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In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice. [ABSTRACT FROM AUTHOR]

Background: After the outbreak of the COVID-19 pandemic, employees in Europe increasingly worked from home. In the German public sector, many employees experienced working fromhome for the first time. Concurrently, employees could use job crafting activities to alter job demands and resources while working from home. This exploratory case study aims to shed light on how public service employees craft their job demands and job resources, and how they perceive job satisfaction and productivity while working from home during the COVID-19 pandemic. A novel theoretical approach is applied to explore crafting activities that target specific job demands and resources when working from home, using a combined framework of resource-based job crafting based on the Job Demands-Resources model and time-spatial job crafting. Methods: Qualitative telephone interviews were conducted with employees from different public sectors in Germany between December 2021 and February 2022. According to the COREQ guidelines, the 12 semi-structured interviews were audio-recorded, transcribed verbatim, and content-analyzed using MAXQDA. Results: The results suggest that employees, who were new to working from home, developed personal crafting strategies for their flexible work environment. These strategies supported them in coping with hindering job demands (e.g., measures regarding work-related availability or interruptions) by optimizing their working conditions. Additionally, employees used strategies to increase their social resources (e.g., initiating meetings with colleagues) and structural resources (e.g., installing additional work equipment, planning of office days and working-from-home days). The use of given job resources and optimization of job demands are closely linked to the time-spatial demands fit. Thereby, the time-spatial demands fit is used to combine workplaces, work hours, or work tasks with the provided resources and demands to achieve an optimal work environment, which also facilitates employees' productivity and satisfaction. Conclusion: The results enrich the resource-based and time-spatial demand job crafting research by adding specific job crafting strategies utilized by public service employees. Furthermore, the results highlight job crafting strategies for enhancing job satisfaction and productivity when working from home in the post-pandemic world, thus offering valuable insights for researchers and practitioners. [ABSTRACT FROM AUTHOR]

Introduction: During the SARS-CoV-2 pandemic teaching was changed several times to distance learning. To consider the associated stresses and challenges for teachers a nationwide cross-sectional study was performed in March 2021 in which N = 31,089 teachers from Germany participated. Methods: A multiple linear regression model with stepwise inclusion of thematically sorted variables (sociodemographic, SARS-CoV-2- and work-related variables) was used to identify relevant predictors of job satisfaction. Results: The analysis revealed that work-related variables were significant predictors of job satisfaction. In the third regression model, when all variables are included the adjusted R² was 0.364. Overall, the results showed that, e.g., work predictability (b = 0.097), influence at work (b = 0.118), and meaning of work (b = 0.212) increased job satisfaction. In contrast, increased emotional exhaustion (b = −0.016), feelings of unfair treatment (b = −0.048), and work family conflicts (b = −0.154) deteriorated job satisfaction. Discussion: The results indicate that future research should focus especially the work-related topics in more detail and that job satisfaction is a useful concept for analyzing working conditions from a public health point of view. [ABSTRACT FROM AUTHOR]

We explored the effects of resilience in the healthcare setting during the COVID-19 pandemic in Germany. Our study sheds light on the cross-level effects of resilience in hospitals and thus responds to calls to research this empirically. In a cross-sectional study design, the perceptions of resilience of employees in hospitals and of transformations at the individual, team, and organizational level were analyzed. An online survey was conducted in summer 2020 in Germany in which 1,710 healthcare workers completed a self-report questionnaire. Results indicate that resilience is both a highly interrelated construct on the individual and organizational level and also positively linked to perceptions of transformation as an indicator for demonstration of resilience. We also found a partial mediation effect of organizational resilience and team efficacy, respectively, on the relationship between individual resilience and perceived transformation on the individual and organizational level as well as a full mediation on the team level. The study highlights the interdependence of individual and organizational resilience (which is mediated by team efficacy) and its impact on perceived transformation in German hospitals during the COVID-19 pandemic. Whereas team efficacy is crucial for performance in regular work operations, during a pandemic the organizational level becomes more relevant. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has posed significant burden across different industrial sectors. Generally, an increase in psychological stress experiences has been reported, while the stress and coping responses of specific, potentially burdened populations have received less attention thus far. Thus, the present study investigated relations between individual (i.e., extraversion, neuroticism, conscientiousness) and organizational (i.e., organizational commitment and study satisfaction) factors, indicators of psychological health (i.e., loneliness, life satisfaction, COVID-19-related stress), and possible mediating effects of four broad coping dimensions (active coping, avoidant coping, social support, positive cognitive restructuring) in a specific sample of soldier students who engage in a doublerole being military affiliates and students of non-military subjects. To this end, we assessed data of soldier students at two measurement points (N = 106 at t1 and N = 63 at t2) shortly after the second national lockdown in Germany (20. May 2021 to 11. July 2021) during the COVID-19 pandemic. Personality traits showed expected associations with indicators of psychological health, i.e., positive relations between neuroticism and social loneliness, between extraversion and COVID-19 stress, and negative relations between neuroticism and life satisfaction. Remarkably, organizational variables showed effects above and beyond personality traits on loneliness and life satisfaction. Neither individual, nor organizational factors could predict change in psychological health over time. We found evidence for mediation effects through active coping, avoidant coping, and the use of social support, but not through positive cognitive restructuring. Findings highlight the relative importance of organizational factors besides personality traits for psychological health in a military student sample, holding important implications for designing efficient support systems in the military. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic strains the healthcare systems, economy, education, and social life. Governments took several protective measures and formulated behavioral guidelines to prevent individual diseases and the collapse of healthcare systems. However, individual differences in the extent of compliance with the measures are apparent. To shed more light on this issue, the present correlational study examined the joint relation of several personal characteristics to people's motivation to comply with seven protective measures. Personal characteristics included age, gender, risk perception, the Big Five, the Dark Triad, conspiracy mentality, perceived locus of control, and general affect. Protective measures included social distancing, hygiene rules, wearing face masks, using a contact-tracing app, sharing one's infection status via the app, reducing physical contacts, and vaccinations. The study ran from 10 November 2020 to 29 December 2020. Based on a sample of 1,007 German-speaking participants, bivariate correlations and multiple regression analyses showed that personal characteristics are significantly linked to the motivation to comply with these measures. However, general affect, control beliefs, and basic personality traits play only a minor role. Age and gender showed some significant associations with protective measures. In contrast, protection motivation factors, in terms of perceived severity of and vulnerability to infection, and conspiracy mentality appear to be the major correlates of adopting protective behavior. The absolute motivation to comply with the measures also shows that hygiene rules and wearing face masks receive a higher average agreement than more personally intrusive measures such as physical contact restrictions and vaccinations. These results highlight that factors that are relevant to some measures may be irrelevant to other measures. Differences in people's personal characteristics should be considered in the design and communication of measures to support social acceptance and effectiveness. In this context, cognitive variables, which can be addressed by communication and education directly, seem to be more important than general affect and relatively time-invariant personality traits. [ABSTRACT FROM AUTHOR]

Background: To capture the psychosocial impact of the SARS-CoV-2 pandemic, a model based on the International Classification of Functioning, Disability, and Health (ICF) was developed during the first lockdown in Germany in April 2020. FACT-19 , the questionnaire for the assessment of pandemic stress load, measures (1) pre-pandemic stress, (2) pandemic stress, and (3) contextual factors (functioning as facilitators or barriers). Derived from this model, the stress barometer as a brief screening instrument captures these factors. The purpose of this study is a preliminary validation of the instrument. Method: The stress barometer was applied in conjunction with the Symptom-Checklist SCL-90-S at the beginning of the first lockdown in psychosomatic and psychotraumatological care in two federal states in Germany. The sample consists of n = 341 (68.6% female) from 18–73 years of age (M = 49.36, SD = 11.4). Results: The structure of the short screening was examined in the overall sample using an exploratory factor analysis [ Ch i2 (78) = 875.720, KMO = 0.688]. The results indicate a four-factor-structure that explains 59.5% of the total cumulative variance. The factors of the stress barometer correlate with the Global Severity Index (GSI, measured by SCL-90-S) with moderate to weak effects: pre-pandemic stress (r s = 0.431, p < 0.001, n = 295), pandemic stress (r s = 0.310, p < 0.001, n = 298), distal facilitator (r s = −0.155, p < 0.001, n = 312), and proximal barriers (r s = 0.232, p < 0.001, n = 312). Discussion: The results indicate the suitability of the stress barometer to complement the measurement of the impact of pandemics with an ICF-oriented approach, taking into consideration pre-pandemic stress as well as interactions with facilitators and barriers. Further analysis will be necessary for a revision of the items of the scale. [ABSTRACT FROM AUTHOR]

Since 2020, the COVID-19 pandemic had an impact on education worldwide. There is increased discussion of possible negative effects on students' learning outcomes and the need for targeted support. We examined fourth graders' reading achievement based on a school panel study, representative on the student level, with N = 111 elementary schools in Germany (total: N = 4,290 students, age: 9–10 years). The students were tested with the Progress in International Reading Literacy Study instruments in 2016 and 2021. The analysis focused on (1) total average differences in reading achievement between 2016 and 2021, (2) average differences controlling for student composition, and (3) changes in achievement gaps between student subgroups (i.e., immigration background, socio-cultural capital, and gender). The methodological approach met international standards for the analysis of large-scale assessments (i.e., multiple multi-level imputation, plausible values, and clustered mixed-effect regression). The results showed a substantial decline in mean reading achievement. The decline corresponds to one-third of a year of learning, even after controlling for changes in student composition. We found no statistically significant changes of achievement gaps between student subgroups, despite numerical tendencies toward a widening of achievement gaps between students with and without immigration background. It is likely that this sharp achievement decline was related to the COVID-19 pandemic. The findings are discussed in terms of further research needs, practical implications for educating current student cohorts, and educational policy decisions regarding actions in crises such as the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

As consequence to the coronavirus outbreak, governments around the world imposed drastic mitigation measures such as nationwide lockdowns. These measures included the closures of schools, hence, putting parents into the position of juggling school and work from home. In the present study, we investigated the well-being of parents with school-aged children and its connection to mitigation measures with particular focus on parental roles "caregiver," "worker," and "assistant teacher" as stressors. In addition to direct effects, we expected indirect effects on well-being through changes in household dynamics. Data were collected via an online survey (N = 1313, 85.5% female; 53.2% university degree) conducted during the first wave of school closures in Germany. We observed that during the early COVID-19 pandemic, parental well-being in general was quite positive. Comparing the positive and negative PANAS subscales, parents agreed significantly more with the positive than with the negative items, t (1299) = 28.55, p < 0.001. Parents also reported an increase in positive family activities during the lockdown, t (1272) = 43.96, p < 0.001. Although a significant increase in negative household dynamics, such as disputes, was also observed to a lower extent, t (1295) = 7.78, p < 0.001. Using structural equation modeling, we observed that "homeoffice" was not significantly related to parents' well-being, but positively affected household dynamics. Taking on the role of "assistant teacher" was negatively related to household dynamics. Additionally, we found a significant direct effect on negative affect for "assistant teacher." We conclude that parents of school-aged children have mostly been able to establish positive dynamics in their households during the lockdown given the extra time they got to spend with their children by working from home. However, our results identify the role of "assistant teacher" as a potential stressor for parents. Bridging the gap between teachers and parents seems warranted especially if (some) distance-learning continues, in order to avoid long-term consequences for the students. [ABSTRACT FROM AUTHOR]

With the COVID-19 pandemic, children and adolescents confronted a completely new learning situation. Instead of learning in class, they had to cope with home learning to achieve academically. This mixed-method study examines how children and adolescents in Germany perceive their coping success with home learning during the COVID-19 pandemic and how personal, school, family, and peer context factors relate to this self-perceived coping success. Quantitative data from an online survey of n =141 children (mage =10,8y) and n =266 adolescents (mage =15,2y; study 1) were used to analyze the questions with multiple regression analysis. With the qualitative data from 10 interviews with parents and their children (study 2), we examined the process of how school, family, and peer groups interact with students' way of coping with home learning. Quantitative data show that most children and adolescents perceived their coping with home learning as successful and that school joy before COVID-19, parental support, and available equipment during home learning are still relevant for children, and family climate, calm place to learn, and equipment during home learning are important for adolescents learning at home. Qualitative data show that students apply individual ways of coping with home learning, where family and peers have a vital role, especially when contact with teachers is limited. Quantitative data confirm the importance of family context for students' self-perceived coping success. [ABSTRACT FROM AUTHOR]

In March 2020, the German government enacted measures on movement restrictions and social distancing due to the COVID-19 pandemic. As this situation was previously unknown, it raised numerous questions about people's perceptions of and behavioral responses to these new policies. In this context, we were specifically interested in people's trust in official information, predictors for self-prepping behavior and health behavior to protect oneself and others, and determinants for adherence to social distancing guidelines. To explore these questions, we conducted three studies in which a total of 1,368 participants were surveyed (Study 1 N =377, March 2020; Study 2 N =461, April 2020; Study 3 N =530, April 2021) across Germany between March 2020 and April 2021. Results showed striking differences in the level of trust in official statistics (depending on the source). Furthermore, all three studies showed congruent findings regarding the influence of different factors on the respective behavioral responses. Trust in official statistics predicted behavioral responses in all three studies. However, it did not influence adherence to social distancing guidelines in 2020, but in 2021. Furthermore, adherence to social distancing guidelines was associated with higher acceptance rates of the measures and being older. Being female and less right-wing orientated were positively associated with guidelines adherence only in the studies from 2020. This year, political orientation moderated the association between acceptance of the measures and guideline adherence. This investigation is one of the first to examine perceptions and reactions during the COVID-19 pandemic in Germany across 1year and provides insights into important dimensions that need to be considered when communicating with the public. [ABSTRACT FROM AUTHOR]

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students' motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N =1,139) and the other at the beginning of forced distance learning (N =1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students' vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students' vitality. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN. [ABSTRACT FROM AUTHOR]

For much of 2020, countries around the world fought against the COVID-19 pandemic. Many countries went into lockdown to control the fast spread of the virus. The unusual restrictions and confinement of the lockdown brought about new challenges for people's everyday lives. With flexibility, adaptability, and problem-solving at the core of its nature, creativity has the potential to help people cope with harsh and uncertain circumstances. Were people more, the same, or less creative in their everyday life during the period of lockdown, and in which ways? What are the emotions and motivations underlying their creative or non-creative behaviors? The current study aims to explore these questions from a cross-cultural perspective. A total of 754 comparable employee samples from three Chinese and three German cities were asked about their moods during the lockdown period, their self-rated level of creativity in daily lives before and during the lockdown, and their motivations behind their creative activities. Significant increases in creativity were observed in all everyday activities in both countries with only two exceptions in the German sample. Despite minor differences, a common pattern was found across cultures: whereas the activating positive mood could directly lead to the increase in creativity in some everyday activities, such a direct Mood-Creativity link was limited in the activating negative mood circumstances. In such circumstances, motivation intervened to enable the link to creativity. It was also found that this indirect effect of motivation between mood and creativity was more pronounced with the German participants. [ABSTRACT FROM AUTHOR]

Introduction: The pandemics crisis had consequences in psychological adjustment of persons all over the world. The current study analyzes comparatively the topics of quality of life, and well-being, considering as predictors trait anxiety, feeling of threat, difficulty to relax, empathy and pro-social attitude, health care, sleep quality and optimism, in a population of German and Portuguese adults during the pandemics, in order to obtain a deeper understanding of the psychological reactions to crisis across countries and cultures. Methods: A sample of 470 adults divided in three age groups – —young adults (18—34 years), middle-age adults (34–54 years) and old adults (55 years and older)— completed a self-report questionnaire assessing socio-demographic data, quality of life, well-being, quality of sleep, trait anxiety, Coronavirus threat, optimism regarding the pandemics, difficulty to relax, empathy, and pro-social attitude during the pandemics period. Results: Portuguese participants expresses higher empathy and pro-social attitude and health care but in Germany people have higher quality of sleep. Young adults (a) rated their quality of life lower than middle-age adults and old adults, (b) showed also lower optimism than middle-age and old adults, and (c) showed lower well-being than middle-age,. Conclusions: Young adults rated their quality of life, optimism and well-being during pandemics lower than middle-age and old adults, and experienced higher levels of trait anxiety and difficulty to relax. It seems that young adults show a lower psychological adjustment than other age groups during COVID-19 crisis. It is concluded that quality of life, optimism, and well-being during the pandemics are affected differently according to country and group of age, suggesting individual differences across cultures and ages, and consequently the need of specific interventions to cope with the psychological reactions to pandemics crisis. [ABSTRACT FROM AUTHOR]

Training of postgraduate health professionals on their way to becoming licensed therapists for Cognitive Behavior Therapy (CBT) came to a halt in Germany in March 2020 when social distancing regulations came into effect. Since the German healthcare system almost exclusively relies on this profession when it comes to the implementation of CBT and 80% of those therapists active in 2010 will have retired at the end of 2030, it is critical to assess whether online CBT training is as satisfactory as classroom on-site CBT training. An asynchronous, blended, inverted-classroom online learning environment for CBT training (CBT for psychosis) was developed as an emergency solution. It consisted of pre-recorded CBT video lectures, exercises to train interventions in online role-plays, and regular web conferences. Training was provided at five different training institutes in Germany (duration 8–16 h). Postgraduate health care professionals (psychiatrists and psychologists) (n = 43) who received the online CBT training filled out standard self-report evaluations that assessed satisfaction and didactic quality. These evaluations were compared to those evaluations of students (n = 142) who had received in-person CBT training with identical content offered by the same CBT trainer at the same training institutes before the COVID-19 crisis. Both groups were comparable with respect to interest in the subject and prior knowledge. We tested non-inferiority hypotheses using Wilcoxon-Mann-Whitney ROC-curve analyses with an equivalence margin corresponding to a small-to-medium effect size (d = 0.35). The online training evaluations were non-inferior concerning information content, conception of content, didactic presentation, assessment of the trainer as a suitable role-model, working atmosphere, own commitment , and practical relevance. In contrast, we could not exclude a small effect in favor of in-person training in professional benefit and room for active participation. Our results suggest that delivering substantial CBT knowledge online to postgraduate health-professionals is sufficient, and at most incurs minimal loss to the learning experience. These encouraging findings indicate that integrating online elements in CBT teaching is an acceptable option even beyond social distancing requirements. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic poses great challenges to higher education. Universities had to change their infrastructure to full remote teaching and learning environments in a very short time. Lecturers and students were forced to adjust their established routines and concepts of teaching and learning. During the first nationwide lockdown in Germany, we explored students' anticipations regarding the risks and chances of this challenging situation. They were asked about the negative and positive effects of this sudden switch to online university courses and the relevance personally ascribed to each of these expected effects. A sample of 584 students provided 3,839 statements, which were examined by means of qualitative content analysis. While 57.7% of the statements concerned negative effects, 42.3% dealt with positive ones. The range of expected negative and positive effects was wide, but key themes emerged particularly frequently. While the mentioned effects were generally considered to be of high personal relevance, negative effects were rated as significantly more relevant, but with only a small effect size. The relevance of negative effects was considered higher by master students than by bachelor students. Relevance ratings were significantly higher for the first effect mentioned compared with all subsequent effects, indicating an ease-of-retrieval effect, which is relevant from both a methodological and content perspective. The results provide important insights into students' perspectives on remote learning that will be significant beyond the current pandemic, as they can guide sustainable measures by exploiting opportunities and mitigating risks. We discuss practical implications and methodological limitations of the study. [ABSTRACT FROM AUTHOR]

Physical inactivity, sedentary behavior and mental ill health, due to high levels of perceived stress or self-reported depressive symptoms, are highly prevalent among university students. There are concerns that these behaviors and mental symptoms have significantly increased during the current Covid-19 pandemic, partly because academic life has changed considerably from face-to-face communication to e-learning and studying at home. Self-regulation and physical activity are hard to maintain during pandemic lockdowns. Short activity breaks could be helpful to avoid physical inactivity and sustain mental health. The breaks should comprise short and easy-implementable physical activity exercises that can be integrated into the learning context. Moreover, cognitive interventions, such as writing about positive events and feelings might help as coping strategy for self-regulation during study breaks. This study investigated and compared the effects of a physical activity intervention and a cognitive intervention (positive expressive writing) on mental health among university students. Both interventions are particularly suitable for use at home. N = 20 university students, studying in Germany, were assigned to a physical activity group or a cognitive intervention group. The physical activity intervention consisted of a mix of physical exercises including endurance exercises, muscular strength, relaxation, and ballroom dance movements. The interventions were carried out guided, once a week, for 5–10 mins at the beginning of classes. The effects of group × time showed no significant interaction on self-reported perceived stress, mood, quality of life (QoL) assessed online and compared at the beginning of the term before the intervention (T0) and at the end of the term after the intervention (T3). However, the physical activity group reported a similar physical activity level per day over time, while the cognitive intervention group showed a decrease in physical activity from T0 to T3. Low-dose, short physical activity interventions as well as cognitive interventions consisting of positive expressive writing could buffer university students' perceived stress, mood, and QoL across the term. Moreover, both interventions seem to be promising in buffering the negative side effects of stress during the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

In spring 2020, the COVID-19 outbreak was declared a global pandemic and several lockdowns were followed in Germany. To weaken the spread of the virus, SARS-CoV-2, people were required to reduce their face-to-face contact with others. Computer-mediated communication (CMC) offers opportunities to stay in touch with important people and still meets social needs. During the first lockdown in spring 2020, we collected data from 679 participants to explore the role of CMC for social interaction in the context of leisure activities and how personal characteristics contribute to such media use. Results showed that people complied with the restriction and shifted their communication to several media, especially instant messengers and video calls. Many leisure activities were performed via CMC, especially low-key activities, such as just talking or simply spending time together. Perceived social closeness to others was positively related to the quality and quantity of CMC. The extent of leisure activities that people experienced with others via communication media was higher among younger individuals, males, and individuals with higher scores on positive state affect, extraversion, openness, and fear of missing out. The preference for solitude showed a negative relation. The motivation to continue using media for communication after the pandemic was strongly related to the quality and quantity of actual use. Low extraversion and high openness were related to higher motivation for future use. Implications such as the importance of providing fast internet and good usability of communication media as well as the relevance of increasing media literacy of people are discussed. [ABSTRACT FROM AUTHOR]

We tested a novel method for studying human experience (thoughts and affect). We utilized Cognitive-Affective Maps (CAMs)–an approach to visually represent thoughts and their affective connotations as networks of concepts that individuals associate with a given event. Using an innovative software tool, we recruited a comparative sample of (n = 93) Canadians and (n = 100) Germans to draw a CAM of their experience (events, thoughts, feelings) with the Covid-19 pandemic. We treated these CAM networks as a series of directed graphs and examined the extent to which their structural properties (latent and emotional) are predictive for the perceived coronavirus threat (PCT). Across multiple models, we found consistent and significant relationships between these network variables and the PCT in both the Canadian and German sample. Our results provide unique insights into individuals' thinking and perceptions of the viral outbreak. Our results also demonstrate that a network analysis of CAMs' properties is a promising method to study the relationship between human thought and affective connotation. We suggest that CAMs can bridge several gaps between qualitative and quantitative methods. Unlike when using quantitative tools (e.g., questionnaires), participants' answers are not restricted by response items as participants are free to incorporate any thoughts and feelings on the given topic. Furthermore, as compared to traditional qualitative measures, such as structured interviews, the CAM technique may better enable researchers to objectively assess and integrate the substance of a shared experience for large samples of participants. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic tremendously affected teaching and learning in both schools and higher education settings. In Germany, university students had to shift from in-person group learning in lectures and seminars to new forms of e-learning and distance teaching. Even before COVID-19, stress was a common experience among university students, and these changes have reinforced students' stress levels. Based on a sample of n = 110 German university students, this study explores whether students' perceived stress levels in summer term 2020 differed from their perceived stress levels in preceding academic terms. The results show that students experienced lower levels of stress and higher levels of joy in summer term 2020 compared to preceding academic terms. Despite limitations in the interpretation of these findings, possible explanations, such as changes in academic and non-academic workload or decreased demands in university exams, are discussed. [ABSTRACT FROM AUTHOR]

Objective: This cross-sectional questionnaire-based study aims to compare physical activity and nature exposure levels between people living in France and Germany during the lockdown. Furthermore, the secondary aim is to observe the relationship between perceived stress, psychological health, physical activity, and nature exposure in Germany and France during the coronavirus disease 2019 (COVID-19)-related lockdown of April/May 2020. Methods: The study includes 419 participants who have completed the Perceived Stress Scale 10, the World Health Organization Quality of Life - BREF, the Godin-Shephard Leisure-Time Physical Activity Questionnaire, the modified Nature Exposure Scale, and complementary questions related to the lockdown period from April 19 to May 11, 2020. Multiple regression models were constructed to evaluate the relationship of nature exposure and physical exercise with overall stress perception and psychological health in France and Germany when considering a broad range of covariates. Results: Exposure to nature during the lockdown (η p 2 = 0.034, p < 0.001), amount of physical activity η p 2 = 0.014, p < 0.001), and psychological health (η p 2 = 0.041, p < 0.001) were greater in German compared with French participants. Godin Index and Nature Exposure Scale total score were both inversely correlated to stress perception and positively correlated to psychological health. The stress and psychological health regression models explained 10% of the results' variance. Physical activity (Godin Index) was a significant for both models. Nature Exposure Scale total score was a significant predictor only for psychological health. When including all significant covariates, the regression models explained 30.7% for the perceived stress and 42.1% for the psychological health total overall variance. Conclusion: Physical activity and nature exposure are significant predictors of psychological health. Even though both variables are associated with stress perception, only physical activity is a significant predictor of stress perception. Our results suggest that physical activity and nature exposure were key factors to go through the lockdown period in France and Germany. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to assess cancer patients' psychological burden during the COVID-19 pandemic by investigating distress (distress-thermometer), health status (EQ-5D-3L), general anxiety (GAD-7), COVID-19-related fear and associated behavioral changes and comparing these to matched healthy controls, using propensity score matching (PSM). Methods: During the first days of the COVID-19 pandemic in Germany, March 16 to 30, 2020, 150 actually treated cancer patients and 150 matched healthy controls participated in this study. Participants completed an anonymous online survey assessing health status, distress, general anxiety, COVID-19-related fear and behavioral changes (i.e., adherent safety behavior and dysfunctional safety behavior). Results: Cancer patients showed no elevated level of distress, U = 10,657.5, p = 0.428, general anxiety U = 10,015.5, p = 0.099, or COVID-19-related fear compared to healthy controls, U = 10,948, p = 0.680. Both groups showed elevated COVID-19-related fear. Cancer patients reported more adherent safety behavior, such as washing hands more often or avoiding public places, U = 8,285, p < 0.001, d = 0.468. They also reported more dysfunctional safety behavior such as buying larger quantities of basic food, compared to healthy controls U = 9,599, p = 0.029, d = 0.256. Adherent safety behavior could be significantly explained by cancer diagnosis, increased COVID-19-related fear and subjective level of information about COVID-19, R 2 = 0.215, F (3) = 27.026, p < 0.001. Conclusion: This suggests that cancer patients are more likely to utilize adherent safety behavior. Cancer patients reported comparable levels of distress and anxiety compared to healthy controls. Still, the COVID-19 pandemic is associated with elevated COVID-19-related fear. Therefore, specific interventions are needed to prevent anxiety and improve mental health during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]