Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Teaching Anxiety, Stress and Resilience during the COVID-19 Pandemic: Evaluating the Vulnerability of Academic Professionals in Mexico through the Adapted COVID-19 Stress Scales

Version 1 : Received: 19 January 2021 / Approved: 20 January 2021 / Online: 20 January 2021 (16:37:25 CET)

A peer-reviewed article of this Preprint also exists.

Journal reference: Front. Public Health. 2021
DOI: 10.3389/fpubh.2021.669057


To mitigate the COVID-19 infection, many world governments endorsed the cessation of non-essential activities, such as the school attendance. Thereby, forcing the evolution of the teaching model to the virtual classroom. In the present work we show the application of a modified version of the adapted COVID-19 stress scales (ACSS) which also included teaching anxiety and preparedness, and resilience for academic professionals in Mexico, during the unprecedented transformation of the education system undergone in the COVID-19 quarantine. Most of the studied variables: gender, age, academic degree, household occupants, having a disease, teaching level, teaching mode, work hours, resilience, teaching anxiety and preparedness, and fear of being an asymptomatic patient (FOBAP), showed significant statistical correlation between each other (p<0.050) and to the 6 areas of the ACSS (danger, contamination, social economical, xenophobia, traumatic stress and compulsive checking). Our results further showed that the perceived stress and anxiety, fell into the category of absent to mild with only the danger section of the ACSS falling into the moderate category. Finally, resilience generated throughout the quarantine, seems to be a predictor of the adaptation the academic professional has undergone to cope with stress.


Adapted COVID-Stress Scales; Stress in Academic Professionals; Resilience to COVID stress in Academia



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