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Many aspects of society were impacted by the COVID-19 pandemic, including physical health, psychological well-being, social dynamics, and the economy. The construction sector experienced a significant influence from the pandemic. This research aimed to analyze the relationship between psychosocial factors (individual, home, and work factors) and the level of work distress among construction sector workers during the COVID-19 pandemic. This study employed a quantitative analytical approach with a cross-sectional design. Data collection took place in November–December 2021, and the total sample that met the inclusion criteria was 110 respondents. Work distress and psychosocial data were collected using a questionnaire that had undergone validity and reliability tests. Univariate analyses (frequency distribution), bivariate analyses (chi-square test), and multivariate analyses (multiple logistic regression tests) were conducted to analyze the data. The research revealed that the most closely related variables to the work distress levels were work duration, followed by employment status and career opportunities. This study underscores the importance of regulating working hours and providing opportunities for permanent employment and career advancement for the mental health of construction workers. [ABSTRACT FROM AUTHOR]

(1) Background: The COVID-19 pandemic has highlighted the critical role of medical laboratory technologists (MLTs) in the healthcare system. Little is known about the challenges MLTs faced in keeping up with the unprecedented demands posed by the pandemic, which contributed to the notable staff shortage in the profession. This study aims to identify and understand the stressors of MLTs in Canada and the lessons learned through their lived experiences during the pandemic. (2) Methods: In this descriptive qualitative study, we conducted five semi-structured focus groups with MLTs working during the pandemic. The focus group sessions were audio-recorded and then transcribed verbatim. Thematic analysis was used to inductively code data and identify themes. (3) Results: A total of 27 MLTs across Canada participated in the study. Findings highlighted four key themes: (i) unexpected challenges navigating through the uncertainties of an ever-evolving pandemic; (ii) implications of staff shortage for the well-being of MLTs and quality of patient care; (iii) revealing the realities of the hidden, yet indispensable role of MLTs in predominantly non-patient-facing roles; and (iv) leveraging insights from the COVID-19 pandemic to enhance healthcare practices and preparedness. (4) Conclusion: The study provides in-depth insight into the experiences of MLTs across Canada during the pandemic. Based on our findings, we provide recommendations to enhance the sustainability of the laboratory workforce and ensure preparedness and resiliency among MLTs for future public health emergencies, as well as considerations as to combating the critical staff shortage. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students' competencies for, perception of, and attitude towards online learning. To address those concerns, this study measured three essential constructs of online learning (self-regulated learning, perceived presences, and learning motivation) based on a national survey in China (N = 12,826) and employed structural equation modeling to investigate their intertwined relationship. The study results reveal that (1) college students' academic achievement cannot effectively predict their self-regulated learning in an online learning context; (2) self-regulation can be further differentiated into general and task-specific strategies with a varying impact on three types of presences; (3) online learning motivation is best predicted by cognitive presence, followed by social presence and teaching presence; and (4) the path of task-specific self-regulated learning → cognitive presence → online learning motivation generates the largest positive compound effect. Implications for online teaching and learning practice are also discussed through the stakeholder perspectives of students, teachers, and platform developers. [ABSTRACT FROM AUTHOR]