SINTOMAS EMOCIONAIS NEGATIVOS ENTRE DISCENTES E DOCENTES DAS INSTITUIÇÕES DE ENSINO SUPERIOR NO CONTEXTO DA PANDEMIA DE COVID-19

Abstract

Emergency remote teaching, during the COVID-19 pandemic, represented a challenge for students and teachers who had to adapt abruptly to digital technologies, amid a scenario of unprecedented health crisis that also caused a series of health problems. mental health in the population. In the case of university teachers and students, the emergence or worsening of depression, anxiety and stress during the pandemic was observed in several international studies. The aim of this research was to analyze the factors associated with negative emotional symptoms (depression, anxiety and stress) during the covid-19 pandemic among students and teachers at public and private higher education institutions in Brazil. This is a cross-sectional study including professors and undergraduate students from public and private Higher Education Institutions from the five regions of the country, which is a sample of the Eating Behavior and Health Cohort - COCASA. The studied sample consisted of 5,199 interviewees, 3,213 students and 1,906 teachers who responded to the data collection instrument through the Survey Monkey platform during the months of July and August 2020. For this dissertation, we used information from the DASS-21 scale (Depression Anxiety Stress Scale) and socioeconomic, demographic and lifestyle characteristics. The data were subjected to analysis using the SPSS version 21 software. Comparison between categorical variables was made using the Chi-square test, and the Student's t test was used to compare means. The prevalence was calculated and each participant was grouped according to their severity. A cutoff point of 90% was considered for severe symptoms, being 30 for teachers and 46 for students in the DASS 21. After this analysis, Poisson Regression was performed to analyze the prevalence ratio. The main results were that female students, with low income and who had reduced family income, presented the highest prevalence of negative emotional symptoms, which corroborates existing literature. In the case of the group of teachers, only age and income remained associated in the final model and a higher prevalence was observed in younger participants and those with an income between R$3,000.00 and R$10,000.00. This study demonstrated the importance of reframing the dynamics of higher education in view of the pressures and demands on students and teachers and their repercussions on their mental health, highlighting the greater vulnerability among female, younger and lower-income students.