Relação entre o rendimento acadêmico e o ensino remoto emergencial: o impacto do estresse a ansiedade no aprendizado

Abstract

The graduation stage is a time of transition from the young stage to the adulthood, being surrounded by changes and challenges, requiring mental and physical adaptations. During this period, it is common to find university students who suffer from stress and anxiety, directly affecting their academic performance. With the new coronavirus (SARS-CoV-2) pandemic and the social distance orientation academic activities had to migrate to a completely virtual environment, in an attempt not to stop educational demands. The curent work aims to identify the impact of emergency remote teaching (ERT) on the teaching-learning process, related to the stress and anxiety of students at the Universidade Federal da Paraíba (UFPB). The research is characterized as quanti-qualitative and had as target 15 students of the degree and bachelor courses in Biological Science at UFPB. First, a virtual questionnaire was carried out to verify physiological, psychological and behavioral symptoms of stress, anxiety and depression, through the Stress, Anxiety and Depression Scale (DASS-21) and then a structured interview to identify the students' perception about the difficulties faced and learning during the ERT. As a result, most students demonstrated normal to mild symptoms for stress, anxiety and depression. However, in their reports, constant tiredness and a stressful and anxious state were always mentioned. It was also possible to verify that students who practice mindfulness have a higher incidence of normal symptoms for stress, anxiety and depression. As problems faced, the main ones were mental fatigue, difficulty in accessing the internet and quality electronic devices, lack of an adequate environment for studies, family problems, boring and tiring classes, overload of activities and outdated methodologies, compromising performance and students' academic performance. The data obtained demonstrate the need for special attention to education, since gaps were opened during the time that teaching remained remote. It is necessary to adopt public policies aimed at the mental health of university students with the objective of adding quality of life to this group, providing an accessible, quality education that promotes meaning.