The effect of mental health and resilience on the satisfaction with online learning under the COVID-19 pandemic conditions in the north of Syria
Abstract
The COVID-19 pandemic has resulted in schools shut across the world. As a result, education has changed dramatically, with the remarkable rise of online learning. The role of mental health in the acceptance of online learning in the liberated area in Syria is poorly investigated. This study aims to examine the role of psychological factors like resilience and social support in satisfaction with online learning in a population that suffers extreme life conditions. The study was conducted in the form of an online survey. We assessed satisfaction with online learning using five self-constructed questions. In addition, to measure psychological factors, we used the following questionnaires: The Depression, Anxiety, and Stress Scales-21 (DASS-21), the Resilience Scale (RS-13), the Positive Mental Health Scale (PMH), and the Oslo 3-item Social Support Scale (OSSS-3). This study demonstrates a significant positive association between satisfaction with online learning and positive mental health, and social support. We found gender effects with respect to resilience and stress: female students’ satisfaction with online learning was positively associated with resilience and negatively associated with stress. However, all students showed negative associations with depression. This data shows a high prevalence of mental health problems among students in the liberated area of Syria. To improve the satisfaction and acceptance of online learning, a resilience-based strategy designing the policies and programs on e-learning appears to be particularly promising for women and more social and financial support for both female and male students.
tibyanjournal
