Stress development during emergency remote teaching in higher education

Obermeier R, Gläser-Zikuda M, Bedenlier S, Kammerl R, Kopp B, Ziegler A, Händel M (2022)

Publication Type: Journal article

Publication year: 2022


Book Volume: 98

Article Number: 102178

DOI: 10.1016/j.lindif.2022.102178


Higher education includes e-learning in addition to on-site learning. Still, the shift to Emergency Remote Teaching (ERT) as reaction to the Covid-19 pandemic in the summer semester 2020, presented a challenging situation for students. Cross-sectional studies pointed towards higher stress levels of students. However, only a few studies addressed the development of students' stress across several dimensions (joy, worry, tension, demands) within one semester. The current study analyzed trajectories of stress in ERT in relation to age, gender, digital readiness, and experience of loneliness, based on a sample of N = 2795 German students. Latent Growth Curve Models (LGCM) revealed a significant increase in demands, tension and worries and a decrease in joy during the summer term 2020. The development of tension and demands was influenced by age, gender, digital readiness, and loneliness. The decrease in joy and increase in worries could be primarily attributed to digital readiness and loneliness.

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Obermeier, R., Gläser-Zikuda, M., Bedenlier, S., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2022). Stress development during emergency remote teaching in higher education. Learning and Individual Differences, 98.


Obermeier, Ramona, et al. "Stress development during emergency remote teaching in higher education." Learning and Individual Differences 98 (2022).

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