The Relationship Between Virtual Education and Perceived Stress in High School Male Students During the Corona Era

Background: The COVID-۱۹ pandemic has necessitated a rapid transition from traditional classroom learning to virtual education, which may have affected students’ mental health. This study investigates the relationship between virtual education and perceived stress among male high school students in Tehran. Methods: A descriptive-correlational research design was employed. The statistical population included all male high school students in Tehran during ۲۰۲۱. Using stratified random sampling proportional to school size, ۱۰۰ students were selected according to Morgan’s table. Data were collected using the Perceived Stress Scale (Cohen et al., ۱۹۸۳) and the electronic learning questionnaire (Watkins et al., ۲۰۰۴). Statistical analyses were performed in SPSS version ۲۲, applying descriptive statistics and Pearson correlation tests. Results: Findings revealed a significant positive correlation between virtual education and perceived stress levels (r = ۰.۶۳۹, p < ۰.۰۰۱). Students reporting higher engagement in virtual learning also exhibited greater stress, potentially due to factors such as technological challenges, reduced peer interaction, and increased self-directed learning demands. Conclusion: The results suggest that while virtual education offers continuity of learning during crises, it may increase stress among students. Educational authorities should provide psychological support and enhance digital readiness to mitigate adverse effects. Further research should investigate mediating factors, including socioeconomic background and digital literacy.

کلیدواژه ها:

Channel Education ، Perceived stress ، high school students