A Year of PandemicPsychological Effects in Spanish Children from 3 to 11 Years of Age

  1. Marta Giménez-Dasi
  2. Laura Quintanilla
  3. Teresa Simón López
Zeitschrift:
Psicothema

ISSN: 0214-9915,  1886-144X

Datum der Publikation: 2023

Ausgabe: 35

Nummer: 2

Seiten: 119-128

Art: Artikel

DOI: 10.7334/PSICOTHEMA2022.223 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Psicothema

Ziele für nachhaltige Entwicklung

Zusammenfassung

After the lockdown, schools adopted measures to avoid infection, which changed pre-pandemic routines. We evaluated whether the new school conditions constituted a stress factor for children or contributed to their recovery after the impact of the lockdown period. Method: Participants included 291 families with children between 3 and 11 years of age. The children were assessed by parents through the Child and Adolescent Assessment System (SENA) at three time points: T1 (before COVID-19 confinement), T2 (after the children had spent between 4 and 6 weeks confined), and T3 (one year after the beginning of the pandemic). Results: For Preschoolers, no statistical differences were found in any scale or time point. For primary-school children, the differences between T1 and T3 were not significant. Comparisons between T2 and T3 showed significant differences in Willingness to study, Emotional regulation and Hyperactivity and impulsivity. Conclusions: Our results suggest that returning to school might have improved some dimensions of primary-school children’s well-being. However, it seems that neither the confinement nor the restrictive measures have had a negative effect on our sample. To interpret these findings, we discuss the psychological factors of protection and vulnerability

Bibliographische Referenzen

  • Achterberg, M., Dobbelaar S., Boer O.D., & Crone E.A. (2021). Perceived stress as mediator for longitudinal effects of the COVID-19 lockdown on wellbeing of parents and children. Scientific Reports, 11, Article 2971. https://doi.org/10.1038/s41598-021-81720-8.
  • Adibelli, D., & Sümen A. (2020). The effect of the coronavirus (COVID-19) pandemic on health-related quality of life in children. Children and Youth Services Review, 119, Article 105595. https://doi.org/10.1016/j. childyouth.2020.105595.
  • Amorós-Reche, V., Belzunegui-Pastor, A., Hurtado, G., & Espada, J. P. (2022). Emotional problems in Spanish children and adolescents during the COVID-19 pandemic: A systematic review. Clínica y Salud, 33(1), 19-28. https://doi.org/10.5093/clysa2022a2.
  • Andía Celaya, L.A., Santiago Campión, R., & Sota Eguizabal, J.M. (2020). Are You Tech-Ready for Flipping?: An Analysis of Technical Skills in Spanish Teachers. Contextos Educativos: Revista de Educación, 25, 275- 311. https://publicaciones.unirioja.es/ojs/index.php/contextos/article/ view/4218/3641.
  • Asanov I., Flores F., McKenzie D., Mensmann M., & Schulte M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, Article 105225. https://doi.org/10.1016/j.worlddev.2020.105225
  • Bignardi, G., Dalmaijer, E.S., Anwyl-Irvine, A.L., Smith, T.A., Siugzdaite, R., Uh S., & Astle, E.D. (2021). Longitudinal increases in childhood depression symptoms during the COVID-19 lockdown. Archives of Disease in Childhood, 106(8), 791-797. https://dx.doi.org/10.1136/ archdischild-2020-320372.
  • Bryant, D.O.M., & Damian, A.J. (2020). The rise of Adverse Childhood Experiences during the COVID-19 pandemic. Psychological Trauma, 12, 193-194. https://dx.doi.org/10.1037/tra0000711.
  • Cusinato, M., Iannattone, S., Spoto, A., Poli, M., Moretti, C., Gatta, M., & Miscioscia, M. (2020). Stress, resilience, and well-being in Italian children and their parents during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 17(22), Article 8297. https://doi.org/10.3390/ijerph17228297.
  • Chen, I. H., Chen, C. Y., Pakpour, A. H., Griffiths, M. D., Lin, C. Y., Li, X. D., & Tsang, H. W. (2021). Problematic internet-related behaviors mediate the associations between levels of internet engagement and distress among schoolchildren during COVID-19 lockdown: a longitudinal structural equation modeling study. Journal of Behavioral Addictions, 10(1), 135-148. https://doi.org/10.1556/2006.2021.00006.
  • Delvecchio, E., Orgilés, M., Morales, A., Espada, J.P., Francisco, R., Pedro, M., & Mazzeschi, C. (2022). COVID-19: Psychological symptoms and coping strategies in preschoolers, schoolchildren, and adolescents. Journal of Applied Developmental Psychology, 79, Article 101390. https://doi.org/10.1016/j.appdev.2022.101390.
  • Domínguez-Álvarez, B., López-Romero, L., Gómez-Fraguela, J. A., & Romero, E. (2020). Emotion regulation skills in children during the COVID-19 pandemic: Influences on specific parenting and child adjustment. Revista de Psicología Clínica con Niños y Adolescentes, 7(3), 81-87. https://doi.org/10.21134/rpcna.2020.mon.2042.
  • Dong, H., Yang, F., Lu, X., & Hao, W. (2020). Internet addiction and related psychological factors among children and adolescents in China during the coronavirus disease 2019 (COVID-19) epidemic. Frontiers in Psychiatry, 11, Article 00751. https://doi.org/10.3389/fpsyt.2020.00751
  • Duan, L., Shao, X., Wang, Y., Huang, Y., Miao, J., Yang, X., & Zhu, G. (2020). An investigation of mental health status of children and adolescents in China during the outbreak of COVID-19. Journal of Affective Disorders, 275, 112-118. https://doi.org/10.1016/j.jad.2020.06.029.
  • Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science / Revue Canadienne des Sciences du Comportement, 52(3), 177–187. https://doi.org/10.1037/cbs0000215
  • Engzell, P., Frey, A., & Verhagen, M.D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), Article e2022376118. https://doi. org/10.1073/pnas.2022376118.
  • Fazeli, S., Mohammadi Zeidi, I. M., Lin, C. Y., Namdar, P., Griffiths, M. D., Ahorsu, D. K., & Pakpour, A. H. (2020). Depression, anxiety, and stress mediate the associations between internet gaming disorder, insomnia, and quality of life during the COVID-19 outbreak. Addictive Behaviors Reports, 12, Article 100307. https://doi.org/10.1016/j. abrep.2020.100307.
  • Fernández-Pinto, I., Santamaría, P., Sánchez-Sánchez, F., Carrasco, M. A., & del Barrio, V. (2015). SENA. Sistema de Evaluación de Niños y Adolescentes [SENA. Children and Adolescents´ Assessment System]. TEA Ediciones.
  • Gapin, J. I., Labban, J. D., & Etnier, J. L. (2011). The effects of physical activity on attention deficit hyperactivity disorder symptoms: The evidence. Preventive Medicine, 52, S70-S74. https://doi.org/10.1016/j. ypmed.2011.01.022.
  • Gapin, J., & Etnier, J. L. (2010). The relationship between physical activity and executive function performance in children with attention-deficit hyperactivity disorder. Journal of Sport & Exercise Psychology, 32(6), 753–763. https://doi.org/10.1123/jsep.32.6.753.
  • García-Adasme, S. I., Cárdenas-Rebollo, J. M., Jiménez-Perianes, A., Lalinde, M., Jimeno, S., Ventura, P. S., Díaz, A., & López-Escobar, A. (2021). Pediatric home confinement due to COVID-19: Somatic and anxiety spectrum consequences. Journal of Clinical Nursing, 30(21-22), 3238- 3248. https://doi.org/10.1111/jocn.15829.
  • Giménez-Dasí, M., Quintanilla, L., Lucas-Molina, B., & SarmentoHenrique, R. (2020). Six weeks of confinement: psychological effects on a sample of children in early childhood and primary education. Frontiers in Psychology, 11, Article 590463. https://doi.org/10.3389/ fpsyg.2020.590463.
  • Giménez-Dasí, M., Quintanilla, L., & Fernández-Sánchez, M. (2021). Longitudinal Effects of the Pandemic and Confinement on the Anxiety Levels of a Sample of Spanish Children in Primary Education. International Journal of Environmental Research and Public Health, 18(24), Article 13063. https://doi.org/10.3390/ijerph182413063.
  • González, G., Puertas, P., & Sanchez. M. (2017). Influence of sports physical practice on the Emotional Intelligence of students: A systematic review. Education, Sport, Health and Physical Activity, 1(1), 10-24. https://hdl. handle.net/10481/48957
  • Gore, J., Fray, L., Miller, A., Harris, J., & Taggard, W. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 48(4), 605–637. https://doi.org/10.1007/s13384-021-00436-w.
  • Harris, P. L. (2000). The work of the imagination. Blackwell. Hurter, L., McNarry, M., Stratton, G., & Mackintosh, K. (2022). Back to school after lockdown: The effect of COVID-19 restrictions on children’s device-based physical activity metrics. Journal of Sport and Health Science. Advance online publication. https://doi.org/10.1016/j. jshs.2022.01.009.
  • Marchi, J., Johansson, N., Sarkadi, A., & Warner, G. (2021). The Impact of the COVID-19 Pandemic and Societal Infection Control Measures on Children and Adolescents’ Mental Health: A Scoping Review. Frontiers in Psychiatry, 12, Article 711791. https://doi.org/10.3389/ fpsyt.2021.711791.
  • Mc.Phie, M. & Rawana, J. (2015). The effect of physical activity on depression in adolescence and emerging adulthood: A growth-curve analysis. Journal of Adolescence, 40, 83-92. https://doi.org/10.1016/j. adolescence.2015.01.008
  • Medina Cascales, J. A., & Reverte Prieto, M. J. (2019). Incidence of the practice of physical and sporting activities as a regulator of school violence. Retos, 35, 54-60. https://doi.org/10.47197/retos.v0i35.64359.
  • Montalva-Valenzuela, F., Andrades-Ramírez, O., & Castillo-Paredes, A. (2022). Effects of physical activity, exercise and sport on executive function in young people with attention deficit hyperactivity disorder: A systematic review. European Journal of Investigation in Health, Psychology and Education, 12(1), 61-76. https://dx.doi.org/10.3390/ ejihpe12010006.
  • Orgilés, M., Francisco, R., Delvecchio, E., Espada, J., Mazzeschi, C., Pedro, M., & Morales, A. (2021). Psychological symptoms in Italian, Spanish and Portuguese youth during the COVID-19 health crisis: A longitudinal study. Child Psychiatry & Human Development. Advance online publication. https://doi.org/10.1007/s10578-021-01211-9.
  • Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., & Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. Frontiers in Psychology, 11, Article e579038. https://doi.org/10.3389/fpsyg.2020.579038.
  • Panagouli, E., Stavridou, A., Savvidi, C., Kourti, A., Psaltopoulou, T., Sergentanis, T.N., & Tsitsika, A. (2021). School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review. Children, 8, Article A1134. https://doi.org/10.3390/ children8121134.
  • Panda, P.K., Gupta, J., Chowdhury, S.R., Kumar, R., Meena, A.K., Madaan, P., Sharawat, I.K., & Gulati, S. (2020). Psychological and behavioral impact of lockdown and quarantine measures for COVID-19 pandemic on children, adolescents and caregivers: A systematic review and metaanalysis. Journal of Tropical Pediatrics, 67(1), Article fmaa122. https:// doi.org/10.1093/tropej/fmaa122.
  • Pérez Escoda, A., & Rodríguez Conde, M. J. (2016). Evaluation of the selfperceived digital competences of the Primary School Teachers in Castilla and Leon (Spain). Revista de Investigación Educativa, 34(2), 399-415. https://dx.doi.org/10.6018/rie.34.2.215121.
  • Real Decreto 463/2020, de 14 de marzo, por el que se declara el estado de alarma para la gestión de la situación de crisis sanitaria ocasionada por el COVID-19. Boletín Oficial del Estado, 67, de 14 de marzo de 2020, 25390–25399. https://www.boe.es/boe/dias/2020/03/14/pdfs/ BOE-A-2020-3692.pdf
  • Romero, E., López-Romero, L., Domínguez-Álvarez, B., Villar, P., & Gómez-Fraguela, J. A. (2020). Testing the effects of COVID-19 confinement in Spanish children: The role of parents’ distress, emotional problems and specific parenting. International Journal of Environmental Research and Public Health, 17(19), Article 6975. https://doi.org/10.3390/ ijerph17196975.
  • Russell, B. S., Hutchison, M., Tambling, R., Tomkunas, A. J., & Horton, A. L. (2020). Initial challenges of caregiving during COVID-19: Caregiver burden, mental health, and the parent–child relationship. Child Psychiatry & Human Development, 51(5), 671-682. https://doi.org/10.1007/s10578- 020-01037-x
  • Scarpellini, F., Segre, G., Cartabia, M. et al. (2021). Distance learning in Italian primary and middle school children during the COVID-19 pandemic: a national survey. BMC Public Health, 21, Article 1035. https://doi.org/10.1186/s12889-021-11026-x.
  • Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the covid-19 pandemic? reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement. Advance online publication. https://doi.org/10.1080/09243453.2022.2061014.
  • Seçer, İ., & Ulaş, S. (2021). An investigation of the effect of COVID-19 on OCD in youth in the context of emotional reactivity, experiential avoidance, depression and anxiety. International Journal of Mental Health and Addiction, 19(6), 2306-2319. https://doi.org/10.1007/s11469- 020-00322-z.
  • Serrano-Martínez, C. (2020). Emotional impact and upbringing of children under four years old during COVID-19. Perifèria, Revista de Recerca i Formació en Antropologia, 25(2), 74-87. https://doi.org/10.5565/rev/ periferia.735.
  • Shorer, M., & Leibovich, L. (2020). Young children’s emotional stress reactions during the COVID-19 outbreak and their associations with parental emotion regulation and parental playfulness. Early Child Development and Care, 192(6), 861-871. https://doi.org/10.1080/03004 430.2020.1806830.
  • Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11, Article 1713. https://doi. org/10.3389/fpsyg.2020.01713.
  • Tang, S., Xiang, M., Cheung, T., & Xiang, Y. T. (2021). Mental health and its correlates among children and adolescents during COVID-19 school closure: The importance of parent-child discussion. Journal of Affective Disorders, 279, 353–360. https://doi.org/10.1016/j.jad.2020.10.016.
  • Teng Z., Pontes H.M., Nie Q., Griffiths M.D., & Guo C. (2021). Depression and anxiety symptoms associated with internet gaming disorder before and during the COVID-19 pandemic: a longitudinal study, Journal of Behavioral Addictions, 10(1), 169-180. https://doi. org/10.1556/2006.2021.00016.
  • Tomasik, M.J., Helbling, L.A., & Moser, U. (2021). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland. International Journal of Psychology, 56(4), 566–576. https://doi.org/10.1002/ijop.12728.
  • Treviño E., Miranda C., Hernández M., & Villalobos C. (2021). Socioeconomic Status, Parental Involvement and Implications for Subjective Well-Being During the Global Pandemic of Covid-19. Frontiers in Education, 6, Article 762780. https://doi.org/10.3389/feduc.2021.762780.
  • UNICEF (2021). The state of the world’s children 2021. On my mind. Promoting, protecting and caring for children’s mental health. https:// www.unicef.org/media/114636/file/SOWC-2021-full-report-English. pdf.
  • Vainikainen, M., Oinas, S., Ahtiainen, R., Rimpelä, A.H., Pirjo, Lindfors, Lintuvuori, M., Hienonen, N., Heikonen, L., Asikainen, M., Esko, Lindgrén, & Hotulainen, R. (2021). School-Level Variation in Distance Learning Practices during the COVID-19 Pandemic in Finland. https://www.researchreal.fi/wp-content/uploads/2021/01/2020-09-21- Distance_learning_practices_SUBMISSION.pdf
  • Vallejo-Slocker, L., Fresneda, F. J., & Vallejo Pareja, M. Á. (2020). Psychological wellbeing of vulnerable children during the COVID-19 pandemic. Psicothema, 32(4), 501-507. https://doi.org/10.7334/ psicothema2020.218.
  • Vallejo-Slocker, L., Sanz, J., García-Vera, M. P., Fresneda, F. J., & Vallejo, M. Á. (2022). Mental health, quality of life and coping strategies in vulnerable children during the COVID-19 pandemic. Psicothema, 34(2), 249-258. https://doi.org/10.7334/psicothema2021.467
  • Vaquero Solís, M., Cerro Herrero, D., Tapia Serrano, M., Iglesias Gallego, D., & Sánchez Miguel, P. (2018). Physical activity, emotional adaptability and intrinsic regulation: A predictive study in adolescents. Journal of Sport and Health Research, 10(1), 209-220. https://hdl.handle. net/10662/11474
  • Yue, J., Zang, X., Le, Y., & An, Y. (2020). Anxiety, depression and PTSD among children and their parent during 2019 novel coronavirus disease (COVID-19) outbreak in China. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-020-01191-4.
Fuente de los datos: Dialnet