After surviving through the tough times of COVID-19 pandemic, we currently entering the next period, which is post-pandemic. In the perspective of psychology, times like the pandemic provide a broad opportunity to learn and become more enlightened with the many complexities of human life in various aspects of life. Various researches in the field of psychology have emerged and uncovered many interesting phenomena related to the COVID-19 pandemic.<\/p>\n\n\n\n
One related issue of the pandemic is happiness. Pandemic impacted can be seen in many individuals and professions. Although physical and psychological adjustments have been made, it is still possible for mental health and personal happiness to be affected. In the field of education, students also experience this. Their efforts to study in higher education must be modified in such a way since it must be done without face-to-face and involves the use of technology. During a pandemic, technology becomes one of the main solutions so that learning process can still be carried out properly.<\/p>\n\n\n\n
So, any changes in study habits, delivery of information and lecture materials, delegation of tasks, and submission of assignments are new routines that students, who may have been under enough academic pressure in college, have to deal with. This academic pressure does affect students’ happiness. The more stressed they are due to academic demands as well as behavioral changes in distance learning during the pandemic, the more unhappy they are.<\/p>\n\n\n\n
Now, one fascinating thing to acknowledge is the role of technology. It has been stated earlier that changes in learning processes within higher education are accommodated by the use of technology. In more fancier language, technology is everywhere<\/em><\/strong>. Of course, this actually is a potential source of new issues in students” mental health. At least for some students, not all are ready to change their mindset and framing that technology does not necessarily be a source of fun, but can also lead to academic pressure. The question is, is this really the case? Is it true that excessive use of technology in the field of education within higher education is a cause of decreasing in student happiness?<\/p>\n\n\n\n At least, according to research by Andriani et al. (2021), the answer is no. Technology-overload usage as a learning aid does not significantly affect students’ happiness. Academic pressure, yes. Technology? No. This is clearly an interesting finding. It implies that students are much more adaptive in using technology technically for various purposes, including learning. Technology is not perceived as a threat to them. Thus, overuse does not have an effect as far as damaging their happiness as students. Students themselves are a tech-savvy group. Many coping strategies (stress coping) are carried out with the help of technology. It seems that, when stressed due to excessive use of technology for studying, students optimally use it to also reduce the pressure felt for hedonic activities or other experiences that are a source of social support.<\/p>\n\n\n\n Andriani et al. (2021) also revealed that technology-overload usage is perceived as a problem exclusively among students with older ages, as well as those with families. Of course, this is a different problem considering that many studies have already explained that people with younger age groups are indeed more tech-friendly than those from older age groups. The same goes for families where those who have to take care of their families would have more time if they have to engage further with technology for college purposes. Meanwhile, no group had a particularly low happiness score in this study. They’re just fine. That is, they’re quite fine. They’re happy well enough.<\/p>\n\n\n\n Students are indeed one of the groups that are prone to the impact of pandemic, primarily related to their happiness when using remote learning. Nevertheless, it turns out that their happiness is more influenced by the perceived academic pressure, not by technology-overload usage. Students, in fact, are much more adaptive to technology and the use of it, even in challenging times like the pandemic. What about your experience?<\/p>\n\n\n\n Andriani, I., Qomariyah, N., Salve, H. R., & Indryawati, R. (2021). Is college students\u2019 happiness during online learning affected by academic stress and technology-overload perception? Advances in Social Sciences, Education and Humanities Research, 655<\/em>, 1633-1637. doi: 10.2991\/assehr.k.220404.264<\/p>\n\n\n\n https:\/\/www.atlantis-press.com\/proceedings\/ticash-21\/125973166<\/a><\/p>\n\n\n\n Featured Image: <\/strong><\/p>\n\n\n\n Photo by Annie Spratt<\/a> on Unsplash<\/a><\/p>\n\n\n After surviving through the tough times of COVID-19 pandemic, we currently entering the next period, which is post-pandemic. In the perspective of psychology, times like the pandemic provide a broad opportunity to learn and become more enlightened with the many complexities of human life in various aspects of life. Various researches in the field of […]<\/p>\n","protected":false},"author":9,"featured_media":4664,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[251,219,170],"tags":[],"class_list":["post-2180","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-post-en","category-psy-researches","category-research-community-service","has-post-title","has-post-date","has-post-category","has-post-tag","has-post-comment","has-post-author",""],"builder_content":"","_links":{"self":[{"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/posts\/2180","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/comments?post=2180"}],"version-history":[{"count":5,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/posts\/2180\/revisions"}],"predecessor-version":[{"id":4668,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/posts\/2180\/revisions\/4668"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/media\/4664"}],"wp:attachment":[{"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/media?parent=2180"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/categories?post=2180"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/fpsi.gunadarma.ac.id\/psikologi\/wp-json\/wp\/v2\/tags?post=2180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Reading Source<\/strong>:<\/h4>\n\n\n\n
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