The Influence of Stress on Pandemic Students


  • Cristina Stefanescu


covid-19; pandemic; students; stress; digitization


In relation to the faculty, the student shows non-specific responses to the solicitations given
by the faculty, specifically in the pandemic, when he had to adapt more to a new system, the online
one. In the context of the crisis caused by the COVID-19 pandemic, the digital transformation of
education has necessitated a rapid response, including from the European institutions. The digitalization
of education provided the premises for the use of games for educational purposes, which can stimulate
students' participation in the instructional-educational process. It matters a lot how we respond
cognitively to stress, how we manage to interpret reality so that it is to our benefit. I'd rather see the full
side of the glass and enjoy online interactions than be afraid that I might get infected if I went to college
physically. Importantly, it is not the traumatic event itself that leads to growth (no one is grateful for
COVID-19), but rather the way the event is processed.


Cooper W.S. (2002). Managing Workplace Stress. NY: John Wiley and Sons.

Cotoranu, D.; Creța, C. & Moldovan, O. (2021). The psychological impact of the COVID-19 pandemic

on students. Transylvanian Journal of Administrative Sciences1 (48) / 2021, pp. 36–52. Babeș-Bolyai


Frankl, V (2009). The man in search of the meaning of life. Bucharest: Meteor Press.

Selye, H. (1984). Science and life. Bucharest: Ed. Politică.




How to Cite

Stefanescu, C. (2022). The Influence of Stress on Pandemic Students. New Trends in Psychology, 4(1). Retrieved from