Social, Family, and Educational Impacts on Anxiety and Cognitive Empathy Derived From the COVID-19: Study on Families With Children

psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 1 ORIGINAL RESEARCH published: 01 Ma ch 2021 doi: 10.3389/ psyg.2021.562800 Edi ed by: Gianluca Cas elnuo o, Ca holic Uni e si y o he Sac ed Hea , I aly Re iewed by: José An onio Ma ín Ma ín, Uni e si y o G anada, Spain Mi eia O gilés, Miguel He nández Uni e si y o Elche, Spain *Co espondence: Raquel Lozano-Blasco lozano@uniza .es Special y sec ion: This a icle was submi ed o Heal h Psychology, a sec ion o he jou nal F on ie s in Psychology Recei ed: 18 May 2020 Accep ed: 08 Feb ua y 2021 Published: 01 Ma ch 2021 Ci a ion: Quílez-Rob es A, Lozano-Blasco R, Íñiguez-Be ozpe T and Co és-Pascual A (2021) Social, Family, and Educa ional Impac s on Anxie y and Cogni i e Empa hy De i ed F om he COVID-19: S udy on Families Wi h Child en. F on . Psychol. 12:562800. doi: 10.3389/ psyg.2021.562800 Social, Family, and Educa ional Impac s on Anxie y and Cogni i e Empa hy De i ed F om he COVID-19: S udy on Families Wi h Child en Albe o Quílez-Rob es1, Raquel Lozano-Blasco1*, Ta iana Íñiguez-Be ozpe2and Alejand a Co és-Pascual1 1Depa men o Educa ional Sciences, Uni e si y o Za agoza, Za agoza, Spain, 2Depa men o Psychology and Sociology, Uni e si y o Za agoza, Za agoza, Spain This esea ch aims o moni o he cu en si ua ion o con inemen in Spanish socie y mo i a ed by COVID-19 c isis. Fo his, a s udy o i s socio- amily, psychological and educa ional impac is conduc ed. The sample (N= 165 amilies, 89.1% nuclea amilies wi h child en li ing in he same household and 20.5% wi h a ela i e in a isk g oup) comes om he A agonese egion (Spain). The ins umen s used a e: Beck-II Dep ession In en o y (BDI-II); Ba on-Cohen and Wheelw igh ’s Empa hy Quo ien (EQ) wi h i s cogni i e empa hy subscale, as well as an ad-hoc ques ionnai e, e iewed by a panel o expe s, o lea n abou socio-pe sonal, amily and housing condi ions, use o echnology, in ol emen in school asks and household, and wo king condi ion. The mul iple eg ession analysis esul s show ha he anxie y de i ed om he cu en si ua ion is explained in 23.1% (p<0.001) by he a iables: gende ( = -2.31, p= 0.022), le el o In e ne consump ion ( = 2.139, p= 0.034), inc ease o amily con lic s ( = 2.980, p= 0.003) and help wi h school asks ( = 2.980, p= 0.040). On he o he hand, cogni i e empa hy is explained in 24.6% (p<0.001) by he a iables: gende ( = - 4.690, p<0.001) and mo he ’s hou s o elewo king ( = 2.101, p= 0.037). All his leads us o conclusions ela ed o p e en i e sys ems o social, psychological, and educa ional aspec s o be e se e amilies. These conclusions can be also be ans e ed o he u u e wi h an inclusi e ca e o amily se ings om hose h ee pa ame e s. Keywo ds: COVID-19, anxie y, cogni i e empa hy, amilies, educa ion, social s esso s INTRODUCTION The cu en heal h eme gency due o COVID-19 has led o nume ous coun ies, and, abo e all, o Spain, o dec ee e y d as ic measu es o house con inemen (Gobie no de España, 2020). Li e as i was known un il now has been pa alyzed. Only he wo k o p oduce essen ial se ices and p oduc s has been allowed and elewo k has p e ailed o e on-si e wo k. All hese measu es ha e had an impac on people social, amily, wo k, and educa ional li e in he ace o an unp eceden ed si ua ion, which su ely will ha e psychological and sociological consequences on he popula ion, as well as changes in educa ional me hods. F on ie s in Psychology | www. on ie sin.o g 1Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 2 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 Recen ly, s udies ha e been published ha show how he COVID-19 pandemic is a ec ing he popula ion heal h. The biopsychosocial model de ends he need o a end no only o physiological symp oms (Guan e al., 2020; Holshue e al., 2020) bu also o psychological and social elemen s such as: anxie y, dep ession, suicidal in en ions, panic diso de , loneliness and psycho ic signs (Moghanibashi-Mansou ieh, 2020;Wang e al., 2020;Wo ld Heal h O ganiza ion, (WHO), 2020) caused bo h by he si ua ion o isola ion and by social consequences such as unemploymen , in la ion and closu e o companies (Moghanibashi-Mansou ieh, 2020). In his heo e ical e iew Rajkuma (2020) shows he psychological consequences o his si ua ion, highligh ing how he incidence o anxie y and dep ession is inc easing. Likewise, he a gues he u gen need o implemen speci ic in e en ions in ulne able popula ions: child en, adolescen s and people wi h ew esou ces. Al hough all age g oups p esen a some ex en psychological and social symp oms, age is a de e mining a iable in he appea ance and in ensi y o symp oms o psychological na u e, and so is gende . In I an, Moghanibashi-Mansou ieh (2020) exposes how he le el o anxie y in women is signi ican ly highe han in men, also being highe in he g oup be ween 21 and 40 yea s old, p edic ably because his is he mos economically a ec ed g oup. Simila ly, he indica es ha he low le el o educa ion inc eases he anxie y a e, and, also, he con inuous consump ion o news ela ed o he co ona i us. On he o he hand, people who ha e ela i es o acquain ances wi h COVID-19 a e also se e ely a ec ed by his ype o psychopa hology. Simila ly, Wang e al. (2020) ind ha in China, women a e he mos a ec ed in e ms o psychosocial s ess, anxie y and dep ession. I is necessa y o con ex ualize anxie y and s ess om he heo y o amily s ess and coping heo y (Pa e son, 1988;Boss, 2001). In addi ion, hese same au ho s, con empla e s ess as a concep ha is no always nega i e, and ha obeys o he esponse o amily adap a ion in a communi a ian and cul u al con ex including ac o s o demands o no ma i e and no he mal cha ac e , un esol ed amily ensions and small daily annoyances. Aligned wi h hese s udies, Taylo e al. (2008) ecall how in he “ lu epidemic” (pig lu) hose people who li ed in a eas wi h a highe a e o cases su e ed g ea e s ess, being he younges and less educa ed people he g oup wi h he highes isk o his diso de . I is ob ious ha con ex ual elemen s play an essen ial ole in anxie y con ol in si ua ions o social isola ion de i ed om na u al, poli ical o heal h eme gencies, as is he case o COVID- 19 c isis (Sugiu a e al., 2020). In hese si ua ions, in addi ion o he main s esso , ha is he c isis i sel , au ho s such as Lock and Go don (2012), add a se ies o seconda y s esso s de i ed om he amily, social, economic, media o educa ional con ex s ha can agg a a e hese anxie y si ua ions. These would be: economic s esso s such as loss o income due o labo issues (Eh lich e al., 2010; Picou and Hudson, 2010); s esso s ela ed o amily o iends’ heal h du ing he eme gency (Kun e al., 2010); s ess ela ed o excep ional educa ion and schooling in hese si ua ions (Kilme and Gil-Ri as, 2010); s ess de i ed om exposu e o ca as ophic in o ma ion p o ided by he media (Lau e al., 2010); s esso s ela ed o he inc ease in amily con lic s (I mansyah e al., 2010), unde s ood as he dispu es be ween pa en s, pa en s and child en o among child en ha cohabi a e (Eme y, 1992), o g ea e bu den on he dis ibu ion o household cho es in some o he amily membe s (McDe mo , 2010); anxie y de i ed om he loss o social con ac wi h iends and colleagues and, consequen ly, educ ion o social capi al (Wind e al., 2011); s ess de i ed om loss o leisu e and ec ea ion (I mansyah e al., 2010); and he anxie y ela ed o changes in people’s opinions abou he wo ld hey li e in o abou hemsel es (Lock and Go don, 2012) owa ds a g ea e pe cep ion o he democ a iza ion o isk (Beck, 1998). To hese seconda y s esso s, he publica ion by Howa d e al. (2018) adds in he amily con ex he ac o ca ing o he elde ly, people wi h disabili ies, ha ing child en unde i e yea s-old, ha ing low incomes and belonging o g oups wi h cul u al and linguis ically di e se backg ounds. On he o he hand, he empa hy is an impo an cons uc in humani a ian c isis. This concep is de ined as: “empa hy allows us o in e ac e ec i ely in he social wo ld” (Ba on-Cohen and Wheelw igh , 2004, p.163). In his sense, social suppo among g oup membe s is ela ed o highe le els o empa hy in hese c isis si ua ions and, he e o e, lowe le els o anxie y bo h in who helps and who is helped, ega dless o he pe sonali y associa ed ac o s (Mane and Gaillio , 2007; Siedlecki e al., 2014;Sugiu a e al., 2020). This is because, in c isis si ua ions, he human being is eminen ly social and coope a i e (Glassman, 2000), so p osocial beha io s in eme gency si ua ions a e common and ha e a posi i e e ec on he psychological well-being o membe s o he a ec ed communi y (A i i e al., 2012; Wel on-Mi chell e al., 2016). This aspec is especially impo an in he p esen si ua ion o con inemen , since amilies mus no only ca e o hei child en, bu also o he amily membe s who a e ill (Po zio e al., 2020) o wi h psychological diso de s (Cha e jee e al., 2020), who a e mo e ulne able o he Co id-19. Rega ding educa ional elemen s ela ed o s aying a home, i is necessa y o e e o esea ch ela ed o home-schooling in which he undamen al di e ence wi h he p e ious si ua ion is he ee and esponsible op ion o being a home exe cising educa ional unc ions wi h he social and psychological epe cussions ha his en ails. Pe o ic and Rols ad (2017) allude o he philosophical pa o he idea ha om home educa ion au onomy and ci izen commi men can be add essed, aspec s ha Rousseau and F ei e highligh (Molina, 2002). Toge he wi h hese ideas, he bo om line is eedom and knowing how o combine hem and c ea e syne gies be ween he indi idual and he social (Go en, 2015). Al hough i is di icul o conduc scien i ic s udies ela ed o his ype o eaching due o i s own idiosync asy, we allude o ques ions ha appea in he e iewed wo ks. The i s is ha making home schooling compa ible, ega dless o whe he guidelines a e ollowed, ends up ha ing be e emo ional and academic esul s (Neuman and Gu e man, 2016, 2017). Au ho s like DeRish e al. (2020) ag ee on he ele ance o ex e nal e alua ions o s uden s so ha moni o ing is be e o amilies and o app en ices. A his poin i is necessa y o emembe he alue o he e alua ion as a way o conside ing he eal si ua ion and imp o emen guidelines. Al hough o he s udies such as Cheng and Donnelly’s (2019) do no ind signi ican di e ences in he emo ional de elopmen F on ie s in Psychology | www. on ie sin.o g 2Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 3 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 and socializa ion o child en schooled a home o in educa ional cen e s. Howe e , i is decisi e o keep in mind ha anxie y in mo he s who a end school a home can ha e a nega i e e ec on a achmen (Zajac e al., 2020). Re e ence has been made o his si ua ion o eal isola ion (in en ional and obliga o y), highligh ing he epe cussion on amilies a he social, wo k and educa ional le els, and his has been linked o anxie y and empa hy as ou s anding a iables. Thus, anxie y is unde s ood as a ansi o y emo ion cha ac e ized by subjec i e eelings o ension and app ehension, which a e consciously pe cei ed, accompanied by hype ac i i y o he au onomic ne ous sys em ha can a y in in ensi y and o e ime (Spielbe ge e al., 1982). On he o he hand, empa hy is de ined as an abili y o pe cei e, unde s and and sha e emo ions and s ands ou o i s ole in main aining ela ionships and p osocial beha io s (Hau e al., 2019). The e o e, i s impo ance o amily coexis ence in he cu en con inemen si ua ion is highligh ed. The objec i e o he cu en esea ch is: o s udy he impac a psychological, educa ional and socio- amilial le el de i ed om he COVID-19 pandemic in amilies. Tha is o say, o analyze he di e en con ex ual a iables and hei impac on he s a es o anxie y and cogni i e empa hy in con inemen . The ollowing hypo heses a e expec ed o be es ed: di e en socioeconomic a iables di ec ly a ec he s a es o anxie y and cogni i e empa hy (Mane and Gaillio , 2007; Siedlecki e al., 2014;Sugiu a e al., 2020). In addi ion, i is expec ed o ind ha speci ic a iables such as wo k si ua ion, dis ibu ion o household asks, ca e o people a isk and help o child en in educa ional asks a e he a iables wi h g ea e p edic i e weigh o empa hy and anxie y (Eh lich e al., 2010;I mansyah e al., 2010;Kilme and Gil-Ri as, 2010;Kun e al., 2010;Lau e al., 2010;Picou and Hudson, 2010). Finally, i is expec ed o p o e a gende di e ence in e ms o empa hy and anxie y p oduced by he change in he a iables p e iously men ioned (Moghanibashi-Mansou ieh, 2020). MATERIALS AND METHODS Sample The sample is composed o 145 amilies om he Au onomous Communi y o A agon (Spain), ep esen ing a o al o 522 people, and wi h a amily composi ion o 2 pa en s, o legal gua dians wi h child en, who espond he ques ionnai es. The a e age age o he adul pa icipan s is 42.52 (SD = 6.87) and 8.83 (SD = 6.32) o he child en (Table 1). O hese, 32.4% had an only child, 63.9% wo, and 4.7% h ee o mo e child en. The selec ion was he esul o a con enience and non-p obabilis ic snowball sampling on a na ional le el, wi h a massi e esponse om a single au onomous communi y (>90%), since he esea che s belong o his egion. The pe cen age o pa icipa ion o amilies om o he egions was e y low (4.2%). Likewise, nuclea - ype amilies exceeded 90% o he sample. I was decided o elimina e his da a because i is no ep esen a i e a a na ional le el. The amilies excluded o no mee ing he selec ion c i e ia ep esen ed 14.21% wi h a o al o 87 indi iduals. The TABLE 1 | Signi ica e co ela ions o sociocul u al a iables and anxie y and cogni i e empa hy. Anxie y Cogni i e Empa hy Anxie y 1 0.183* Cogni i e Empa hy 0.183* 1 Age −0.257** −0.182* Gende 0.257** 0.399** Numbe o child en 0.004 0.166* Child en Ages −0.167* −0.186* Fa he ’s employmen s a us −0.091 −0.196* Ga den/Te ace 0.169* −0.037 Inc ease o ime wa ching TV 0.166* −0.021 Inc ease o ime using he In e ne 0.302** 0.091 Mo he ’s hou s elewo king −0.002 0.236** Time de o ed o homewo k 0.229** 0.216** Cu en help o child en wi h school asks 0.276** 0.251** Pas help o child en wi h school asks 0.163* 0.212* Family con lic s 0.297** −0.074 Household cho es −0.193* 0.024 Child en’s use o echnological esou ces 0.101 0.171* Assis ance o o he a - isk pe sons −0.026 0.184* Mo he ’s help wi h school asks 0.335** 0.238** Fa he ’s help wi h school asks 0.164* 0.157 *p <0.05, **p <0.01. inclusion c i e ia we e: (1) amilies belonging o he Communi y o A agon, (2) amilies made up o 2 pa en s wi h child en, (3) ha hey o e hemsel es (4) ha he su ey can be sen om he same add ess and in one go, and (5) ha hey send all he ques ionnai es duly comple ed. The ques ionnai es we e comple ed du ing he i s week o Ap il 2020. The Spanish popula ion was s ic ly con ined o wo weeks. I was measu ed a his ime because we wan ed o s udy he impac o his heal h measu e, no i s ollow-up. Resea ch P ocess The s udy ecei ed he app o al o he E hics Commission o he Uni e si y o Za agoza ac ing unde he guidelines o he E hics Commi ee o he Au onomous Communi y o A agon. To do ha , se e al phases we e conduc ed ha began in Ma ch 2020. In he i s , in o ma ion explaining he na u e and objec i e o he p ojec was launched massi ely on us ed social ne wo ks ela ed o he educa ional ield: schools, ins i u es and uni e si ies, as well as an in i a ion o pa icipa e o all hose amilies ha we e in e es ed. In a second phase, hose who had exp essed hei willingness o pa icipa e we e con ac ed by signing he in o med consen , while ensu ing con iden iali y and anonymi y ha espec ed he e hical p ocedu es o he Decla a ion o Helsinki (Wo ld Medical Associa ion, 2001). The hi d phase consis ed o sending he ques ionnai es (composed by ad hoc socio-educa ional ques ionnai e, Beck Anxie y In en o y (BAI) and cogni i e empa hy subscale o he EQ empa hy quo ien scale) ha hey had o ill in online and anonymously. The esponses we e eco ded on a digi al da a s o age base o la e expo ing. F on ie s in Psychology | www. on ie sin.o g 3Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 4 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 Ins umen s Demog aphic and socio-educa ional ques ionnai e ad hoc, o own elabo a ion. The ques ions we e ela ed o he ype o amily s uc u e, numbe o child en, ype o home, p o ession, employmen si ua ion du ing he c isis, amily con lic s, household cho es, school homewo k, e c., I consis s o 25 i ems and was e alua ed by a panel o expe s, eaching an almos pe ec le el o ag eemen (k >0.81) ollowing he indica ions by Cohen (2013). Subsequen ly, o co obo a e he con o mi y o he esul s, a pos e alua ion was es ablished using an ad iso y council and ollowing he c i e ia o he communica i e me hodology. Wi h ega d o he panel o expe s, he le el o ag eemen o conco dance was calcula ed h ough he Kappa index, ob aining a alue o 0.72 ("good" conco dance o ce). A poo conco dance is conside ed o alues less han 0.20, weak o 0.21–0.40, mode a e o 0.41–0.60, good o 0.61–0.80 and e y good o alues highe han 0.81 On he o he hand, he in e nal eliabili y o he ad hoc su ey was analyzed h ough C onbach’s Alpha index eaching alues o 0.62, wi h mode a e o high eliabili y. Beck’s anxie y in en o y (BAI) in i s Spanish adap a ion by Sanz e al. (2005). I is designed o a collec ion o in o ma ion in a sel - epo o ma ha allows measu ing he deg ee o anxie y and he aspec s o symp oms less ela ed o dep ession. Speci ically, i measu es anxie y de i ed om panic, panic and gene alized anxie y diso de s ollowing he c i e ia es ablished in he DSM-III-R. This ques ionnai e, dedica ed o he measu emen o cogni i e and physiological anxie y consis s o 21 i ems whose esponses a e e alua ed om 0 o 3, being 0 “absolu ely no ,” and 3 “se e ely.” Reliabili y indices ange om 0.41 o 0.58. Empa y Quo ien e (EQ), Cogni i e empa hy scale in i s adap a ion o he Spanish e sion (Redondo and He e o- Fe nández, 2018). The empa hy quo ien in o ms abou he indi idual’s ease and willingness o cap u e and unde s and o he people eelings and how hey a e a ec ed by hese eelings o o he s. In his case, he s udy ocused on cogni i e empa hy, so only his subscale was used. I consis ed o 7 i ems, alued be ween 0 and 3, being 0 “absolu ely no ,” and 3 “se e ely.” C onbach’s alpha alues o all subscales anged om 0.67 o 0.80. S a is ical Analysis S a is ical analysis was pe o med using he IBM SPSS S a is ics o Windows so wa e ( e sion 25.0., IBM Cop., A monk, NY, Uni ed S a es). Fi s , a desc ip i e analysis o he socio- educa ional esponses epo ed was pe o med. I s pu pose was o desc ibe he con ex o he cu en si ua ion in quali a i e e ms. Subsequen ly, a compa ison was ob ained wi h he anxie y and cogni i e empa hy a iables h ough analysis o a iance (ANOVA). To es ablish he ela ionship be ween socio- educa ional ac o s and psychological ac o s o anxie y and cogni i e empa hy, a Pea son co ela ion analysis was ca ied ou . To inish, a linea eg ession was pe o med o es ablish a p edic i e model o amily and educa ional habi s wi h he de elopmen o s a es o anxie y and empa hy in he cu en si ua ion o heal h c isis. All signi ican co ela ions we e included in he eg ession model conside ing a alue o p<0.05 as s a is ically signi ican . On he o he hand, linea eg essions a e ca ied ou wi h s eps o wa d. In his way, we can de e mine which elemen could be he mos impo an . RESULTS Socio-Educa ional Compa a i e Desc ip i e Analysis The quali a i e analysis o he socio-educa ional ques ionnai e yields he ollowing esul s: Rega ding he pa en s’ le el o educa ion, i is obse ed ha mo he s ha e uni e si y o pos g adua e s udies in a pe cen age o 65.7%, 30.8% ha e seconda y s udies, and 3.5% p ima y o basic s udies. These da a di e wi h espec o he a he s since 47% o hem ha e uni e si y s udies, 41.7% ha e seconda y educa ion s udies and 11.3% elemen a y. Rega ding hei job occupa ion (Figu e 1), he emales ecognize ha 40.2% o hem ha e an inde ini e con ac , and males he 51.8% o hem. Tempo a y wo k is pe o med by 7.7% o women. In he sel -employed modali y, women a e 5.9% and men 12.5%. On he o he hand, 8.3% o he emales a e unemployed compa ed o he males, which ep esen s a 1.2% and inally 2.4% o hem a e e i ed. Rega ding he p o ession, 26% o women a e ci il se an s, compa ed o 19.6% o men, and 9.5% a e engaged in household cho es wo k, ha in he case o he males a e no epo ed. These di e ences be ween gende s a e e iden when conduc ing a business ac i i y, whe e he e a e no epo ed da a on women, bu on he male gende i ep esen s he 4.2%. These obse a ions aise again he deba e on he wage gap and equali y and equi y be ween gende s. T aining da a is highe o women, bu he unemploymen a e, uns able employmen , and occupa ion in household cho es accoun o 25.5% o hem. Abou he cu en employmen si ua ion in he con inemen si ua ion, he esul s a e simila be ween he gende s wi h espec o elewo k (32.5% women; 31.5% men) and hose a ec ed by a p o isional downsizing plan (12.4% women; 15.5% men). The e is a di e ence in a endance a he wo kplace, whe e 17.2% o women do so compa ed o 28% o men. On he o he hand, he economic si ua ion o amilies in he s a e o heal h ala m has unde gone some modi ica ion. 59.6% o hem say ha he amily economy has been a ec ed du ing his excep ional si ua ion, wi h he nega i e si ua ion being o a se ious na u e in 27.8% o households. A angemen he a e age sco es o he BAI scale, he esul s de i ed om he i s 15 days o con inemen showed a g ea e p esence o cogni i e-subjec i e s ess and anxie y in he indi idual. In his sense, he mean anxie y (Mean:13.9, SD:9.95) du ing he pe iod o con inemen was signi ican ly highe han ha which would be expec ed o be ound in he popula ion, acco ding o BAI c i e ia (Sanz e al., 2005). In o he wo ds, anxie y a es sky ocke ed. This cogni i e de e minan is wha made he ype o empa hy ocus on he cogni i e cha ac e and ejec he emo ional elemen . The a e age a e was (Mean: 13.12, SD: 3.87) a supe io alue in no mal condi ions (Redondo and He e o-Fe nández, 2018). F on ie s in Psychology | www. on ie sin.o g 4Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 5 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 FIGURE 1 | P ogeni o employmen si ua ion. Rega ding he size o he house and he exis ence o a ga den o e ace, 76.3% epo ed li ing in a dwelling la ge han 76 squa e me e s (21.9% <105; 34.9% be ween 76–90 and 19.5% be ween 91–105) and 14.7% o amilies occupied smalle houses. In addi ion, 37.3% o amilies did no ha e a la ge ga den o e ace, which inc eases he possibili y o eeling anxie y and seeing empa hic de elopmen al e ed. Fo his eason, an analysis o a iance (ANOVA) was pe o med, showing ha he e was a di e ence in he empa hy de eloped a his ime in ela ion o he size o he dwelling (F= 3.047; p<0.05). Thus, people li ing in a space less han 60 squa e me e s a e signi ican ly a ec ed by he de elopmen o hei empa hy, ob aining an a e age sco e o 9 compa ed o 13.406 o he o e all a e age sco e. On he o he hand, no signi ican di e ences we e ound ega ding he epe cussion o his a iable on he de elopmen o anxie y. Rega ding he a iable o exis ence o ga den o e ace in he home, he opposi e occu s since he e a e no signi ican di e ences wi h empa hy, bu hey exis in anxie y, when inc easing he eeling o con inemen (F= 4.228; p<0.05), being g ea e in hose amilies ha don’ ha e a e ace o ga den (M= 15.463). The esul s on he use o leisu e ime du ing he ala m si ua ion caused by he pandemic, indica e ha 63.8% o esponden s admi o ha ing inc eased ele ision consump ion, wi h he inc ease in he In e ne consump ion becoming e en mo e d as ic, as i was epo ed by he 95.3% o he sample (gene al amily), and 29.6% o hem assu ing ha his inc ease has occu ed se e ely. Gi en hese esponse da a, a new ANOVA analysis was ca ied ou on hese a iables and hei link wi h anxie y and empa hic-cogni i e de elopmen , inding a s ong impac on he inc ease in in e ne consump ion wi h espec o anxie y (F= 4.779; p<0.01). Families who claimed no o ha e inc eased hei In e ne use o o ha e done i e y sligh ly epo ed mean anxie y sco es o 7.285 compa ed o sco es o 15.297 epo ed by hose amilies who ecognized a mode a ely high o se e e inc ease o his consump ion. In he educa ional ield and wi h espec o a iables ela ed o amily hou s de o ed o child en’s school asks, 50.3% o he amilies a i m dedica ing less han 4 h o hese asks. 17.8% o hem a i m ha hey a e spending be ween 4 and 6 h, compa ed o 7.7% who epo a daily dedica ion o mo e han 6 h. In con as , 24.3% o amilies do no spend any ime moni o ing hei child en’s homewo k. Di e ences in in ol emen be ween he ma e nal and pa e nal igu e a e obse ed. 41.7% o a he s claim no o help hei child en in he de elopmen o academic ac i i ies compa ed o 71% o mo he s who do help hei child en. In addi ion, as a esul o he cu en si ua ion, amily hou s de o ed o academic de elopmen o child en has inc eased, going om 13% be o e he heal h c isis o 29.6% in he cu en si ua ion, as hey ecognize helping in such asks “always.” This g ea e in ol emen and dedica ion, o he de imen o he enjoymen o ee ime, can igge he inc ease o anxie y s a es and empa hic de elopmen . An analysis o a iance inds signi ican di e ences ha poin o he possibili y o a signi ican inc ease in bo h anxie y and emo ional empa hy (F= 3.565; p<0.05 and F= 3.114; p<0.05) ela ed o his inc ease in pa en al in ol emen . As o he a iables ela ed o amily coexis ence such as he dis ibu ion o household cho es and he e olu ion o s agna ion o amily con lic s in he cu en si ua ion, in 32.5% o he amilies he mo he is s ill in cha ge o ca ying ou hese asks, compa ed o 6.5% o he a he . Howe e , 61% o amilies ecognize ha in he cu en si ua ion o con inemen , he dis ibu ion o asks is mo e equi able, wi h 36.7% a i ming ha he asks a e ca ied ou by bo h pa en s o legal gua dians and 24.3% ha he asks a e ca ied ou by all he membe s o he amily. Rega ding he F on ie s in Psychology | www. on ie sin.o g 5Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 6 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 exis ence o amily con lic s, 22.5% o he esponden s epo ha hey ha e inc eased and 27.2% o hem ha hey ha e dec eased. By linking hese da a wi h espec o he a iables o anxie y and cogni i e empa hy, we ound new di e ences in he ANOVA analysis, mainly wi h espec o anxie y (F= 6,276; p<0.001), which inc eases in households whe e con lic s ha e in ensi ied du ing he excep ional si ua ion and dec eases whe e asks a e equally dis ibu ed. Finally, ega ding he exis ence o a pe son a isk in he ace o he heal h ala m caused by COVID-19 wi hin he amily nucleus, 20.7% o he esponden s answe ed a i ma i ely, adding in 7.8% o he cases ha hese people also needed help. Ano he 27.8% o he sample had o a end someone a isk ou side home. In his sense, an analysis o a iance (ANOVA) de e mined he di e ence in e ms o cogni i e empa hy wi h espec o his ac o (F= 5.000; p<0.005), u ning ou o be signi ican and es ablishing he inc ease in empa hy in hose who mus assis people in isk a he p esen ime. In con as , no signi ican di e ences we e ound ha a ec ed he de elopmen o anxie y s a es. Co ela ional S a is ical Analysis To es ablish he ela ionship be ween socio-educa ional and psychological a iables such as anxie y and cogni i e empa hy, a Pea son co ela ion analysis was pe o med (Table 1). A low posi i e signi ican co ela ion is ound be ween hese las wo a iables (0.183; p<0.05). The esul s es ablish a signi ican nega i e co ela ion o anxie y and empa hy wi h age (-0.257, p<0.01; −0.182, p<0.05), ha is, he olde he pa en s a e, he lowe he le el o anxie y and empa hy will be. Gende co ela ed signi ican ly wi h anxie y (0.257; p<0.01) and wi h empa hy (0.399; p<0.01), emales ha e g ea e empa hic capaci y and g ea e anxie y. The numbe o child en only co ela es wi h empa hy (0.166; p<0.05), a highe numbe o child en co ela es wi h mo e empa hy. In con as , he age o he child en co ela es signi ican ly and nega i ely wi h anxie y (- 0.167; p<0.05) and wi h empa hy (-0.186; p<0.05), he younge he child en, he g ea e i is he pa en s’ le el o anxie y and empa hy. The a he ’s occupa ion only co ela es signi ican ly, low, and nega i e, wi h empa hy. The highe a he ’s employmen s a us is, he lowe le el o empa hy owa ds he membe s o his amily. On con a y, mo he ’s hou s o elewo k p esen s a signi ican posi i e co ela ion wi h empa hy (0.236; p<0.01), indica ing ha he g ea e he numbe o hou s elewo king, he g ea e he abili y o empa hize. On he o he hand, he ime dedica ed o school asks by he child en co ela es signi ican ly wi h anxie y (0.229; p<0.01) and wi h empa hy (0.216; p<0.01). The same happens in he assis ance p o ided by pa en s, a p esen ime, o ca y ou hese school asks (0.276; p<0.01; 0.251; p<0.01) and he help p o ided be o e he c isis (0.163; p<0.05;0.212; p<0.05). The di e ence is ha he mo he ’s help co ela es signi ican ly posi i ely wi h anxie y (0.335; p<0.01) and wi h empa hy (0.238; p<0.01), and a he ’s help co ela es only wi h anxie y (0.164; p<0.05). Pa en al in ol emen an inc ease in pa en s’ anxie y and, a he same ime, empa hy owa ds hei child en’s eelings. In u n, he ime spen helping hei child en inc eases anxie y in he a he and mo he , bu empa hic de elopmen owa ds hei child en only occu s in he case o he mo he . The a iables o he exis ence o a ga den o e ace in he home (0.169; p<0.05), longe ime wa ching ele ision (0.166; p<0.05) and inc ease in in e ne use (0.302; p<0.01) only co ela e wi h anxie y in a signi ican ly posi i e way, being low o he i s wo, and mode a e o he las one. On he o he hand, amily con lic s show a signi ican posi i e co ela ion wi h anxie y (0.297; p<0.01). These a iables pose a isk ha nega i ely a ec s anxie y, al e ing amily li e. In con as , he child en’s use o echnological esou ces co ela es signi ican ly wi h empa hy and in a low posi i e way (0.171; p<0.05), which implies an inc ease in empa hy be ween hem. Ano he a iable ha a ec s amily li e is he pe o mance o household cho es. This a iable co ela es signi ican ly and nega i ely wi h anxie y (-0.193; p<0.05), ha is, wi h less collabo a ion om o he s, anxie y inc eases in he pe son in cha ge o hem. Finally, assis ance o o he a - isk pe sons ou side amily home co ela es signi ican ly and in a low way wi h empa hy (0.184; p<0.05). The e o e, assis ing people a isk ou side home inc eases empa hic capaci y. S a is ical Reg ession Analysis Two eg ession analysis we e conduc ed using he me hod o successi e s eps o wa d. The i s was based on a p edic i e model o anxie y due o socio-educa ional causes in he con ex o cu en con inemen (Table 2). The second elabo a es a p edic i e model o he de elopmen o cogni i e empa hy in he same ci cums ances (Table 3). In he anxie y p edic ion model, R2 alues o 0.211 we e ob ained, which means an explana o y capaci y on he a iance o 21.1%. The a iables ha we e signi ican o anxie y caused by he cu en si ua ion we e gende (β= 0.186; p<0.05), child en’s a e age age (β= 0.151; p<0.05), mo he ’s help wi h homewo k (β= 0.249; p<0.001) and he inc ease o he In e ne use (β= 0.252; p<0.001) (Table 2). Reg ession Model o P edic ing Anxie y Fo he p edic i e model o cogni i e empa hy, R2 alues o 0.274 we e ob ained, explaining he 27.4% o he a iance. The signi ican a iables o his model we e gende (β= 0.377; p<0.001), child en’s a e age age (β= 0.181; p<0.05), help in he cu en si ua ion wi h homewo k (β= 0.159; p<0.05), mo he ’s elewo king hou s (β= 0.178; p<0.05) and he ac o assis ing o he a - isk pe sons ou o home (β= -0.185 y p<0.05) (Table 3). DISCUSSION The main indings o his esea ch a e ha : anxie y de i ed om he pandemic si ua ion is explained by gende , he le el o In e ne consump ion, he inc ease in amily con lic s and help wi h homewo k. Cogni i e empa hy is explained by gende and mo he ’s elewo king hou s. The s a e o con inemen has mean a new home s uc u ing o amilies, becoming a place o wo k, upb inging, and ca e o F on ie s in Psychology | www. on ie sin.o g 6Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 7 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 TABLE 2 | Reg ession model o p edic ing anxie y. Model S anda dized coe icien s Sig. 95% con idence in e al o B βLowe limi Uppe limi VIF 1 Mo he ’s help wi h homewo k 0.335 4.25 0 2.501 6.849 1 2 Mo he ’s help wi h homewo k 0.303 3.955 0 2.112 6.334 1.015 Inc ease o he In e ne use 0.265 3.466 0.001 1.316 4.812 1.015 3 Mo he ’s help wi h homewo k 0.277 3.629 0 1.758 5.964 1.038 Inc ease o he In e ne use 0.242 3.179 0.002 1.056 4.532 1.034 Gende −0.176 −2.293 0.023 −7.006 −0.519 1.046 4 Mo he ’s help wi h homewo k 0.249 3.254 0.001 1.366 5.595 1.072 Inc ease o he In e ne use 0.252 3.341 0.001 1.189 4.637 1.038 Gende −0.186 −2.456 0.015 −7.215 −0.78 1.052 Child en’s a e age age −0.151 −2.004 0.047 −0.445 −0.003 1.038 TABLE 3 | Reg ession model o p edic ing cogni i e anxie y. Model S anda dized coe icien s Sig. 95,0% con idence in e al o B βLowe limi Uppe limi VIF 1 Gende −0.399 −5.198 0 −4.814 −2.161 1 Gende −0.392 −5.269 0 −4.712 −2.141 1.001 2 Cu en help o child en 24. 3.229 0.002 0.322 1.338 1.001 Gende −0.372 −5.029 0 −4.531 −1.974 1.016 Cu en help o child en 0.221 2.996 0.003 0.26 1.27 1.015 3 Mo he ’s elewo king hou s 0,163 2.185 0.031 0.051 1.023 1.03 Gende −0.366 −5.022 0 −4.464 −1.942 1.017 Cu en help o child en 0.2 2.725 0.007 0.19 1.193 1.031 4 Mo he ’s elewo king hou s 0.179 2.435 0.016 0.111 1.074 1.041 Assis ance o o he a - isk pe sons ou o home −0.166 −2.27 0.025 −2.695 −0.186 1.025 Gende −0.377 −5.251 0 −4.536 −2.055 1.021 Cu en help o child en 0.159 2.154 0.033 0.045 1.056 1.085 5 Mo he ’s elewo king hou s 0.178 2.452 0.015 0.114 1.059 1.041 Assis ance o o he a - isk pe sons ou o home −0.185 −2.565 0.011 −2.848 −0.369 1.037 Child en’s a e age age −0181 −2.467 0,015 −0.197 −0.022 1.064 bo h child en (Zhang e al., 2020) and sick ela i es (Cha e jee e al., 2020; Po zio e al., 2020). This s udy desc ibes he cu en amily si ua ion whe e pa en s, in a 50%, ha e had o op o elewo king o hey a e a ec ed by a p o isional downsizing plan and all child en con inue hei s udies a home h ough he use o ICT. I is also e iden ha , ega ding he le el o s udies and ype o modali y o pa en s’ job, despi e he ac ha women ha e a highe le el o educa ion, hey a e also hose who p esen he highes pe cen age in empo a y jobs o unemploymen . On he con a y, men a e hose who ha e inde ini e jobs and conduc business ac i i ies. Rega ding pe o ming household cho es and ca ing o people a isk, women s ill mainly do hese asks. These esul s a e he consequence o a socio-cul u al adi ion ha a ibu es s e eo ype and s a ic oles based on gende (Bloss eld and Kie nan, 2019;McDe mo e al., 2019). Rega ding he a iables ha a ec amily li e, he economic si ua ion has been a ec ed in mo e han he 50% o households, and ele ision and in e ne consump ion has inc eased as an al e na i e o ou doo leisu e. On he o he hand, i is shown ha mos o he esponden s li ed in houses o less han 76 squa e me e s, bu only a hi d o hem did no ha e a ga den o e ace. Rega ding amily con lic s, he e is no unanimi y, since, in he same p opo ion, hey indica e ha hey ha e inc eased as well as dec eased (be ween 20 and 25%), he e o e i is inconsis en wi h s udies ha indica e ha his ype o si ua ion gene a es s ess ha causes an inc ease in amily con lic s (I mansyah e al., 2010). Anxie y is one o he main consequences o he COVID-19 pandemic, wi h he emales and young adul s being especially ulne able (Moghanibashi-Mansou ieh, 2020;Rajkuma , 2020; Wang e al., 2020). In his sense, olde age means be e c isis managemen (Kang, 2014), being da a ha a e aligned wi h ou esul s. To he abo e we mus add ha he lack o a ga den o e ace ha supposes a g ea e eeling o con inemen , he inc ease in hou s wa ching he ele ision as an al e na i e o ou doo ac i i ies, dedica ing mo e hou s o ca ying ou school asks and helping child en wi h hem ( o a lesse ex en by F on ie s in Psychology | www. on ie sin.o g 7Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 8 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 a he s), and an inc ease in amily con lic s, lead o in ensi ica ion o anxie y le els in con ined pe sons. These da a a e in line wi h hose p o ided by Lock and Go don (2012) since he c isis si ua ion is agg a a ed by e ec s de i ed om he amily con ex and wi h hose by I mansyah e al. (2010) ela ed o he loss o hou s o leisu e and ou doo ec ea ion. On he o he hand, he p edic i e model exposes ha no only gende is an explana o y elemen , since he e a e o he con ex ual and socio- amily elemen s ha can signi ican ly a ec s ess and anxie y in his ype o si ua ion, as sugges ed by Sugiu a e al. (2020). Fo example, he child en’s a e age age ( he younge hey a e, he highe pa en s’ anxie y le els), mo he ’s help in school asks and inc ease in he use o In e ne a e ac o s ha also in luence he de elopmen o s a es o anxie y in he cu en si ua ion. These elemen s a e aligned wi h p e ious esea ch, in which poin ed ou as s esso s we ind: ha ing child en unde 5 yea s- old (Howa d e al., 2018), excep ional educa ion and schooling in hese si ua ions (Kilme and Gil-Ri as, 2010), o he unequal dis ibu ion o household cho es (McDe mo , 2010). Rega ding he ole o he In e ne in his p ocess, i is necessa y o e e ence how i s ema kable g ow h has been pai ed wi h ala ming igu es o addic ion wo ldwide, and i s consequences in he inc ease o dep ession and anxie y (Cheng and Li, 2014; Al Mamun and G i i hs, 2019;Lozano-Blasco and Co és-Pascual, 2020). The In e ne is he key o a new en i onmen whe e a mul i ude o ac i i ies a e ca ied ou , om shopping o es ablishing a ec i e ela ionships (Ki aly e al., 2015) and in a con ined en i onmen , ne wo ks o e he main enance o los daily li e: wo k, consume goods and se ices, o a ending o he educa ion o child en. Al hough, i should be bo ne in mind ha no m- ypical human beha io can be al e ed by i s con inuous in e ac ion in he cloud (King e al., 2013; He e al., 2017). On he o he hand, he highes le els o empa hy, in c isis si ua ions, a e ela ed o he g ea e suppo among he membe s o he amily uni , which is gene a ed especially in hose who ca y ou a g ea e p opo ion o help, wo k o assis ance (Siedlecki e al., 2014). In hese ypes o si ua ions, a posi i e e ec a ises in hose wi h he highes coope a i e commi men (Glassman, 2000). In his sense, he esul s ob ained in his esea ch coincide wi h hese p e ious s udies since, as indica ed abo e, being mo he , ha ing younge child en, as well as hei numbe , mo he ’s elewo king hou s, ime helping wi h school asks (especially o he mo he s), ha ing echnological esou ces and assis ance o people a isk ou side home, a e posi i ely associa ed wi h empa hy. The p edic i e model indica es ha cogni i e empa hy is modula ed by gende (g ea e empa hy in women), he a e age age o he child en ( he younge he child en, he g ea e he empa hy), cu en help wi h school asks, assis ance o people a isk ou side home and mo he s’ hou s o elewo king, a iables ha inc ease hese le els o empa hy. Empa hy wi hin pa en al ela ionships is explained by he s eng h o he ela ionship be ween hem and by he gene a ion o esponse o a ec i e s a es, being in ull ag eemen wi h esea ch such as he one by Eisenbe g and Mille (1987) and Ve ho s ad e al. (2008). On he o he hand, i has some imes been ound ha he le el o educa ion p edic s he le el o empa hy (Hau e al., 2019) and in he p esen s udy i has al eady been poin ed ou ha he sample o med by emales had highe academic le els han males. In ela ion o he i s wo a iables, gende and age o he child en, he e would be a co espondence wi h he le els o anxie y, since, as speci ied, he ac o being a woman and ha ing younge child en inc eases anxie y (Howa d e al., 2018;Moghanibashi-Mansou ieh, 2020; Rajkuma , 2020;Wang e al., 2020), bu empa hy also inc eases wi h hese a iables, explaining he co ela ion es ablished be ween bo h a iables o anxie y and empa hy. Rega ding he a iables ela ed o help o collabo a ion wi h o he s, assis ance o o he people-a - isk ou side home and he help o child en wi h school asks a e key ac o s in modula ing cogni i e empa hy, so ha i is inc eased in hese si ua ions, bu almos exclusi ely in emales. In his sense, al hough au ho s such as Mane and Gaillio (2007), Po zio e al. (2020),Siedlecki e al. (2014), and Sugiu a e al. (2020) poin ou ha assis ing amily membe s can be a majo s esso in eme gency si ua ions (also in he case o ou s udy, whe e he mo he ’s school help was also an anxie y ac o ), in gene al, publica ions on his ma e ha e been ocused on how he social suppo ne wo k ( amily, iends, communi y membe s) is an elemen o g ea ele ance when managing s ess si ua ions de i ed om di e en ypes o c ises. These wo examples o p osocial beha io s, common in eme gency si ua ions (A i i e al., 2012;Wel on-Mi chell e al., 2016), a e a ac o p omo ing empa hy and coope a i e spi i in he ace o ad e si y (Zakou and Gillespie, 2012;Kim and Zakou , 2017). In o he wo ds, he human being has he abili y o inc ease his cogni i e empa hy in he momen s o g ea es need in c isis si ua ions (Glassman, 2000), seeking he psychological well-being o he g oup (A i i e al., 2012;Wel on-Mi chell e al., 2016) ha ing a posi i e e ec on bo h he pe son helping and he pe son being helped (Mane and Gaillio , 2007; Siedlecki e al., 2014, Sugiu a e al., 2020). This las elemen is e i ied in ou s udy in he inc ease o empa hy when helping child en in school asks. Las ly, he mo he ’s hou s o elewo king seem o be an elemen ha p omo es empa hy, and can be ela ed o he ac o no ha ing los a job and ha ing a g ea e ease o econciling wo k and pe sonal li e in an eme gency si ua ion, being aligned wi h s udies such as hose by Eh lich e al. (2010),Howa d e al. (2018), and Picou and Hudson (2010). Rega ding he limi a ions o he s udy, he u gency o he si ua ion, he sampling me hod, and he ecep ion o a majo i y esponse om only one egion in Spain can cause he sample o be sligh ly biased. Howe e , he esul s p esen op imal indica o s and seem o be aligned wi h he li e a u e (Glassman, 2000;Mane and Gaillio , 2007;A i i e al., 2012;Siedlecki e al., 2014; Wel on-Mi chell e al., 2016;Sugiu a e al., 2020). Rega ding p ospec i e, a epe i ion o he s udy once he pe iod o con inemen has ended and he popula ion will adap o he new no mali y, would se e o e i y whe he his c isis has changed he socio- amily dynamics and he le els o empa hy and anxie y o he popula ion. We conside wha esponse we gi e om educa ion, science, and socie y o a end hese momen s o eme gency and ha a e linked o no ma i e o cul u al elemen s. I would ha e o be ans e sal, ega dless o he momen in which one li es, empa hy F on ie s in Psychology | www. on ie sin.o g 8Ma ch 2021 | Volume 12 | A icle 562800 psyg-12-562800 Feb ua y 23, 2021 Time: 17:54 # 9 Quílez-Rob es e al. Anxie y and Cogni i e Empa hy: COVID-19 owa ds he complex si ua ions o o he people, he sea ch o emo ional balance, compassion and ac ions linked o jus ice and social well-being. In and a e his c isis, we can ake many posi i e aspec s o implemen in amilies and in socie y, such as knowing how o wo k as a amily eam, espec ing emo ional singula i ies and looking o he con agion e ec o he es o social a eas. An example o his is he lib osqueunen.o g p ojec in which a bond is c ea ed wi h he amily in a si ua ion o educa ional disconnec ion due o he digi al di ide. I has been p o en ha we a e able o inc ease ou empa hy and egula e ou anxie y, al hough we need mo e o mal and non- o mal educa ion in his line, aking in o accoun all he ac o s ha a e included in a amily, and ha a e no only he amily membe s o he "school inside he house” elemen s, bu also he echnological, media and social ne wo king si es. CONCLUSION Wi h his esea ch we app oach he cu en si ua ion o con inemen in Spanish socie y mo i a ed by COVID-19 c isis. Fo his, a s udy o he social, psychological, and educa ional impac on amilies is conduc ed. Undoub edly, he esul s highligh he inequali ies ha s ill exis wi hin he amily sphe e. De i ed om ou da a, we could hypo hesize ha he mo he igu e con inues o bea he bu den o wo k a home and she is he sus enance ha main ains amily ela ionships and ha monious coexis ence. The a he igu e con inues o es ablish his wo k ela ionships as a p io i y, occupying a seconda y place in he ela ionship wi h child en and adul s. Anxie y inc eases in s ange si ua ions in his con ex and empa hy, especially by emales, dampens he s ess caused. Al hough au ho s such as Howa d e al. (2018) and Sugiu a e al. (2020) lis a g ea e a ie y o s esso s ela ed o he pe sonal, amily, social and wo k en i onmen han hose iden i ied in his s udy, he uniqueness o he global eme gency si ua ion caused by he COVID-19 c isis, jus i ies ha he assimila ion o his si ua ion o o he p e ious eme gencies is no possible. Al hough many o he s udies collec ed in his esea ch analyze excep ional si ua ions (heal h eme gencies, na u al disas e s, socio-poli ical con lic s), he cha ac e is ics and global na u e o his c isis places us in a new scena io, in which he u hs assumed up o now a e ques ioned. As Beck (1998) s a ed in he cu en Risk Socie y hese new h ea s, de i ed om human ac ion, shake he cen al componen s o socie y, mo i a ing a se ies o deba es and e o mula ions ha science and socie y mus join ly explo e. DATA AVAILABILITY STATEMENT The aw da a suppo ing he conclusions o his a icle will be made a ailable by he au ho s, wi hou undue ese a ion. ETHICS STATEMENT The s udies in ol ing human pa icipan s we e e iewed and app o ed by CEICA (Comi é É ico de In es igación Clínica en A agón) del Gobie no de A agón and Uni e sidad de Za agoza (ACUERDO de 2 de ab il de 2020, del Ge en e de la Uni e sidad de Za agoza, po la que se ap ueba el T a amien o de da os pe sonales “Moni o ización del Co id-19: Impac o social, psicológico y educa i o”). The pa ien s/pa icipan s p o ided hei w i en in o med consen o pa icipa e in his s udy. AUTHOR CONTRIBUTIONS AQ-R coo dina ed he design and esea ch p ocess. AQ-R and RL-B designed he psychological esea ch. TÍ-B designed he sociological ques ionnai e. AC-P he educa ional one. AQ-R and RL-B ca ied ou he s a is ical analysis. RL-B, AC-P, and TÍ-B ca ied ou he heo e ical amewo k, discussion and conclusion. 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