259
Views
1
CrossRef citations to date
0
Altmetric
Research Article

The Impact of COVID-19 on the Academic Life of Social Work Students: Resilience as a Mediating Variable

, , ORCID Icon &

References

  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). A global student survey “impacts of the covid-19 pandemic on life of higher education students” methodological framework. http://www.covidsoclab.org/wp-content/uploads/2020/07/Covid19-Methodological-Framework-09072020.pdf
  • Aucejo, E. M., French, J., Araya, M. P. U., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics, 191(2020), 1–15. https://doi.org/10.1016/j.jpubeco.2020.104271
  • Babicka-Wirkus, A., Wirkus, L., Stasiak, K., Kozłowski, P., & Atiqul Haq, S. M. (2021). University students’ strategies of coping with stress during the coronavirus pandemic: Data from Poland. PLoS ONE, 16(7), 1–27. https://doi.org/10.1371/journal.pone.0255041
  • Benner, K Y., & Curl, A. L. (2018). Exhausted, stressed, and disengaged: Does employment create burnout for social work students? Journal of Social Work Education, 54(2), 300–309. https://doi.org/10.1080/10437797.2017.1341858
  • Biwer, F., Wiradhany, W., Oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in Psychology, 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593
  • Burke, S., Schmidt, G., Wagner, S., Hoffman, R., & Hanlon, N. (2017). Cognitive dissonance in social work. Journal of Public Child Welfare, 11(3), 299–317. https://doi.org/10.1080/15548732.2016.1278068
  • Cabiati, E., & Gómez-Ciriano, E. J. (2021). The dialogue between what we are living and what we are teaching and learning during covid-19 pandemic: Reflections of two social work educators from Italy and Spain. Qualitative Social Work, 20(1–2), 273–283. https://doi.org/10.1177/1473325020973292
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
  • Christidis, M. (2019). Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program. Learning, Culture and Social Interaction, 21, 21–33. https://doi.org/10.1016/j.lcsi.2019.01.002
  • Chung, E., Noor, N. M., & Mathew, V. N. (2020). Are you ready? An assessment of online learning readiness among university students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301–317. http://doi.org/10.6007/IJARPED/v9-i1/7128
  • Cole, S. J., Mitra, S. S., Robinson, J. A., Jen, S., Paceley, M. S., Carr, K. A., Riquino, M., & Wright, K. (2021). “Thanks for hearing me out”: Voices of social work students during COVID-19. Qualitative Social Work, 20(1–2), 63–66. https://doi.org/10.1177/1473325020981073
  • Cree, V. E. (2013). Social work: A global profession. In V. E. Cree (Ed.), Becoming a social worker: Global narratives (pp. 222–227). Routledge. https://doi.org/10.4324/9780203066874
  • Crescenza, G., Fiorucci, M., Rossiello, M. C., & Stillo, L. (2021). Education and the pandemic: Distance learning and the school-family relationship. Research in Education and Learning Innovation Archives, 26(26), 73–85. https://doi.org/10.7203/realia.26.18078
  • Crisp, B. R., Stanford, S., & Moulding, N. (2021). Educating social workers in the midst of COVID-19: The value of a principles-led approach to designing educational experiences during the pandemic. The British Journal of Social Work, 51(5), 1839–1857. https://doi.org/10.1093/bjsw/bcab108
  • Cummings, C., Dunkle, J., Koller, J., Lewis, J. B., & Mooney, L. ((2021). Social work students and COVID-19: Impact across life domains. Journal of Social Work Education, 2021, 1–13. https://doi.org/10.1080/10437797.2021.1974992
  • DeCoster, V., & Dickerson, J. G. (2016). Social work student engagement: A comparison of BSW, MSW & NSSE Data. International Journal of Arts & Sciences, 9(1), 375–382.
  • Evans, E. J., Reed, S. C., Caler, K., & Nam, K. (2021). Social work students’ experiences during the COVID-19 pandemic: Challenges and themes of resilience. Journal of Social Work Education, 57(4), 771–783. https://doi.org/10.1080/10437797.2021.1957740
  • Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269–314). Information Age.
  • Forgey, M. A., & Ortega-Williams, A. (2016). Effectively teaching social work practice online: Moving beyond can to how. Advances in Social Work, 17(1), 59–77. https://doi.org/10.18060/20877
  • Fulkerson, G., Thomas, A. R., McCarthy, M., Seale, E., Han, S., Kemmerer, K., & Zians, J. (2021). Social capital as mediating factor on COVID-19 induced psychological distress: The case of college students living though an outbreak. Journal of Community Psychology, 50(3), 1521–1530. https://doi.org/10.1002/jcop.22731
  • Gómez-García, R., Alonso-Sangregorio, M., & Llamazares-Sánchez, M. L. (2020). Burnout in social workers and socio-demographic factors. Journal of Social Work, 20(4), 463–482. https://doi.org/10.1177/1468017319837886
  • Gould, N., & Taylor, I. (2017). Reflective learning for social work: Research, theory and practice. Routledge.
  • Grant, L., & Kinman, G. (2012). Enhancing wellbeing in social work students: Building resilience in the next generation. Social Work Education, 31(5), 605–621. https://doi.org/10.1080/02615479.2011.590931
  • Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, 154(154), 11–20. https://doi.org/10.1002/tl.20287
  • Henning, G. W. (2012). Leveraging student engagement for student and institutional success. About Campus: Enriching the Student Learning Experience, 17(4), 15–18. https://doi.org/10.1002/abc.21088
  • Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being. Aera Open, 7(1), 1–13. https://doi.org/10.1177/23328584211003164
  • Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Hurley, D., & Taiwo, A. (2019). Critical social work and competency practice: A proposal to bridge theory and practice in the classroom. Social Work Education, 38(2), 198–211. https://doi.org/10.1080/02615479.2018.1533544
  • Juárez, A. (2012). Construir desde las fortalezas: Trabajo social y resiliencia. Miscelánea Comillas. Revista de Ciencias Humanas y Sociales, 70(136), 5–36.
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505
  • Kline, R. B. (2016). Principles and practice of structural equation modelling. Guilford Press.
  • Koob, C., Schröpfer, K., Coenen, M., Kus, S., Schmidt, N., & Wilkinson, J. (2021). Factors influencing study engagement during the COVID-19 pandemic: A cross-sectional study among health and social professions students. Plos One, 16(7), 1–19. https://doi.org/10.1371/journal.pone.0255191
  • Kotera, Y., Green, P., & Sheffield, D. (2020). Roles of positive psychology for mental health in UK social work students: Self-compassion as a predictor of better mental health. British Journal of Social Work, 50(7), 2002–2021. https://doi.org/10.1093/bjsw/bcz149
  • Lavalette, M., & Ioakimidis, V. (2021). The fire last time: The ‘reconceptualisation’ radical social work movement in Latin America (1965‐75). Critical and Radical Social Work, 9(1), 3–4. https://doi.org/10.1332/204986021X16115144962693
  • Le Roux, L., Steyn, F., & Hall, B. (2018). Burnout and engagement in fourth-year social work students: Why we should be concerned. Social Work, 54(2), 179–193. http://doi.org/10.15270/52-2-632
  • Limonero, J. T., Tomás-Sábado, J., Gómez-Romero, M. J., Maté-Méndez, J., Sinclair, V. G., Wallston, K. A., & Gómez-Benito, J. (2014). Evidence for validity of the brief resilient coping scale in a young spanish sample. The Spanish Journal of Psychology, 17(2), 1–9. https://doi.org/10.1017/sjp.2014.35
  • Lorenz, W. (2022). Social work practice in the post-COVID-19 era. In S. A. Webb (Ed.), The Routledge handbook of international critical social work (pp. 671–682). Routledge.
  • Maguire, R., Egan, A., Hyland, P., & Maguire, P. (2017). Engaging students emotionally: The role of emotional intelligence in predicting cognitive and affective engagement in higher education. Higher Education Research & Development, 36(2), 343–357. https://doi.org/10.1080/07294360.2016.1185396
  • Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019). Antecedents of academic performance of university students: Academic engagement and psychological capital resources. Educational Psychology, 39(8), 1047–1067. https://doi.org/10.1080/01443410.2019.1623382
  • Matos-Silveira, R. (2013). Trabajo Social en España: contextos históricos, singularidades y desafíos actuales. Revista Katálysis, 16, 101–109. https://doi.org/10.1590/s1414-49802013000300007
  • McFadden, P., Mallett, J., Campbell, A., & Taylor, B. (2019). Explaining self-reported resilience in child-protection social work: The role of organisational factors, demographic information and job characteristics. British Journal of Social Work, 49(1), 198–216. https://doi.org/10.1093/bjsw/bcy015
  • Micek, S., & Pulla, V. (2014). Knowledge building for practice: Resilience in social work student engagement. International Journal of Innovation, Creativity and Change, 1(4), 57–74.
  • Millán-Franco, M., Orgambídez Ramos, A., Domínguez, D. L. R. L., & Martínez-Martínez, S. L. (2021). La competencia emocional como predictora de la felicidad en trabajadores sociales. Interdisciplinaria, 38(2), 259–274. http://dx.doi.org/10.16888/interd.2021.38.2.17
  • Morley, C. (2019). Promoting activism and critical social work education. In S. A. Webb (Ed.), The Routledge handbook of critical social work (pp. 437–448). Routledge.
  • Nania, T., Dellafiore, F., Caruso, R., & Barello, S. (2020). Risk and protective factors for psychological distress among Italian university students during the COVID-19 pandemic: The beneficial role of health engagement. International Journal of Social Psychiatry, 67(1), 102–103. https://doi.org/10.1177/0020764020945729
  • Newcomb, M., Burton, J., & Edwards, N. (2019). Student constructions of resilience: Understanding the role of childhood adversity. Australian Social Work, 72(2), 166–178. https://doi.org/10.1080/0312407X.2018.1550521
  • Rajan-Rankin, S. (2014). Self-identity, embodiment and the development of emotional resilience. British Journal of Social Work, 44(8), 2426–2442. https://doi.org/10.1093/bjsw/bct083
  • Ramon, S., Grodofsky, M. M., Allegri, E., & Rafaelic, A. (2019). Service users’ involvement in social work education: Focus on social change projects. Social Work Education, 38(1), 89–102. https://doi.org/10.1080/02615479.2018.1563589
  • Ravalier, J. M., McFadden, P., Boichat, C., Clabburn, O., & Moriarty, J. (2021). Social worker well-being: A large mixed-methods study. British Journal of Social Work, 51(1), 297–317. https://doi.org/10.1093/bjsw/bcaa078
  • Rinkel, M., Larsen, K., Harrington, C., & Chun, C. (2018). Effects of social work practice on practitioners’ spirituality. Journal of Religion & Spirituality in Social Work: Social Thought, 37(4), 331–350. https://doi.org/10.1080/15426432.2018.1512388
  • Robins, T. G., Roberts, R. M Y., & Sarris, A. (2015). Burnout and engagement in health profession students: The relationships between study demands, study resources and personal resources. The Australasian Journal of Organisational Psychology, 8(e1), 1–13. https://doi.org/10.1017/orp.2014.7
  • Rose, M. (2003). Good deal, bad deal? Job satisfaction in occupations. Work, Employment and Society, 17(3), 503–530. https://doi.org/10.1177/09500170030173006
  • Savage, M. J., James, R., Magistro, D., Donaldson, J., Healy, L. C., Nevill, M., & Hennis, P. J. (2020). Mental health and movement behaviour during the COVID-19 pandemic in UK university students: Prospective cohort study. Mental Health and Physical Activity, 19, 100357. https://doi.org/10.1016/j.mhpa.2020.100357
  • Schaufeli, W. B., & Bakker, A. B. (2003). UWES – Utrecht work engagement scale: Test manual. Utrecht University.
  • Serafini, G., Parmigiani, B., Amerio, A., Aguglia, A., Sher, L., & Amore, M. (2020). The psychological impact of COVID-19 on the mental health in the general population. QJM: An International Journal of Medicine, 113(8), 531–537. https://doi.org/10.1093/qjmed/hcaa201
  • Serrano, C., Andreu, Y., Murgui, S., & Martínez, P. (2019). Psychometric properties of Spanish version student Utrecht Work Engagement Scale (UWES–S–9) in High-school Students. The Spanish Journal of Psychology, 22(e21), 1–9. http://doi.org/10.1017/sjp.2019.25
  • Sinclair, V. G., & Wallston, K. A. (2004). The development and psychometric evaluation of the brief resilient coping scale. Assessment, 11(1), 94–101. https://doi.org/10.1177/1073191103258144
  • Smoyer, A. B., O’Brien, K., & Rodriguez-Keyes, E. (2020). Lessons learned from COVID-19: Being known in online social work classrooms. International Social Work, 63(5), 651–654. https://doi.org/10.1177/0020872820940021
  • Spector, P. E. (2019). Do not cross me: Optimizing the use of cross-sectional designs. Journal of Business and Psychology, 34(2), 125–137. https://doi.org/10.1007/s10869-018-09613-8
  • Stockwell, S., Trott, M., Tully, M., Shin, J., Barnett, Y., Butler, L., McDermott, D., Schuch, F., & Smith, L. (2021). Changes in physical activity and sedentary behaviours from before to during the COVID-19 pandemic lockdown: A systematic review. BMJ Open Sport & Exercise Medicine, 7(1), e000960. https://doi.org/10.1136/bmjsem-2020-000960
  • Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 10–39). Sage Publications.
  • Theron, L., Murphy, K., & Ungar, M. (2021). Multisystemic resilience: Learning from youth in stressed environments. Youth & Society, 54(6), 1000–1022. https://doi.org/10.1177/0044118X211017335
  • Timms, N. (2018). Social work values: An enquiry. Routledge.
  • Tonon, G. H. (2020). Student’s quality of life at the university: A qualitative study. Applied Research in Quality of Life, 2021(16), 1517–1535. https://doi.org/10.1007/s11482-020-09827-0
  • Turner, M., Scott-Young, C. M., & Holdsworth, S. (2017). Promoting wellbeing at university: The role of resilience for students of the built environment. Construction Management and Economics, 35(11–12), 707–718. https://doi.org/10.1080/01446193.2017.1353698
  • Van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486–492. https://doi.org/10.1080/17405629.2012.686740
  • Visser, M., & Law-van Wyk, E. (2021). University students’ mental health and emotional wellbeing during the COVID-19 pandemic and ensuing lockdown. South African Journal of Psychology, 51(2), 229–243. https://doi.org/10.1177/00812463211012219
  • World Health Organization. (2020). Coronavirus disease 2019 (COVID-19). https://www.who.int/emergencies/diseases/novel-coronavirus-2019
  • Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. C. (2020). The effects of scientific self-efficacy and cognitive anxiety on science engagement with the “question-observation-doing-explanation” model during school disruption in COVID-19 pandemic. Journal of Science Education and Technology, 30(3), 380–393. https://doi.org/10.1007/s10956-020-09877-x
  • Zhang, K., Wu, S., Xu, Y., Cao, W., Goetz, T., & Parks-Stamm, E. J. (2020). Adaptability promotes student engagement under COVID-19: The multiple mediating effects of academic emotion. Frontiers in Psychology, 11, 633265. https://doi.org/10.3389/fpsyg.2020.633265

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.