Reflections on massive open online courses (MOOCS) during the COVID-19 pandemic: a bibliometric mapping analysis. Turkish Online Journal of Distance Education, 23(3), 1-17. ISSN 1302-6488.

Twigg, C. A. (2003). Improving Learning and Reducing Costs: New Models for Online Learning, EDUCAUSE, 38 (5), 28–38.

Vismara, M., Varinelli, A., Pellegrini, L., Enara, A., & Fineberg, N. A. (2022). New challenges in facing cyberchondria during the coronavirus disease pandemic. Current Opinion in Behavioral Sciences, 46, 101156. https://doi.org/10.1016/j.cobeha.2022.101156

Wängnerud, L., Solevid, M., & Djerf-Pierre, M. (2019). Moving beyond Categorical Gender in Studies of Risk Aversion and Anxiety. Politics & Gender, 15(4), 826-850. doi:10.1017/S1743923X18000648

Zancu, S. A., Măirean, C., & Diaconu-Gherasim, L. R. (2022). The longitudinal relation between time perspective and preventive behaviors during the COVID-19 pandemic: The mediating role of risk perception. Current Psychology, 1-9.Zengin, M., Yayan, E., & Vicnelioğlu, E. (2021). The effects of the COVID‐19 pandemic on children's lifestyles and anxiety levels. Journal on Child and Adolescent Psychiatric Nursing, 1-7. doi:https://doi.org/10.1111/jcap.12316

Zhu, M., Jirapat, K., Shen, J., Chew, S., Tan, J., Latthitham, N., & Li, L. (2022). Early Epidemiological Features and Trends of the COVID-19 Outbreak in Southeast Asia: a Population- Level Observational Study. Research Square, 1-16. doi:https://doi.org/10.21203/rs.3.rs-34707/v2

Webografie:

Cea mai mare problemă a elevilor la școala online: lipsa competențelor digitale ale profesorilor. (2020). Retrieved from Europa Libera România: https://romania.europalibera.org/a/lipsa-competen%C8%9Belor-digitale-ale-profesorilor-o-problem%C4%83-reclamat%C4%83-de-elevi/30767837.html

Planul de acțiune pentru educația digitală (2021-2027). Retrieved from European Education Area: https://education.ec.europa.eu/ro/focus-topics/digital-education/action-plan

Resurse educaționale deschise CRED. (2020). Retrieved from Digital EduCred: https://digital.educred.ro/ consulted on 20.05.2023, 19:02

Universitatea din București. (2020, 04 02). Școala de acasă – o provocare nouă pentru elevi și o oportunitate pentru profesori. Retrieved from Universitatea din București - unibuc.ro: https://unibuc.ro/scoala-de-acasa-o-provocare-noua-pentru-elevi-si-o-oportunitate-pentru-profesori/, consulted on 17.05.2023, 16:15;

Fichiers supplémentaires

Publiée

2023-07-31