Original Research Report

The Journal of School Nursing

2021, Vol. 37(4) 241–248
Predictors of Depression and Anxiety ª The Author(s) 2021
Article reuse guidelines:

Among Senior High School Students sagepub.com/journals-permissions

DOI: 10.1177/1059840520988548
journals.sagepub.com/home/jsn
During COVID-19 Pandemic: The
Context of Home Quarantine and Online
Education

Manar AlAzzam, RN, MSN, PhD, CNS1 , Sawsan Abuhammad, PhD, RN2 ,
Asem Abdalrahim, PhD, RN1, and Ayman M. Hamdan-Mansour, PhD3

Abstract
This study aimed to examine the prevalence and predictors of depression and anxiety among senior high school students in
Jordan during the COVID-19 pandemic. The study used an anonymous online survey that targeted senior high school students
in Jordan. Almost two thirds of students reported depressive symptoms and anxiety. Father’s level of education, mothers’ level
of education, perceived difficulties in online education, gender, and age were significant predictors of depression, while father’s
level of education, difficulties in online education, gender, and age were significant predictors of anxiety (p < .05). Among those
identified as having depression, 30.7% were male and 50.7% were female. The prevalence of anxiety among students was high,
and the prevalence of anxiety in females (46.9%) is greater than males (27.6%). School health nurses and mental health
counselors at schools need to emphasize the mental health and psychosocial support needs for senior high school students.

Keywords
anxiety, depression, COVID-19, high school students, home quarantine, online education, school nurses

High school students are increasingly vulnerable to social
and psychological disturbances, due to developmental and
academic requirements (Alfoukha et al., 2019). The pan-
demic of COVID-19 has forced senior high school students
in many countries around the world to stay home and adhere
completely to online education, including in Jordan. Recent
studies showed that home quarantine is affecting physical
and psychological health of young people (Al-Rabiaah et al.,
2020). For example, college students during COVID-19 out-
break suffered post-traumatic stress disorder, anger, fear,
sadness, nervousness, and emotional disturbances (Brooks
et al., 2020; Cao et al., 2020). This has the potential of
jeopardizing the psychological well-being of senior high
school students who are preparing for their final year at high
school and required to sit for high school exams that deter-
mine their university enrollment. COVID-19 has forced pub-
lic health authorities to call on governments to implement
strict social and public health procedures including quaran-
tine and curfew (Abuhammad et al., 2020). Such procedures
contributed to increased worry among the general popula-
tion across all age groups (Abuhammad, 2020; Kim, 2020).
High school students are among those groups who lack
coping skills to manage challenges posed by the pandemic.
Adolescents are still maturing and therefore lack the psycho-
logical and social skills to manage overwhelming situations
(Crone & Dahl, 2012). Adolescence is considered a stage of
life when individuals are vulnerable to accelerated develop-
mental changes that affect both their psychological and
social health (American Psychiatric Association [APA],
2013; WHO, 2017). Hence, adolescents could be more sub-
stantially influenced by emotional responses due to the out-
break of COVID-19 and its associated quarantine and public
health restrictions (Fegert et al., 2020).
In Jordan, the COVID-19 pandemic resulted in the acti-
vation of strict public measures to prevent the spread of the
1
Psychiatric Mental Health, Princess Salma Faculty of Nursing, Al-Albayt
University, Al-Mafraq, Jordan
2
Maternal and Child Health, Faculty of Nursing, WHO Collaborating
Center, Jordan University of Science and Technology, Ar-Ramtha, Jordan
3
School of Nursing, The University of Jordan, Amman, Jordan
Corresponding Author:
Manar AlAzzam, RN, MSN, PhD, CNS, Psychiatric Mental Health, Princess
Salma Faculty of Nursing, Al-Albayt University, Mafraq 25113, Jordan.
Email: alazzam@aabu.edu.jo
242
disease. Moreover, nationwide regulations on quarantine
resulted in the closing of schools, which has made it more
difficult and largely impractical for students to attend classes
regularly and to perform their day-to-day routines, particu-
larly for those who lack the facilities and the internet access
to manage their educational needs. This supports Cao and
colleagues’ (2020) findings that online education among
high school students has increased the level of stress and
pressure among students and increased their vulnerability
to psychological problems. High school students experi-
enced anxiety during the COVID-19 pandemic and conse-
quently, reported poor quality of life and academic
difficulties (Liang et al., 2020). In a recent study
(Hamdan-Mansour et al., 2020), high school students
reported serious mental health problems such as substance
use and lack of social support. In another study (AlAzzam
et al., 2020), the results indicated that both anxiety and
depression are prevalent among adolescents and are associ-
ated with higher risks of suicide and disease prevalence.
Such situations prior to the pandemic of COVID-19 were
considered serious, exacerbating the psychosocial conse-
quences of the pandemic. Suggesting that the mental health
of senior high school students is compromised. Moreover, in
some parts of the world, similar to Jordan, online and dis-
tance teaching is not yet well established, and trouble with
online access and lowered academic performance are still
observed. Despite teachers’ best efforts, students still expe-
rience increased levels of distress due to uncertainties,
inability to use online platforms appropriately, and inability
to comply with the requirements of online learning (Agha,
2020).
The literature indicated that changes to current lifestyle
and students’ perceived danger of acquiring COVID may
increase the risk of developing depression and anxiety
(WHO, 2020; Xiang et al., 2020). Such problems, if left
unaddressed by proper psychological interventions during
adolescence, often persist into adulthood and elevate the risk
of experiencing further mental health problems and disor-
ders (APA, 2013). School mental health professionals
including school nurses need to be aware of the additional
psychological and social support needs of high school stu-
dents during the pandemic. Moreover, school nurses are in a
special position to play an important role in supporting emo-
tional well-being, screening for mental well-being and early
intervention programs, and helping to monitor the continued
treatment of mental health (AlAzzam et al., 2017; Pryjma-
chuk et al., 2011). The Centers for Disease Control and
Prevention (CDC, 2014) reported that schools are one of the
most significant networks for connecting children and young
people with health services and activities.
This study will enlighten public health policy makers
toward integration of mental health and psychosocial sup-
port and well-being materials as part of online education
(Abuhammad, 2020). Although the topic has been consid-
ered a research concern, the impact of depression and
The Journal of School Nursing 37(4)
anxiety and factors contributing to these problems have not
adequately addressed. In Jordan, senior high school students
(12th-grade students) compete in one national exam that
determines their eligibility for university enrollment. This
situation increases the pressure on Jordanian senior high
school students. The purpose of the current study is to
explore the prevalence of depression and anxiety, as well
as the sociodemographic and personal predictors of depres-
sion and anxiety among senior high school students in Jor-
dan during the COVID-19 pandemic. The objectives of the
study were to:
1. Estimate the prevalence rates of depression and anxi-
ety among senior high school students in Jordan dur-
ing the COVID-19 pandemic and
2. Identify sociodemographic and personal predictors
of depression and anxiety among senior high school
students in Jordan during the COVID-19 pandemic.
Method
Design
A cross-sectional descriptive-correlational design was uti-
lized. The study used an anonymous online survey targeting
senior high school students in Jordan.
Sample and Setting
The study population consisted of 12th-grade high school
students living in the country of Jordan during the COVID-
19 pandemic. Jordan is a developing country that is located
in the Middle Eastern area in Asia continent. Almost 9.5
million individuals from all ages live in Jordan with more
than 98% of Arab origin (Nasir & Al-Qutob, 2005). Almost
35% of the Jordanian population are children aged less than
14 years old, with less than 5% aged more than 60 years old.
The governorates of Jordan are divided among the north
region, central region, and the south region. These governor-
ates are based on geographical connectivity, with most ser-
vices located at the central and north regions.
A convenience sampling technique was used to recruit
the students. The inclusion criteria were (1) senior high
school student, (2) able to read and write in Arabic, (3) able
to use software program to fill out survey questionnaire, and
(4) access to social media.
Data Collection Procedure
After obtaining ethical approval from Al al-Bayt University,
a campaign approach using a combination of online social
media and web-based survey software was implemented to
advertise the survey, recruit survey participants, and collect
data for the study. The researchers used different methods to
recruit the participants, including personal messages and
postings in senior high school students’ sites and social
media. The survey information was provided to the students
AlAzzam et al.
by the research assistants via social media, according to the
preference of the students. An online consent form was
attached to the survey questionnaire, and the students were
requested to read and sign it before completing the survey.
The consent form notified the participating senior high
school students that their participation was voluntary and
that their responses might contribute to an increase in the
understanding of the use of online teaching methods.
Furthermore, they were assured that their identifiable health
information would be protected due to the strict privacy and
confidentiality procedures employed by the research study
including assigning anonymous number for each participant.
The research team did not ask for any identifiable informa-
tion from the participants such as names. After signing the
consent form, the students filled in the questionnaire online.
On average, participants reported that it took approximately
8 min to complete the survey. Data were saved to password-
secured computer. Those who reported severe symptoms or
who inquire more information were advised and provided
with referral information for specialists.
Study Variables and Measures
Data were collected using Arabic version of self-report ques-
tionnaires. The instrument included the following sections:
1. The Arabic version of the Patient Health Question-
naire (PHQ)-9: For the purpose of the current study,
the PHQ-9 was used to measure the presence and
level of depression. Some of the instrument wording
was modified by the research team in order to fit with
the study’s purposes; for example, we added the fol-
lowing question at the top of instrument’s questions,
During the past 2 weeks, how many times have you
experienced any of the following problems as a result
of the outbreak of COVID-19 and quarantine? The
instrument contained nine items and the participants
were asked to give their response to each item on a 4-
point Likert-type scale ranging from not at all (0) to
almost every day (3). A higher score indicated a
higher level of depression. A score of 0–4 suggests
absence of depression, 5–9 suggests mild depression,
10–14 suggests moderate depression, 15–19 suggests
moderately severe depression, and 20–27 suggests
severe depression (Spitzer et al., 1999). The PHQ-9
has been validated as highly correlated with the diag-
nosis of depression by mental health professionals in
a variety of populations (Diez-Quevedo et al., 2001;
Kroenke et al., 2001). The scale has good internal
consistency with a Cronbach’s a of .73 (Spitzer et al.,
1999).
2. The Arabic version of the Generalized Anxiety Dis-
order (GAD) Questionnaire (Spitzer et al., 1999) was
used to measure the presence and level of anxiety.
The GAD questionnaire was modified by the
researchers to fit the context of the current study; for
243
example, we added the following question at the top
of instrument’s questions “During the quarantine as a
result of the Coronavirus outbreak, how many times
have you been concerned about the following
problems?” It contained seven items and the partici-
pants were asked to give their response to each ques-
tion on a 4-point Likert-type scale ranging from not
at all (0) to almost every day (3). The items asked
whether the participants had experienced symptoms
of panic disorder and GAD over the past 4 weeks.
GAD-7 total score for the seven items ranges from 0
to 21. Scores of 5, 10, and 15 represent cut points for
mild, moderate, and severe anxiety, respectively.
The scale has good internal consistency with a Cron-
bach’s aof 81% (Spitzer et al., 1999).
3. Sociodemographic section: A set of questions was
used to ascertain the sociodemographic background
of the study participants. The sociodemographic
characteristics of importance to the study were age,
gender, types of school, grade point average (GPA),
family monthly income, mother’s education level,
father’s education level, and availability of health
insurance.
Data Analysis
The data were analyzed utilizing the Statistical Package for
the Social Sciences (IBM-SPSS Version 25). Descriptive
analyses of the data were carried out to determine the means,
standard deviation (SDs), frequencies, and percentages of
the responses. In addition, standardized multiple regressions
were carried out to determine the sociodemographic and
personal predictors of depression and anxiety among senior
high school students. Alpha was set to .05.
Results
Sociodemographic Characteristics
A total of 384 senior high school students who met the
eligibility criteria completed and returned the survey. The
analysis (see Table 1) showed that the mean age of the
students was 17.59 (SD ¼ 0.5) years. Most of the students
(60.2%) were females and 39.8% were males. Just over half
of the students (55.73%) were from governorates in the north
of the country, while 39.84% and 4.43% were from gover-
norates in the middle and south of the country, respectively.
Nearly two thirds of the students (60.4%) were categorized
as having middle socioeconomic status.
Variables of the Study
Depression. The analysis (see Table 2) showed that the mean
score for depression for students was 11.2 (SD ¼ 7.0) and
scores ranged from 0.0 to 27. Those who scored 5.0 or above
(mild to severe depression) represented 72.4% (n ¼ 278),
244 The Journal of School Nursing 37(4)

Table 1. Demographic Characteristics of the Participants. with 14.6% (n ¼ 56) of the students found to be severely
depressed and 16.9% (n ¼ 65) suffering moderately severe
Demographic Characteristics Number (%)
depression.
Gender Male 153 (39.8) The analysis also showed a significant difference
Female 230 (60.2) between males and females in mean score of depression
Age 17 years old 156 (40.6) (t ¼ 4.14, p < .001) with mean of depression score for
18 years old 228 (59.4) females (M ¼ 12.4, SD ¼ 7.0) much higher than males
School Governmental school 324 (84.4)
(M ¼ 9.4, SD ¼ 6.3). Moreover, and although 3.0% of
Private school 60 (15.6)
Governorate North 214 (55.73) adolescent are working, the mean depression score was
Middle 153 (39.84) much less (M ¼ 5.3, SD ¼ 4.4) among working students
South 17 (4.43) than among nonworking adolescents (M ¼ 11.4, SD ¼
GPA 90–100 112 (29.2) 7.0) with significance difference between the two groups
80–89 142 (37) (t ¼ 2.90, p ¼ .004). There was no significant difference
70–79 88 (22.9) in depression in relation to type of schools (private vs. gov-
Less than 69 42 (10.9)
ernmental; p > .05). Regarding difference in depression and
Father’s education Elementary 55 (14.3)
Secondary 183 (47.7) anxiety related to mothers’ and fathers’ level of education,
Undergraduate study 109 (28.4) the analysis, using analysis of variance (ANOVA), showed
Graduate study 37 (9.6) that there was a significant difference in depression related
Fathers work Full time 191 (49.7) to fathers’ level of education in depression F(3, 383) ¼ 7.57,
Part time 108 (28.1) p < .001 and anxiety F(3, 383) ¼ 8.1, p < .001. The post hoc
Not work 81 (21.1) comparison (Scheffe) showed that differences in depression
Student 4 (1)
observed between adolescents whose fathers completed their
Mother’s education Elementary 53 (13.8)
Secondary 154 (40.1) postgraduate level and all others, and in anxiety between
Undergraduate study 147 (38.3) those who completed postgraduate studies and those who
Graduate study 30 (7.8) completed elementary and high school level only.
Mother’s work Full time 88 (22.9)
Part time 34 (8.9) Anxiety. Regarding students’ anxiety, the analysis (see
House wife 262 (68.2) Table 2) showed that the mean score of anxiety was 7.1
Socioeconomic standard Low 33 (8.6)
(SD ¼ 5.9), with score ranging from 0.0 to 21.0. Students
Middle 232 (60.4)
High 119 (31) with mild to severe level of depression were 74.9% (n ¼
Health insurance Yes 305 (79.4) 288), while 16.7% (n ¼ 64) reported having severe anxiety
No 79 (20.6) and 58.1% (n ¼ 224) reported mild to moderate level of
Seeking psychiatric support Psychologists 38 (9.9) anxiety.
Psychiatrists 28 (7.3) Regarding differences in anxiety scores, male and female
General physician 13 (3.4) adolescents were also significantly different in their anxiety
Religious man 24 (6.3)
mean score (t ¼ 4.0, p < .001) with mean score of anxiety of
Family members 203 (52.9)
females (M ¼ 10.1, SD ¼ 6.2) higher than male adolescents
Note. N ¼ 384. GPA ¼ grade point average. (M ¼ 7.6, SD ¼ 5.2). The analysis showed that the mean
anxiety score was much less among working adolescents
(M ¼ 4.2, SD ¼ 3.7) than nonworking adolescents (M ¼
Table 2. Descriptive Statistics of Depression and Anxiety Among
Senior High School Students.
9.2, SD ¼ 5.9) with significant difference between the two
groups (t ¼ 2.81, p ¼ .005). There was no significant dif-
Variables M SD Min Max n % ference in anxiety between adolescents in private and gov-
ernmental schools (p > .05). Regarding mothers’ level of
Depression 11.2 7.0 0.0 27.0
None 70 18.2
education, the analysis, using ANOVA, showed that there
Mild 102 26.6 was no significant difference in anxiety related to mothers’
Moderate 92 23.7 level of education in depression F(3, 383) ¼ 2.3, p ¼ .085
Moderately to severe 65 16.9 and anxiety F(3, 383) ¼ 2.1, p ¼ .098.
Severe 56 14.6
Anxiety 9.1 5.9 0.0 21.0
None 97 25.3 Predictors of Depression
Mild 120 31.0
Moderate 104 27.1 The multiple standardized regression analysis (see Table 3)
Severe 64 16.7 showed that a family history of psychiatric illness, type of
school (private or government), age, working status, father’s
Note. N ¼ 384. working status, gender, GPA, experiencing difficulties with
AlAzzam et al. 245

Table 3. Regressing Sociodemographic and Personal Characteristics of Senior High School Students on Depression.

Model B SE b t p Value

Depression Age 1.40 0.68 .10 2.06 .040

Gender 2.97 0.69 .21 4.32 <.001
Type of school 1.29 0.96 .07 1.34 .180
GPA 0.43 0.37 .06 1.19 .237
Working status 3.31 2.00 .08 1.66 .099
# Family members 0.23 0.15 .08 1.51 .133
Father’s level of education 1.83 0.47 .21 3.85 <.001
Mother’s level of education 1.36 0.49 .16 2.80 .005
Difficulties in online education 3.21 0.77 .21 4.19 <.001
Family history in mental illness 2.88 2.67 .052 1.078 .282
Father’s work 0.63 0.42 .075 1.498 .135
R2 ¼ .178 F(11, 384) ¼ 7.23, p ≤ .001

Note. N ¼ 384.

Table 4. Regressing Sociodemographic and Personal Characteristics of Senior High School Students on Anxiety.

Model B SE b t p Value

Anxiety Age 1.29 0.59 .11 2.20 .028

Gender 2.30 0.59 .19 3.88 <.001
Type of school 0.47 0.83 .03 .57 .571
GPA 0.091 0.32 .015 .29 .773
Working status 2.96 1.72 .08 1.72 .087
# Family members 0.06 0.13 .02 .45 .650
Father’s level of education 1.37 0.41 .19 3.35 .001
Mother’s level of education 0.55 0.42 .08 1.32 .189
Difficulties in online education 2.91 0.66 .22 4.40 <.001
Family history in mental illness 3.29 2.30 .07 1.43 .154
Father’s work 0.25 0.36 .03 .68 .500
R2 ¼ .151 F(11, 384) ¼ 5.94, p ≤ .001
Note. N ¼ 384.

online education, number of family members, father’s level
of education, and mother’s level of education were signifi-
cant F(11, 384) ¼ 7.23, p  .001. The model could explain
18% (R2 ¼ 17.8) of the variation in depression scores among
the students. The model showed that gender, age, difficulties
with online education, father’s level of education, and moth-
er’s level of education were significant predictors of depres-
sion. Fathers’ level of education was identified as a
protective factor, while being female, older, mothers’ higher
level of education, and having difficulties in online educa-
tion were associated with higher scores of depression.
Predictors of Anxiety
The multiple standardized regression analysis (see Table 4)
showed a family history of psychiatric illness, type of
school, age, working status, father’s working status, gender,
GPA, having difficulties in online education, number of
family members, father’s level of education, and mother’s
level of education were significant F(11, 384) ¼ 5.94, p 
.001. The model could explain 15% (R2 ¼ 15.1) of the
variation in anxiety scores among the students. The model
showed that gender, age, having difficulties in online edu-
cation, and father’s level of education were the significant
predictors of anxiety and depression. Fathers’ level of edu-
cation was identified as a protective factor, while being
female, older, and having difficulties with online education
were associated positively with higher anxiety.
Discussion
Depression and anxiety are serious mental health problems
that contribute to psychosocial and academic dysfunction
(Alfoukha et al., 2019). This study clarifies the significant
contribution of the COVID-19 pandemic on adolescents’
mental health. In general, the findings of this study indicate
that senior high school students experienced depression and
anxiety that is impacted by their parent’s level of education
and problems with online education. In addition, female
students and older students were found to suffer depression
and anxiety at higher levels than males and younger stu-
dents. The results identified the role of parents, challenges
with online education and gender as significant indicators of
depression and anxiety. This study contributes to the
246
understanding of adolescents’ mental health problems and
related factors during the pandemic. Previous reports (Cao
et al., 2020) indicated that high school students constitute
one of the most vulnerable populations at risk for anxiety
and depression during the COVID-19 outbreak due to the
closure of school, social restrictions, and curfew. One expla-
nation could be students’ limited coping and psychosocial
skills needed to manage the overwhelming psychological,
social, and academic demands (Alfoukha et al., 2019; Cao
et al., 2020). The results of this study are in line with find-
ings from other studies showing that high school students, in
general, are suffering psychological and mental health dis-
turbances (Alharbi et al., 2019; Brooks et al., 2020), and at
higher risk for serious mental health problems if not
addressed appropriately (Alfoukha et al., 2019; Alharbi
et al., 2019; Cao et al., 2020). These findings support the
international guidelines on the need for school mental health
services and the integration of psychosocial support and
mental health promotion intervention among public health
policies during the pandemic of COVID-19 (WHO, 2020).
Inconsistent with our findings regarding predictors of
depression and anxiety, Hakamy and his colleagues
(2017), a study of Saudi students reported that demographics
characteristic especially place of residence, parents’ educa-
tional background and parent’s marital status are significant
correlates for anxiety and depression among high school
students. One explanation could be that in Jordan, students
go to university based on the results of their one national
exam in 12th grade. This may psychologically burden fam-
ilies and students. In addition, and during the pandemic of
COVID-19, students and their families suffered economic,
social, and psychological hardships that compromise their
ability to manage their biopsychosocial needs, many find-
ings observed in other studies of university students with
similar public health restrictions and online education chal-
lenges (Shehadeh et al., 2020).
In this study, we have found that female adolescents
reported higher scores in depression and anxiety than male
adolescents with significant differences. Although adoles-
cents are ignored in Jordan in terms of mental health care
and underresearched, the results infer that female school
adolescents do support the theme that females are under
strict and close family observation that might affect their
willingness to express their mental health concerns (Alfou-
kha et al., 2019; Arabiat et al., 2018; Hamdan-Mansour
et al., 2007). The social and family restrictions and obliga-
tion of females even during their adolescence phase might
explain the higher score of depression and anxiety. In recent
studies, fewer females have been reported to mental health
agencies seeking treatment from mental and substance use
disorders compared to males, confirming the greater social
pressure and stigmatization of mental health treatment for
females (Al-Khawaldeh et al., 2020). One notable finding
was that fathers’ education was a significant factor in which
adolescents of fathers with lower educational level scored
The Journal of School Nursing 37(4)
much higher depression and anxiety than those with fathers
with higher levels of education, supporting previous reports
(Hakamy et al., 2017). This infers that fathers’ level of edu-
cation might contribute to the development of psychological
disturbances of their children assuming lacking appropriate
information on managing their children’s psychological
problems. The COVID-19 outbreak, social restrictions,
home quarantines, and curfew require that parents should
be knowledgeable on how to manage children’s psycholo-
gical needs in which fathers with lower level of education
might have less access to information.
Study Limitations
Limitation of this study includes measurement of depression
and anxiety using a self-report clinical interview format.
Another limitation is related to using a cross-sectional
approach in which depression and anxiety are measured at
one point of time, limiting analysis of the long-term conse-
quences of depression and anxiety on wellness of high
school students. Moreover, using the online survey may
limit which students may have responded as many students
might not have an online access and did not have the ability
to participate. Also, the response rate from the south region
of the country was low comparing to other regions, and this
might impact the study outcomes.
Recommendations and Implications
This study found that Jordanian senior high school students
are suffering depression and anxiety and that their social
characteristics and online educational difficulties are signif-
icant predictors of depression and anxiety. The study con-
firms that online education is a source of mental health
problems for high school students, which needs further
investigation. The study has implications for school health
professionals, school nurses, and mental health counselors.
Integration of psychosocial and mental health intervention
should be considered as part of the online education pro-
grams. Teachers and instructors need to allocate time for
mental health support to relieve students’ concerns and wor-
ries to mitigate depression and anxiety. Mental health school
nurses and counselors need to develop interventional online
packages to support high school students in managing stress,
anxiety, and depression related to home quarantine and aca-
demic online education demands. More attention should be
given to female adolescents with mental health disorders.
Further qualitative studies are needed to enhance our under-
standing of how high school students are adjusting and man-
aging their psychological needs during pandemic and online
education difficulties. In addition, interventional studies are
needed to test the effectiveness of telemental health and
psychosocial support on high school students during home
quarantine and intensive online education.
AlAzzam et al.
Acknowledgment
The authors thank all students who participated in the current study.
Author Contribution
All authors participated in all steps of this project until the last edit
was sent to the journal.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect
to the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support
for the research, authorship, and/or publication of this article: Pre-
dictors of Depression and Anxiety among Senior High School Stu-
dents during COVID-19 Pandemic: The Context of Home
Quarantine and Online Education.
ORCID iDs
Manar AlAzzam, RN, MSN, PhD, CNS https://orcid.org/0000-
0002-3997-3913
Sawsan Abuhammad, PhD, RN https://orcid.org/0000-0001-
5817-8950
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Author Biographies
Manar AlAzzam, RN, MSN, PhD, CNS, is an acting dean of
nursing and associate professor in psychiatric mental health at
Princess Salma Faculty of Nursing, Al-Albayt University, Jordan.
Sawsan Abuhammad, PhD, RN, is an assistant professor in mater-
nal and child health, faculty of nursing, WHO Collaborating Cen-
ter, Jordan University of Science and Technology, Jordan.
Asem Abdalrahim, PhD, RN, is an assistant professor in psychia-
tric mental health at Princess Salma Faculty of Nursing, Al-Albayt
University, Jordan.
Ayman M. Hamdan-Mansour, PhD, is a professor in psychiatric
nursing, School of Nursing, The University of Jordan, Jordan.