Dataset of Jordanian University Students’ Psychological Health Impacted by Using E-learning Tools during COVID-19

COVID-19 has affected different sectors in society, and education is not an exception. Schools and higher education institutions were among the most affected. In Jordan, the government imposed an emergency state through taking strict measures to prevent further spread of the virus. These measures included closing borders, suspending schools and universities, halting flights, banning gatherings, quarantine, and others. Students’ shifting to the e-learning model led to the prolonged use of digital e-learning tools including smartphones, laptops, and i-pad tablets, which ultimately affected their mental health and their psychological well-being. This dataset focuses on the impact of the excessive use of COVID-19’s e-learning digital tools on university students’ psychological and mental health. The dataset further investigates whether there is a correlation between the students’ prolonged use of e-learning digital tools, imposed by the COVID-19 crisis, and the psychosomatic symptoms and disorders.

A Likert-type questionnaire was administered in Arabic, being the official language in Jordan. This dataset contains two main sections; the first section is demographic information, and the second section reports on the psychosomatic impact of COVID-19’s e-learning digital tools on university students’ well-being. A total of 775 responses were received, and the data were analyzed according to Likert’s five-point scale, where frequencies and percentages were calculated.

The demographic information part aimed to gather information about gender, level/year (first/freshman, second/ sophomore, third/junior, fourth/senior, or other), age (18-24, 25-30, or 30+), cumulative average/GPA ( +90 / 3.5+, 80-89 / 3.0-3.49, 70-79 / 2.5-2.99, 60-69 / 2.0-2.49, Below 60 / Below 2.0 or other).

The second section consisted of five main constructs. The first construct is concerned with the use of digital tools (mobile phone, laptop, i-pad) before and after COVID-19. This construct identifies the type of digital tools used, length of use before and after COVID-19, and whether their excessive use for academic purposes led to distraction. The second construct seeks to compare the students’ sleeping habits before and after COVID-19, and if their frequent use of e-learning tools interfered with their bedtime and wake-up.

The third construct aims to elicit responses on the students’ social behaviour and the extent to which the closures, lockdowns, and curfews, in addition to their prolonged use of e-learning tools, have impacted their everyday life routines.

The fourth construct focused on the psychological state of students after having undergone unfavourable conditions during the COVID-19 crisis. This was reflected in cases of stress, frustration, tension, and depression. The last construct seeks to probe into the consequences of the above factors, i.e. social and psychological, on the students’ academic performance and achievements.

新冠疫情已对社会各领域造成广泛冲击，教育领域亦未能幸免。各级学校与高等教育机构均为受影响最为严重的主体之一。在约旦，政府通过实施严格防疫举措进入紧急状态，以遏制病毒进一步传播，此类举措涵盖边境关闭、大中小学及高校停课、航班停运、集会禁令、隔离管控等。学生转向在线学习模式后，对智能手机、笔记本电脑与平板电脑（iPad）等数字化在线学习工具的使用时长显著延长，这最终对其心理健康与心理福祉产生了负面影响。本数据集聚焦新冠疫情期间过度使用在线学习数字化工具对高校学生心理及精神健康的影响，并进一步探讨新冠疫情背景下被迫长期使用在线学习工具与学生心身症状及障碍之间的相关性。

本研究采用阿拉伯语（约旦官方语言）编制的李克特（Likert）型问卷开展调研。本数据集包含两大核心模块：第一模块为人口统计学信息，第二模块则报告了新冠疫情在线学习数字化工具对高校学生福祉产生的心身影响。本次调研共回收有效问卷775份，数据按照李克特五级量表进行分析，计算了频次与占比。

人口统计学信息模块旨在收集学生的性别、年级（大一、大二、大三、大四或其他）、年龄（18-24岁、25-30岁或30岁以上）以及累计平均绩点（GPA：≥90分/3.5+、80-89分/3.0-3.49、70-79分/2.5-2.99、60-69分/2.0-2.49、60分以下/2.0以下或其他类别）。

第二模块包含五大核心维度。第一个维度聚焦新冠疫情前后数字化工具（手机、笔记本电脑、平板电脑（iPad））的使用情况，涵盖所使用的数字化工具类型、疫情前后的使用时长，以及是否因过度用于学业目的而引发注意力分散问题。第二个维度旨在对比学生在新冠疫情前后的睡眠习惯，分析频繁使用在线学习工具是否对其就寝与起床时间造成干扰。第三个维度旨在调研学生的社会行为，以及学校停课、封锁与宵禁政策，叠加长期使用在线学习工具，对其日常生活作息产生的影响程度。第四个维度聚焦学生在经历新冠疫情期间的不利处境后的心理状态，具体体现为压力、沮丧、紧张与抑郁等症状。最后一个维度则旨在探究上述社会与心理层面的因素对学生学业表现与学习成果造成的影响。